Teach2web – WEB2.0 teaching tools!

Teach2web – WEB2.0 teaching tools!

A group of  teachers who explore and brainstorm ways to integrate Web 2.0 technologies into teaching


Engaging with Art

Australian Art Education Vol. 33, No. 2, 2010

Five Reasons to Take Young Children to the Art Gallery and Five Things To Do When You Are There

Role playOne aspect of this sequence was the assumption of the persona of pictorial figures by dressing up in character. Dressing up as the characters they saw in pictures, adopting their facial expressions and stance, encouraged close obsen/ation, but engaged children also in imaginative or empathetic interpretations of the experiences, feelings and lives of the figures represented in the works. In one museum setting children explored the impacts of war through displays developed around the ANZAC theme. They dressed up in period costumes, military and school uniforms and work clothing. They engaged in role play interactions and posed for photographs.

Developing role-play dramatic interpretations of art works encouraged playful, imaginative and inventive engagements. Using prompt questions like – What if? What has happened to make this person feel this way? or What happens next? – educators encouraged children to think beyond the picture itself, to visualise and act out contexts, extensions and interpretations that re-framed their appreciations in ways relevant to their own lives and experiences. Other educators use other questions: “If you could jump into this painting, I want you to think about where you would be and what you would be doing” invites children to construct new made-up narratives, imaginative relocations and extended dialogues about what they have viewed in pictures (Eckhoff, 2008, p. 468). These are playful and enjoyable ways to close looking and child-centred learning: Children love to dress up, they love to role-play and pretend, they love to build, they love to climb and explore. Children’s museums provide opportunities for children not only to choose between all these sensory and intellectual treats but also to decide which aspects they will engage in. They have permission to start when they want and stop when they want (Falk & Dierking, 2000, p. 186).”

Paper Blogs: A Lesson in Commenting on Student Blogs

Author – Pernille Ripp Paper Blogs: A Lesson in Commenting on Student Blogs.

photo 5

We have been hard at work on our paper blog as we prepare to unveil the actual blog experience this Friday.  One of the essential things I do (and tweak) every year is the using paper blogs to get my 5th graders to think about how to comment, and more specifically how to start a conversation with their comments.  While the idea is not mine, I borrowed it from McTeach, it has developed over the years into something I love doing and find essential as we prepare to blog and converse with the world.

The whole idea is very simple.

Creating the blogs:

  • Show students samples of previous years’ paper blogs to give them a visual of what to expect.  I accidentally kept one class set a year so I have a great variety of blogs that I lay out on tables so they can see and read them.  Otherwise, I take pictures of them year and after year and have those ready as well if needed.
  • There are a few rules here:  It should showcase something the students are passionate about, it should include their name, and every paper blog should have a border.   I also ask students to write their “post” in pencil first so that I may check their spelling.  We want to emphasize spelling in their blog posts from the start.
  • Students are encouraged to be creative with their title, their layout, and what they write.  We discuss what would make a great introductory post and how they can let their readers know what their blogs will be about.  I have students choose all sorts of things they are passionate about:  The Badgers, various sports, books, ribs, their family, dogs etc.
  • I tend to give them several class periods to work on these since it is a nice break in the hectic schedule of beginning of school and it allows me to see what pace students work at.

When blogs are done:

  • When most of the blogs are done, we get to the main point of the lesson:  Commenting – this is why I do all of this.
  • Students are each given a pad of post-its and lay their paper blog out on their table.  Then armed with post-its they walk around and read each others’ blogs.  On a post-it they are asked to leave a comment and sign their name.  This is in order to teach them that comments should never be anonymous, they need to stand behind their words.
  • We have discussed what makes a great comment in previous lessons so I only ask them to remind me.
  • I give the students 15 to 20 minutes to walk around and comment.

After the walk-around

  • Once time is up students return to their blogs.  If they have comments with questions on them, they answer the question and pass the post-it back to the person who wrote it.  This symbolizes the conversation that could take place.
  • I then ask for a student volunteer who helps me act out the conversations we will have based on post-its I have grabbed from the blogs.
  • I want the students to understand the difference between a “dead end” comment and a “highway” comment.  Dead end ones end the conversations and may include the standard “I like your post” comments.  Highway comments include comments that ask questions, share experiences, and link back to their own blog (here by leaving a name).  Because we act these out, the students quickly get what makes for a better comment
  • We wrap up the whole experience by creating another reminder poster of what makes a great comment and students either bring their blogs home or I showcase them in the hallway.

My Students’ Classroom Vision (Animoto)

Author: Pernille Ripp – My Students’ Classroom Vision.

Every year I ask my students to come up with their vision for 5th grade.  This year I wanted to somehow use the song “Brave” by Sara Bareilles since it not only has an incredible message to all of us but also a very catchy beat.  Here is what my students came up with this year, I am so proud of them.”

Weekly News

I have found morning time in the classroom to be a busy, and exciting time. Many of the children have things they want to share with the teacher and the class and need time to have a chat. Sometimes children are almost bursting to tell someone their news.

Upon reflection, I believe a ‘weekly news’ setup could be a great way to ensure that those who want to share something are given the chance to be heard.

The ‘weekly news’ chart (much like a meeting agenda) would be on display for the entire week. Children have the opportunity to add one item each to the chart before midday Friday. At the end of the day on Friday, time could be allocated for ‘class news’ where each item is covered. If the classroom is equipped with an Interactive Whiteboard, an ipad could be wirelessly connected to it so that the children who are speaking are filmed and shown on the screen as they talk.

Children might like to share news (good or sad), stories, songs, performances, achievements, artwork, or learnings from the week.


“Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.”


Ipad apps for classroom use

Aurasma- creative – used to make 3d pictures
Move and match – perfect for reading groups
Omega recorder
Talk recorder
Bits board
Book creator
Qr reader – this was really interesting. Record steps for each reading group, print out codes and students scan the codes with iPad for each time they start or complete an activity / step saves constantly asking the teacher 
Video scribe hd – fantastic saw students making word banks.
Here are some links to some fantastic classroom ICT resources:

Arts Live – A must for Australian Teachers

Arts Live – A must for Australian Teachers

Access to resources targeted to meet the needs of the Australian Curriculum with links to the 5 Arts areas! This resource is free and contains ideas that would be highly engaging for children.

Scootle – Models of Contemporary Learning

Models of Contemporary Learning

Great resources for teachers to save time on planning!

Bethany Primary School (Werribee) ‘Short Film Festival’

Bethany Primary School (Werribee) ‘Short Film Festival’

“Each year our students are able to showcase their design and creativity skills through the use of video editing and animation. The students are invited to submit videos to be considered for award nominations. Films are then judged based on set criteria and awards are given to those films which are outstanding in the various categories.”

Categories from last year were:

– Best Film (Golden Camera Award)

– Best Camera Work

– Best Sports Video

– Best Special Effects

– Best Home Produced Video

– Most Creative Idea

– Best Animation