Overview
Mark McShane, Learning and Teaching Improvement Officer, ICT for Perth and Kinross Education & Children’s Services, has developed a school project in partnership with RSPB. To enable schools to fully engage in the initiative, Mark has led the project through awareness raising sessions with educationalists, practical support in schools and staff development opportunities for teachers. He has communicated with schools through Glow and plans to share their ‘Good Practice’ with other schools and interested parties through the Glow site.
Context
East Scotland Sea Eagles Project is a project returning white tailed sea eagles to East Scotland. The project is a partnership between RSPB Scotland, Scottish Natural Heritage (SNH), and Forestry Commission Scotland (FCS), who host the release site.
The reintroduction of white-tailed Eagles (Sea Eagles) to East Scotland is still happening, and this a unique opportunity for schools to get involved with a local conservation project and make a real contribution.
The purpose of this programme, in particular, is to develop good practice in,
*Cooperative and collaborative learning
*Interdisciplinary work
*Involvement with partnership organisations and the wider community
*Communication/sharing between schools (Primary/Secondary)

The four capacities have all been addressed and the attributes and capabilities identified for those activities provided.
Second and Third level experiences and outcomes across all curriculum areas are identified: all activities involve aspects of literacy numeracy and health and well-being. In particular, the hope is to make connections with cross-curricular outcomes such as citizenship, enterprise and sustainable development.
To find out more about the storyline concept go to www.storyline-scotland.com
This storyline is based on providing the class with a challenge. The challenge comes via a letter from the East Scotland Sea Eagle Officer, Claire Smith, with a copy of the RSPB booklet White-Tailed Eagles:The Return of the Native, addressed to a member of the class. She needs some imaginative young people to help her promote her WT Eagles to their local community, to ensure their protection and knowledge of their whereabouts. The class is asked to become volunteer Sea Eagle Rangers and take on the necessary training, before designing an event for the local community promoting the birds in their area. A series of letters (and Visits) from Claire (and other RSPB staff) provides further ideas/information and motivation for the class to continue.
Portmoak Primary School in Kinnesswood has taken part in the project this year. They have followed elements of the story line approach and worked closely with all partners in the project.  Mark has provided invaluable suppport for the class teacher and supported her and the children in producing a DVD on protecting the White-Tailed Eagle which will be posted onto the Perth and Kinross Local Authority Glow group so that others can view it.

*Watch a tour of the Glow Group and the Storyline work for the project
East Scotland Sea Eagle Project

Curricular Impact
*I can use primary and secondary sources selectively to research events in the past. SOC 2-01a
*I can investigate a Scottish historical theme to discover how past events or the actions of individuals or groups have shaped Scottish society. SOC 2-03a
*I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences. SOC 2-04a
*I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence. SOC 2-06a
*I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. SOC 3-08a
*When listening and talking with others for different purposes, I can:
• share information, experiences and opinions
• explain processes and ideas
• identify issues raised and summarise main points or findings
• clarify points by asking questions or by asking others to say more. LIT 2-09a
*I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently. LIT 2-10a / LIT 3-10a

Ingredients
*Glow Username and Password
*Video camera, microphone and editing software

Recipe
Watch the videos below to see how to recreate elements of the Glow Group

*Creating a new Glow Group
East Scotland Sea Eagle Project
*Adding A Glow Group to your Favourites
East Scotland Sea Eagle Project
*Adding members to your Glow Group
East Scotland Sea Eagle Project
*How to upload documents to the Glow Group
East Scotland Sea Eagle Project
*Adding a Glow Discussion Forum
East Scotland Sea Eagle Project
*How to add, edit and remove pages
East Scotland Sea Eagle Project
*Creating a Calendar
East Scotland Sea Eagle Project

Impact
The project has had a very successful start with all agencies working in partnership with staff at Portmoak Primary School who agreed to pilot the materials. The learners at the school had a purposeful and successful experience through the project, with them gaining knowledge about the reintroduction of the Sea Eagle to the East of Scotland and the role they can play as responsible citizens.  Skills in questioning, interviewing, reporting and creating an informative DVD for a targeted audience were greatly enhanced. This project provides the opportunity to develop many of the experiences and outcomes within the Curriculum for Excellence at the second and Third levels and has proven to be very well received by the teacher and supported fully by all partners.

