Augmented Reality (AR) is what happens when you overlay digital information on top of the real world, or an object, that’s right in front of you. In the picture above, you can see an open a book with an augmented reality enabled device pointing at it, the AR app enhances the relevant information and in this case, produces a picture of a 3D model from the content.
AR heralds a step-change in education whereby, instead of just ‘learning’ a subject or topic, AR will include ‘seeing’ the content in 3D that will allow a student to experience another dimension, making it easier for them to understand more complex concepts. AR is a complementary technology that will also give the classroom teacher a new way to address the variety of ‘learning styles’ in the class by creating ‘engagement’ that is fundamental in helping all students to learn, to retain, and to recall what they have learned with more accuracy.
AR is inexorably moving into mainstream education and when it is used with the “flipped classroom” model, where students watch AR lessons at home, in their own time, at their own pace (and as many times as they need to), the classroom time is then used to discuss what they have learned, this allows ‘peer group’ engagement where all the students can participate and gain a much deeper understanding of the topic.
This might even signal the end or, at least, a reduction of “streaming” in education because AR lesson plans are instrumental in helping students with different learning styles and abilities to grasp what’s being taught to them, allowing them to explore and focus on subjects in a way that’s more appealing, stimulating and memorable.
WordsWorth Learning Ltd., will soon be engaged in an exciting AR educational project here in Ireland, focusing on literacy development, that will be sponsored by the EU and we will write more about this topic later in the year.
2016 © WordsWorth Learning Ltd.
This is why I do what I do. The names are blurred to protect client confidentiality.
Parents who are concerned that their child may be having some difficulty at school should read this true story about a primary school pupil who was struggling in class because his reading and spelling problems had been missed. The article is published on mummypages.ie – here’s the link —http://bit.ly/2kWmiEz
Unfortunately there are many more children and young people in this position throughout the primary and secondary school system in Ireland. The good news is that the Department of Education plan to introduce a new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools which will be introduced from September 2017.
There is plenty of scope to get this right and if it is implemented properly, with the correct approach, services and resources, it will definitely help to identify and remediate many more of the cases like the one described in the published article.
Learning his lessons in his own time, at his own pace and on his own device. He’ll do the homework in school tomorrow with the teacher and his classmates together……
The link below refers to an article in the Irish Times discussing the demise of the classroom as we know it postulating that the “Flipped Classroom” and more personalised learning will be commonplace in the future. The Pilot project introducing the “Flipped Classroom” into St Brigid’s National School in Greystones, Ireland that uses our WordsWorthLearning online literacy programme is mentioned in the first 2 paragraphs. We are obviously 20 years ahead of the game! http://bit.ly/2fDjBWd
The University of Vermont last week became the most recent institution to join the trend, announcing a pedagogical reform in its College of Medicine (UVM) that observers say is the most sweeping yet. The college will over the next several years remove all lecture courses, replacing them with videos students watch on their own time. And instead of sitting through lectures, students will meet in “active learning” classrooms, led by faculty members, working with their classmates in small groups.
UVM will put a $66 million gift, announced Friday, toward building renovating classrooms and retraining faculty members. It has also renamed its College of Medicine in honour of the donor, alumnus and retired physician Robert Larner.
(Text Source: Carl Straumshelm – Inside Higher Ed, Sep 2016)
A really good day with another fantastic group of teachers and SLTs learning about the WordsWorthLearning programme. Smaller groups always lead to greater participation and discussion throughout the day. It was a real pleasure.
Very interesting results from a DELLOITE 2016 Digital Education Survey to explore emerging trends in digital education technology. Here’s a link to their infographic that details the results from the study: http://bit.ly/2dxqRkl
Here’s an example: “88% of parents and 84% of teachers are interested in having more at-home digital content available to supplement what’s being taught in school”.
The results from our 2016 Flipped Classroom Project with St Brigid’s National School in Greystones, Ireland certainly show why this is the case.
What an impressive turnout of parents and some of the teachers last night for a presentation, arranged by Sr. Kathleen Lyng (Principal), in St Brigid’s National School in Greystones, Ireland.
