Reflections

=Reflections on Using Digital Learning Objects in the Classroom =

[|Catch the thief: level 1] A valuable painting has been stolen from the art gallery. Identify the thief by looking at the evidence. Interview witnesses. Watch a video taken by the security camera. Examine evidence in the crime lab. Then name the suspect in a police line-up. Support your claim with evidence. As you go, look up the meaning of tricky words. This learning object suitable for middle primary to lower secondary level is the first of three objects that progressively increase in difficulty.

Wendy - Year 7/8 class

**How was the DLO used?**
Teacher introduced the DLO to students via the classroom data projector and the whiteboard - used a mimio pen, pointing things out at the board using pen interactively. Students were then assigned a level (L1,2 or 3) depending on their literacy ability level. They worked through the resource independently. With their writing books they went back to the begining of the DLO and took notes on each of the different evidence that was presented. They wrote up their notes - writing them up in sentence form. Using the notes they formulated a letter to the courts - explaining the evidence they had found. They wrote a draft and final copy.

**How useful was this resource for student learning?**
Very useful. Coming up with new and exciting resources can be time consuming - you need to be able to capture their interest, this was tangible, very visual, with lots of visual cues which helped the students gather their notes. It helped with their comprehension - they actually had to read to get the information. It was pitched at the different levels - already differentiated. Using this DLO meant I didn't have to come up with the idea or concept for them to write, it was more interesting than what they have usually written for this activity - learning to write letters. Using the DLO taught the students note taking skills in a relevant context

**Results**
The students wrote amazing letters to the courts. Low ability students were able write a letter using formal language, presenting their evidence in a logical and formal way. The students felt they had a say - it was up to them to get the evidence. Using the DLO was something they could all do, even the low ability students. They were shown how to use it, find the info, and then write notes. All the levels shot up. I am making it more interesting for them. Using the DLOs gives me a bank of resources that I can go to - that I am able to use. I can't create them myself. Using the data projector and the mimio pens - very motivating and visual. Captures their interest. Strategies - helps them to become more independent learners - they have to work through the resource by themselves. Low ability - they get success, they like to work through it by themselves
 * Has using the DLOs changed the way you teach?**

Asha has been using DLO to teach the Human Body Kids loved the interactive activities - food going down the digestion Everytime they went back they had to try a different option - knew what outcome had to be Eyes - used to gain knowledge about the eye themselves - quizz at end Record in book - T could tell how much informtion each studnet had gained - ie 10/10 - took the time to read the infoirmation. Increased Students interest in the topic - kids thought it would be boring - after they nowe love using the DLO. Visuals - real life pictures - to actually see the way the body works. T able to show - motivational. on a large screen Nerves in the nose - DLO sniffing food Useful teaching tool - otherwise I would take so long to teach eg the eye understood it in a shorter space of time. Improves their motivation, level of interest It is the teaching resource that goes with the DLO that is important. Chn need to write Use grab to take a screen shot - help them to recall - label Once you find a useful DLO it helps with the planning.

Make a Movie Whole class Read the descriptions - looked atv vocab, made predictions etc each section - choose the correct image and describe to class T will use to write a narrative using more descriptive language - choose a picture from internet to go with t that. Knowledge base - still forced to write information Used Grab, took a photo of their end story - put into word then they wrote about what they chose - justifying their choices. Shows they had really read the story

Super stories write base word and alternative Now have a large word bank that they can use for their own writing