*Watch the learners talk about their experiences
*What did the project involve?
East Scotland Sea Eagle Project
East Scotland Sea Eagle Project

*What did you like about the topic?
East Scotland Sea Eagle Project

 
This project was supported by the following;

Gillian Orr is a Principal Teacher for Support for Learning in Stirling Council. In August the network was disbanded and Support for Learning teachers were allocated to specific schools. In order to provide consistency of the service within schools throughout the authority, Gillian is using Glow to communicate with Support for Learning teachers and to store important documentation and resources as well as provide CPD and support.

Context

Gillian Orr has developed a Glow Group within Stirling Local Authority to maintain a network for Support for Learning teachers now working in schools. Originally working together in a base recent changes have seen Support for Learning teachers located to a school with the Head Teacher of the establishment having responsibility for recruiting new Support for Learning teachers. Gillian as Principal Teacher wanted to ensure continuity in what was happening  in schools and maintain what was good about the service they were providing. One of the ways Gillian and her team are trying to maintain the network is through a Glow Group which was created in consultation with all the Support for Learning staff  throughout the authority

The first page, the Noticeboard, lists who is working where and within which establishments and clusters as there had been a recruitment of twelve new members of staff in August so there was a need in order to keep in contact with one another and be familiar with which teachers were working in which establishments. News items are listed to keep staff updated on changes, for example retirals, and information is given that should be shared throughout the team. There is a list of useful web links given by teachers to share with one another. There is also a feature of a main resource that is being used, for example a reading scheme to support learners and this is updated regularly so that staff are familiar with the resources that are available at the base and within the authority.

Gillian and her colleagues have created a discussions page to provide an opportunity for staff to have professional discussions, this has been developed through CPD twilight sessions and used not only as a discussion forum but as a way of training staff in the components of Glow.

The document page contains two folders, one of which has proforma which the Principal Teacher has created to ensure staff continue to use the appropriate paperwork within their establishments/cluster groups in order to provide continuity throughout the authority. Another folder contains resource information which lists resources and also catalogue information that staff can look at in order to propose the purchase of new resources. There is also policy information that would be relevant to the staff within their establishments.

Termly newsletters are displayed in the Newsletter page using Page Viewer and back copies are also available for staff as they contain some helpful information on resources, articles and good web sites for use in schools.

Previous to the changes within the network, CPD was provided centrally and all staff attended together. Within the Glow Group a Staff Development page has been set up with relevant CPD which is available on line, with links to useful websites and information on how, for example, how to follow someone on Twitter to keep up to date with Educational discussions. The change in the provision of CPD has provided the opportunity for leadership at all levels with staff taking responsibility for sourcing their own CPD through the resources provided.

As a result of the introduction of the twelve new members of staff with varying experience Gillian has created a page within the Glow group entitled , Mentoring Programme, this provides information on courses and relevant information for the new staff.

The Support for Learning Teachers requested more information on Dyslexia and a page has been allocated for this. This page feeds back information from the Dyslexia Working Party which is currently established within the authority through a section entitled Working Party Update. There are also useful web links which will provide further professional reading for staff on Dyslexia. Relevant documentation which has been produced by the Working Party is also available for staff to read and download, including a Dyslexia training pack from the LTScotland web site.

Staff asked for more specific information on the Additional Support Needs of learners within the authority and a page listing several needs has been created with relevant information provided.

Finally a page has been given to Early Years which is maintained by a member of staff who works with partnership nurseries within the authority. This teacher uploads information that staff may wish, for example documentation on support for learning materials that are being used in Early Years.