They came along to hear about the amazing results from a most progressive pilot project that had been run in the school recently. The project tested the “Flipped Classroom” model using the online WordsWorthLearning programme with the objective to help students that were falling behind with their reading and spelling. The project involved two groups of 8 students that had been identified to be in this cohort. To measure the outcomes for the project the teachers used standardised literacy tests both before and after the project had completed.
Group 1: Involved the “Flipped Classroom” approach with the 8 students doing the lessons (selected by the teacher) at home i.e. watching video tutorials and completing interactive reading and spelling exercises – to put into practice what was taught in the lessons. The students could rewind and replay the lessons and learn at their own pace. A parent or guardian would facilitate this activity. During the week, in the classroom, the teacher would discuss and review the lessons learned with the group of 8 students to construct a better all-round understanding of the topic.
Group 2: involved the traditional “Classroom / Homework” approach with the 8 students doing the lessons daily with the teacher, on the whiteboard in the classroom i.e. watching video tutorials and completing both manual and interactive reading and spelling exercises to consolidate the lessons.
The results which revealed significant improvements in reading accuracy, comprehension and spelling will be published soon on our website www.wordsworthlearning.com.
Other topics covered last night were:
The age-old problem – “How do you help students with spelling difficulties?”. The photo above depicts an exercise done on the night that showed the audience how to discover someone’s “area of visual recall” or AVR for short. The audience were given information about what to look for and our volunteer Emma was a superb example, showing very clearly where her eyes go when she is trying to visualise something e.g. the answer to a tricky question. Once established this information can be used to help a student to remember how to spell a word.
How to create “Flashcards” using colour and graphics, that can help a student to remember how to spell a word that they normally find difficult, because they have no rule-base to work from e.g. cheque
It was a great night, with lots of interesting questions and feedback.
There has been a conflict of dates for the next WordsWorthLearning (1-Day) Training Course – for Learning Support Teachers and Speech & Language Therapists.
See the following for information and course booking details: course-21-oct-2016
Our online programme is used by Learning Support Teachers, Speech & Language Therapists and Parents (at home with their child).
NEW – Student Progress Tracked using Multiple-Choice Questionnaires
Each student’s progress is now measured and documented using 12 multiple-choice questionnaires. The student will be instructed to do the multiple-choice questionnaire after completing each one of the 7 Levels. There are 10 questions in each one and the results will be shown on the screen at the end of each questionnaire. The results can also be printed as a PDF. Some of the more advanced Levels have more than one questionnaire. Based on the results the student’s progression of achievement is tracked and monitored and where appropriate revision is instructed to meet the individual students learning needs. Revision consists of re-watching a particular video tutorial that contains the element/s that the student had missed or had not fully understood.
The student can access the Questionnaire to try again, at any stage and as many times as might be required. The picture below shows just how easy it is to select and click the Questionnaire that has been indicated.
WordsWorthLearning© is an online programme that contains a complete step-by-step solution for remediating reading and spelling difficulties including dyslexia. It teaches the “mechanics” of reading and spelling over a series of 7 levels:
Level 1: Sound/Symbol Association – begins at the cusp between pre-reading / spelling and early reading/spelling stages, with a focus on articulation awareness and the identification of 43 speech sounds / phonemes and their respective graphemes (letters).
Level 2: Phonological Processing – pseudo words are used to teach the student to discern and identify the target sounds, the number and the order of sounds in a nonsense word.
Level 3: Reading & Spelling – using pseudo words, with direct reference to the Vowel and Consonant charts that are supplied with the programme.
Level 4: Rules for Reading & Spelling – 20 rules are introduced in detail, expanding on common rules but also incorporating rules that are unique to the programme.
Level 5: Reading & Spelling – real single syllable words of increasing complexity and irregular words are taught using an innovative ‘visualisation’ strategy.
Level 6: 9 Syllable Division Rules – introduced for both reading and spelling, involving words containing up to seven syllables. Word “patterns” are used to explain the irregularities of written English.
Level 7: Prefixes & Suffixes – simple prefixes and suffixes, two syllable and complex suffixes are introduced and explained.