*Watch Gillian give a tour of her group and talk about how it supports the Supprt for Learning Staff within Stirling

Stirling Support for Learning Teachers Support Glow Group

Ingredients

What did Gillian need to create her Glow Group

*A Glow Username and Password

Recipe

Watch the videos below to find out how to recreate elements of the Support for Learning Glow Group

*How to create a new Glow Group

Stirling Support for Learning Teachers Support Glow Group

*How to add the Glow Group to Favourites

Stirling Support for Learning Teachers Support Glow Group

*How to add members to a Glow Group

Stirling Support for Learning Teachers Support Glow Group

*How to add, remove and change page titles within a Glow Group

Stirling Support for Learning Teachers Support Glow Group

*How to add images to a Glow Page

Stirling Support for Learning Teachers Support Glow Group

*How to create a discussion using Glow Forums

Stirling Support for Learning Teachers Support Glow Group

*How to add information using text editor and minimise it to list titles

Stirling Support for Learning Teachers Support Glow Group

Impact

Watch Gillian discuss the impact of using Glow to maintain consistency within Stirling for Support for Learning

Stirling Support for Learning Teachers Support Glow Group

Overview
Gayle Martin is Cultural Coordinator for Falkirk Council with responsibility for nursery, primary and secondary schools to increase the arts and cultural activities for children aged 3-18 and setting up initiatives and programmes as well as fund raising. Gayle has created a Glow group to publish and celebrate the work which has taken place within Falkirk Council through the Cultural Coordinator team.
Context
The Falkirk Cultural Coordinators group contains a page explaining who Gayle is, her remit, work and contact details.  She then has a Creative Futures page which is a careers projects for S4 to S6 pupils who are interested in careers and courses within the Creative Industries sector.  This  page shows dates of courses available and further opportunities for young people to visit industries and further education establishments such as Edinburgh College of Art as well as CPD opportunities for teachers.  This page also leads to the Youth Music Initiative which is an National Initiative that Gayle manages for the Falkirk area and explains the wealth of opportunities for 3-18 year old learners for free music provision both in and after school.  She is currently working on a Moving Image project as is uploading the work the children have completed on this initiative.
The Glow Group also contains an Exhibitions page which display the work of pupils throughout the Council.  Every year there are annual exhibitions of the various years groups.  Initially Gayle used to hire private space for this and this would cost £1200 per week.  She realised that by using Glow she was providing an opportunity for free space to exhibit the pupils’ work without the cost and maintenance required by hire of a hall.
Finally she has the Creative Learning Network which lists communities that can work together to support Creative Learning and provides details for parents, education staff and pupils of CPD and support that is available to support Curriculum for Excellence.

Gayle has also created a Falkirk Council Orchestra and Bands site.  The children worked along side professional musicians for six weeks and produced a performance at the RSMD.  This was a great way for learners to realise there is a career in music and to work with people who are only a few years older than them and aapreciate what they have achieved.  Gayle has recorded this performance and uploaded the video into Glow.
The Glow page also gives a list of all the regional bands that are available for learners with contact details if they are interested in joining that music group as well as a list of all the instrumental instructors and the ability to contact them through Glow.
Gayle had previously used the authority web site and social networking sites to publish the work of the Cultural Coordinators team however she feels that using Glow has been a huge advantage as she can now contact all learners and practioners within Falkirk as they all have access to Glow

*Listen to Gayle give a tour of her Glow Group and the work she has been doing in her role as Cultural Coordinator
Falkirk Cultural Coordinators Glow Group

Ingredients
*Glow Username and Passsword
*Access to cretae Glow groups at Local Authority Level

Recipe
Follow these videos to find out how to recreate elements of Gayle’s Glow Group
*How to add, remove and change the title of pages
Falkirk Cultural Coordinators Glow Group
*How to add images using Image Web Part
Falkirk Cultural Coordinators Glow Group
*How to add image using Text Editor
Falkirk Cultural Coordinators Glow Group
*How to Hotspots images to pages within the Glow Group
Falkirk Cultural Coordinators Glow Group
*How to add a Glow Group to Favourites
Falkirk Cultural Coordinators Glow Group

Overview
Margaret Vass is currently seconded as Curriculum Support Teacher for Falkirk Council and as part of her remit she has supported the introduction of Glow to her colleagues. Margaret has created a Glow group for staff to find support and share ideas with each other on their Glow experiences. As a visual learner Margaret has created support guides for Glow to help staff to use the components within Glow.

Context
Margaret has received training in Glow and found that she wanted to create easy ‘How to’ videos for the components within Glow to suit her learning style. She has received some training in the use of Hotpots in Glow and thought that this tool was a great way for other sto use Glow in their school groups.
Hotspots are images or words which are hyperlinked to other Glow pages and Web sites and allows easy access for the user to a range of resources predetermined by the creator of the group.
When Margaret received the training for this she wanted to create a step by step guide for others to use as an easy to access resource. She considered using Powerpoint for this however she quickly realised that for some users Slide share can take a while to load and as a result created a Prezi resource which is easily uploaded and viewed by others.

*Margaret gives a tour of her work
Staff Support – Using Hotspots

Ingredients
*Glow Username and Password
*Authorised to create Glow groups at Local Authority Level

Recipe
*How to add members to a Glow group
Staff Support – Using Hotspots
*How to add, remove and change the title of pages
Staff Support – Using Hotspots
*How to add hotspots to an image
Staff Support – Using Hotspots
*How to upload a Presi into Glow
Staff Support – Using Hotspots

Impact

*Margaret talks about impact of using Glow
Staff Support – Using Hotspots

Context
Isobel Mair School, East Renfrewshire, has a holistic approach to the education of pupils aged 5 -18 years who have a very wide range of additional support needs. Meeting the needs of pupils with complex learning difficulties demands a high degree of structure and staff expertise.
All staff are suitably qualified in the education of pupils with severe/complex learning difficulties and additional Communication and Language Disorders. Staff are involved in the educational process which is always self-questioning. There is an openness and trust where self-questioning is seen as constructive.
Staff are encouraged to share values, direction and responsibility for the benefit of the pupils / school. Educational provision is seen as partnership with parents, pupils, specialists and other professionals. The school strives to seek to celebrate success at all levels and to ensure the dignity and respect of all stakeholders.
The school’s ICT Quality team – whose remit is to promote effective use of ICT throughout the school – were keen to encourage the staff to engage with Glow and access the benefits of using it. Class teacher Iain Hallahan had been using Glow for over a year and was given the responsibility of developing Glow training within the school. He decided to set up a Glow Group within the school Glow site to allow staff to share effective internet resources they had found with each other.

Ingredients
What did Iain need to create the Delicious Resource area?
*The rights to create a Glow Group at school level (most teachers will have this by default).

Recipe
In this section we will hear Iain talking about the use of the web part he created and the impact that it has had in supporting the sharing of valuable teaching and learning resources from the web with the staff of the school. He explains how the staff are able to share and search for resources and his vision for the future use of the resource.

Internet Swapshop – Using Glow to share web resources with colleagues

*How to add Delicious Resource to a web page.
Internet Swapshop – Using Glow to share web resources with colleagues

Impact
*Watch Iain talk about the impact of the use of this resource in his school.
Internet Swapshop – Using Glow to share web resources with colleagues

Overview

Lorna Gourley is a peripatetic music teacher within South Ayrshire. She has found that Glow has been a great way to organise her resources and communicate with teachers and pupils throughout South Ayrshire, answering questions, offering resources and supporting learning.

Context

Lorna’s job as a peripatetic music teacher requires that she travels from school to school throughout the authority to deliver music in partnership with the schools. She found that in moving from place to place it was difficult to keep track of resources and remember to gather everything back in at the end of the working day for the next day. When she was in schools teachers and headteachers had lots of questions for her and she found herself answering the same questions from establishment to establishment.

Lorna had been using Glow for about a year when she met with the Glow support team within her authority to develop two music Glow groups. After a Building Glow communities event for ASN Lorna found out about Hotspots and hidden pages and saw this as a great way forward for supporting learners with coordination diffciulties and learners in the Early Years.  Lorna has creted  group where children can listen to a variety of musical instruments and even an orchestra at the click of a button.  She has insured that all resources are copy-right friendly by creating many of them on her own and linking directly to well known web sites.

 As Lorna is moving around within the authority it was deemed best to have these groups created at Local Authority level so that everyone throughout the authority could have access and make use of the resource.

*Watch Lorna guide us through her Glow groups to show how she is supporting teachers and pupils in music using Glow

Exploring Sound – Music for All

 Ingredients

*Glow username and password

*Access at Local Authority level to create a Glow Group at this level

Recipe

*How to add Glow Groups to My Favourites

Exploring Sound – Music for All

*How to change page titles

Exploring Sound – Music for All

*How to add images for hotspots

Exploring Sound – Music for All

*How to create hidden pages and hotspot to them

Exploring Sound – Music for All

Impact

*Watch Lorna tell us all about her work

Exploring Sound – Music for All

Overview

Lorna Gourley is a peripatetic music teacher within South Ayrshire. She has found that Glow has been a great way to organise her resources and communicate with teachers and pupils throughout South Ayrshire, answering questions, offering resources and supporting learning.

Context
Lorna’s job as a peripatetic music teacher requires that she travels from school to school throughout the authority to deliver music in partnership with the schools. She found that in moving from place to place it was difficult to keep track of resources and remember to gather everything back in at the end of the working day for the next day. When she was in schools teachers and headteachers had lots of questions for her and she found herself answering the same questions from establishment to establishment.
Lorna had been using Glow for about a year when she met with the Glow support team within her authority to develop two music Glow groups. As Lorna is moving around within the authority it was deemed best to have these groups created at Local Authority level so that everyone throughout the authority could have access and make use of the resource.

*Watch Lorna guide us through her Glow groups to show how she is supporting teachers and pupils in music using Glow
South Ayrshire Music Group

Ingredients
*Glow username and password
*Access at Local Authority level to create a Glow Group at this level

Recipe
*How to add Glow Groups to My Favourites
South Ayrshire Music Group
*How to add members of other establishments to your group
South Ayrshire Music Group
*How to view another web page within a page on Glow
South Ayrshire Music Group

Impact
*Watch Lorna tell us all about her work
South Ayrshire Music Group

Please note that this cookbook refers to Glow Meet using Marratech.  Glow Meet is now delivered over Adobe Connect which offers enhanced functionality.  To find out more about Glow Meet using Adobe Connect then click here.  The principles around the benefits of Glow Meet are the same regardless of the technology used for Glow Meet.

Overview

Geraldine Shearer, Principal Teacher of Cathedral Primary in Motherwell, North Lanarkshire has responsibility for a Primary 7 class and wanted to use Glow to share ideas and resources and allow the learners to work together across the curriculum. Geraldine created a class group that is being used to support Curriculum for Excellence and to gather evidence of learners’ experiences. In this cookbook we will look at how Geraldine achieved this and the work she completed with Primary 7.

Context

*Watch a tour of the Glow Group
Primary 7 using Glow to Support Learning

Geraldine has created a group for her class and added additional pages for language, maths and social subjects. To provide differentiated content, Geraldine has created pages for each language and maths grouping within her class. She uses these pages to provide specific work and targets for each ability group. Pupils are prompted to view the CfE outcomes and experiences they will be covering on each page. They are given the opportunity to set targets for themselves, using the Discussion web part, as a way of formulating a Personal Learning Plan for literacy, numeracy and Social Subject areas. Photographs are added to each group in order to give ownership for the learners of their own working space.

Geraldine and Primary 7 have also used the Glow Meet functionality to work  on a joint project with their associated secondary, Our Lady’s High School. This project involves all associated primary schools and its focus is to explore which people migrate to Scotland and the reasons behind this.

Within the Social Subjects pages Geraldine has been able to use picture manager to celebrate the children’s work and also to gather evidence to show experiences within CfE.  She has also uploaded video evidence of the children creating a volcano during a science experiment.  This makes the Glow group come alive and allows the children to revisit the work. It also allows evidence to be stored of an experience within CfE as written evidence is not always appropriate.

Ingredients

What did Geraldine need to get going?

1. A Glow Username and Password

Recipe
*How to add pages to a Glow Group
Primary 7 using Glow to Support Learning
*How to change the title of a Glow Group
Primary 7 using Glow to Support Learning
*How to add multiple Discussions for use as PLPs
Primary 7 using Glow to Support Learning
*How to add multiple document libraries in a Glow Group
Primary 7 using Glow to Support Learning
*How to make text move across the page
Primary 7 using Glow to Support Learning
*How to add images in a photo frame
Primary 7 using Glow to Support Learning

Curriculum for Excellence Outcomes and Experiences

*When listening and talking with others for different purposes, I can:

• share information, experiences and opinions

• explain processes and ideas

• identify issues raised and summarise main points or findings

• clarify points by asking questions or by asking others to say more. LIT 2-09a

*I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently. LIT 2-10a

*I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. LIT 2-15a

*I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources. LIT 2-21a

*Throughout the writing process, I can check that my writing makes sense and meets its purpose. LIT 2-23a

*I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader. LIT 2-24a

*I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence. LIT 2-29a

Impact

*Watch Geraldine discuss the impact of using GlowPrimary 7 using Glow to Support Learning

Overview
Geraldine Shearer, Principal Teacher of Cathedral Primary in Motherwell, North Lanarkshire was studying the topic, The Unsinkable Ship with Primary 4 and 5 and she wanted to work collaboratively with other teachers in order to share ideas and resources and allow the learners to work together across the country. Geraldine created a National Group to share the work she was doing nationally and to work in partnership with teachers across Scotland who were also studying this project.
In this cookbook we will  look at how Geraldine achieved this and the work she completed with the Primary 4 and 5 stages.

Context
Geraldine was one of first mentors trained in North Lanarkshire in January 2009 and straight away was keen to use Glow to support the teaching of the V.I.B Joyning the Learning Project by Learning Unlimited. She then used the topic The Unsinkable ship based on the sinking of the Titanic with the primary 4 and 5 stages and used Glow as a way of archiving the work she was doing with her pupils and sharing ideas with other practitioners. The site is now used regularly by other teachers and resources are being added to it from across Scotland so that teachers can support each other.

Click on the video below to see a tour of the group and the work that was completed.
*The Unsinkable Ship Glow Group
National Collaborative working on The Unsinkable Ship

Ingredients
What did Geraldine need to get going?

1. A Glow Username and Password

Recipe

Geraldine navigated her way to the National site and browsed the Glow Groups until she found the Staffroom Glow Group. In there she noticed that there was a Collaborative Group. At a glance Geraldine could see that lots of teachers from across Scotland were leaving messages and looking to collaborate with one another. Geraldine had used this group to share her work on the VIB topic and was keen to do the same as this had been very beneficial.

Geraldine created the group and used it as a place to store information such as resources and photographs of displays she had created. Through setting up a discussion group within the Glow Group she made links with St. James’ PS in Paisley, Renfrewshire, who were also about to start the topic. The children regularly used the Glow Meet component she had added to share the work they had developed and work collaboratively with each other. Together both schools planned a set of four group lessons and the children worked on one each week, rotating the groups so that each child had the opportunity to study each task. The work was shared between the two schools using Glow Meet.

Look at the videos below to see how to re-create the Glow components Geraldine used.
*How to add pages to a Glow Group
National Collaborative working on The Unsinkable Ship

*How to change the title of pages in a Glow Group
National Collaborative working on The Unsinkable Ship

*How to add Glow Meet to a Glow Group
National Collaborative working on The Unsinkable Ship

*How to find the National Collaborative Glow Group
National Collaborative working on The Unsinkable Ship

Impact

The Primary 4 and 5 pupils from both schools held regular class Glow Meets and shared Whiteboard documents, updating each other on their progress on the topic.
The pupils got to ask questions of each other and peer assess their work.
The teachers also benefited from each others experience of the topic and were able to share ideas and thoughts when planning lessons.
Geraldine has also found that this term while studying World War II she was able to use the search facility within Glow and find work someone else had created and use it as a starting point in her planning.

*Click on the video below to hear Geraldine describing the process of using Glow and the benefits Glow brought to her class topic.
National Collaborative working on The Unsinkable Ship

Curriculum for Excellence Outcomes experienced

*I can use primary and secondary sources selectively to research events in the past. SOC 2-01a

*I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences.  SOC 2-04a

*I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence.SOC 2-06a

*To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world. SOC 2-14a

Overview
Fiona Meney is a Principal Teacher at Forehill Primary School, South Ayrshire. She has recently started to look at ways that Glow can be used to support teaching and learning in the classroom.
In this cookbook we will look at how Fiona has used Glow with Primary 6 learners to support teaching and learning and to introduce pupils and staff to Glow and its functionality to support Curriculum for Excellence. This cookbook will exemplify this good practice and show how to re-create it.

Context
Fiona has looked at ways that she can make learning more interesting and engaging for the learner and looked at how Glow could support pupils to communicate with each other and share their ideas and work collaboratively.  Fiona has responsibility for Primary 6 one day a week and decided that she would introduce the class she has and the other P.6 class to Glow, creating a joint Primary 6 Glow group.

She has created projects within the Glow Group which encourage independent working and thinking and allow pupils to support each other and contribute to the collaborative group. 

Fiona plans next year when these pupils are in primary Seven to have them as supporters for other pupils and staff throughout the school.

Watch Fiona as she describes her Glow Group and how she uses it to support learning.

Introducing Glow to Primary 6

Curriuclum for Excellence Outcomes and Experiences
*Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a
*I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. LIT 2-15a
*Throughout the writing process, I can check that my writing makes sense and meets its purpose. LIT 2-23a
*By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a
*I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence. LIT 2-29a
*I can use my knowledge of rounding to routinely estimate the answer to a problem then, after calculating, decide if my answer is reasonable, sharing my solution with others. MNU 2-01a
*Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others. MNU 2-03a

Ingredients

What did Fiona need to use to support this project.

1. Administrator rights to a Glow Group

All children had to have contributor rights to the Glow Group in order to collaborate within the group.

Recipe

*How to change discussions web part to peer assessment
Introducing Glow to Primary 6

*How to add multiple web links web parts for differentiated group work
Introducing Glow to Primary 6

*How to add a Voki
Introducing Glow to Primary 6

Impact
There have been a number of impacts from this project. The class teacher is now much more familiar with the components of Glow and now hopes to develop her skills to support teaching and learning. She also feels that the learners have now had a good experience with Glow and are capable of logging on and navigating their way through the web parts confidently so she would like to enhance their experiences.
Fiona feels that the learners are having an opportunity to learn in a style with which they feel comfortable and are skilled in. She hopes to continue to use Glow to support the learners in her class and to use their skill base to support children and staff in the use of Glow.

Watch Fiona talk about the impact of this project.

Introducing Glow to Primary 6