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Overview

Amy Lumsden and Ruth Torrance teach P1A at James Gillespie’s Primary School in Edinburgh. Following introductory training in Glow, Amy and Ruth were keen to investigate if the Glow tools and functionality could support learning and teaching in their class. ‘People who help us’ is one of the Social Subjects topics covered by P1 pupils at James Gillespie’s and Amy and Ruth felt it would be an ideal pilot to determine if Glow could be used successfully with pupils as young as P1. As part of the school’s ICT strategy, early years pupils are ‘buddied’ with older children when they go to the ICT suite. The older pupils help the younger ones by discussing tasks with them and helping with keyboard entry. With the support of P5 buddies, Amy and Ruth were able to devise Glow tasks that could be done individually in the ICT suite or covered as whole class activities on the interactive whiteboard in the classroom.

Video Clips

Impact

Amy and Ruth have shown that well planned use of Glow functionality can impact positively on the learning and teaching of P1 pupils. In addition, the Glow Group that they have developed with resources, activities and tried and tested methodology has become an invaluable CPD resource for other staff at James Gillespie’s. In the video clip below, Amy and Ruth sum up their views on the impact that Glow had on the teaching of the People who help us topic.

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This cookbook is a follow up to an earlier cookbook where Bruce McMaster, a teacher of Biology at Broughton High School in Edinburgh, took us through how he uses Glow to support the learning and teaching of Advanced Higher Biology. You will find a link to the earlier cookbook below.

In this cookbook, Bruce shows us how he uses Glow Learn to further support the learning and teaching of Advanced Higher Biology (Glow Learn is the virtual learning environment available to Glow users).

Context

With the introduction of Glow to Broughton, Bruce was keen to investigate how best to use the tools and functionality to further enrich the learning experiences of his Advanced Higher pupils.  He quickly developed a Glow Group that provides an easy access point to a variety of information sources, stimulus to deeper learning, opportunities for collaboration, peer evaluation and assessment.  Following the successful introduction of Glow to his class, Bruce has gone on to incorporate the use of Glow Learn into his teaching. In this cookbook, Bruce talks us through how he integrates the use of Glow Learn to further support the learning and teaching of Advanced Higher Biology.

What Bruce uses to integrate the use of Glow Learn into his Glow Group:

1. A Glow Group
2. Glow Learn
3. Glow Learn Learning Space web part

Video Clips

In the first video below, Bruce demonstrates how he uses Glow Learn and talks about the positive impact it is having on his pupils. In this video we see Bruce connecting to Glow Learn from a Glow Group. A Glow Group that links to Glow Learn is called a Learning Space. The second video, ‘What is a Learning Space?’, describes how you can create a Glow Group that connects to Glow Learn and the potential benefits of doing so. For support on using Glow Learn, see the links at the end of this cookbook.

Impact

Glow Learn enables Bruce to organise his resources, replicating the structure of the Advanced Higher Biology course as it progresses. Pupils benefit from being able to access specific resources that support their learning at a particular time during the course and, because of the structure, are able to dip back into particular units of work as required. By combining the resource structure of Glow Learn with the tools and information sources of the Glow Group, Bruce has developed an environment which he feels has positively impacted on the attainment levels of his pupils.

Follow the link below for the earlier cookbook outlining how Bruce uses Glow to support his Advanced Higher biology class: 

For video support on using Glow Learn, follow the link below:

Glow Learn cookbook videos

For downloadable versions of Glow Learn helpsheets and training guide, follow the link below (Glow login required):

Glow Learn guide and helpsheets

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Karen Maitland is a teacher of Biology at Queensferry High School in Edinburgh. Karen is an advocate of the use of technology aimed at enhancing the learning and teaching process.

In this cookbook Karen will talk us through how she uses Glow to support the learning and teaching of Standard Grade Biology.

Context

Through the appropriate use of technology in class, Karen has aimed to enhance the experience of her pupils during their time in the Biology Department. Through various websites and podcasts, Karen looks to provide her pupils with the opportunity to access advice, information and resources out with the barriers of the traditional school day.

With the introduction of Glow to Queensferry HS, Karen was keen to investigate how best to use the tools and functionality to further enrich the learning experiences of her pupils. In this cookbook, we will hear Karen outline how she has created a Glow Group to act as a one-stop-shop revision source for her Standard Grade Biology class.

Ingredients

What Karen has used to set up the group: 

1. A Learning Space Glow Group
2. News web part to post learning intentions
3. XML web parts to display a Voki
4. Web links web part
5. Text Editor web parts to play mp3 audio clips
6. Discussion web part
7. Page Viewer web parts to give students access to relevant web sites from within the Glow Group

Recipe

In the first video below, Karen talks us through the revision Glow Group. The other video clips will take you through how to replicate some of the activities that Karen demonstrates in the group:

For video support on using Glow Learn, follow the link below:

Glow Learn cookbook videos

For downloadable versions of Glow Learn helpsheets and training guide, follow the link below (Glow login required):

Glow Learn guide and helpsheets

Impact

Karen is very positive about how the tools and functionality of Glow can support her teaching. Karen makes use of a number of Glow tools to add impact to the revision group:

• The News web part allows Karen to direct the pupils to new material published in the group or to give instructions on upcoming work
• Text Editor web parts which are used to embed mp3 audio files that have been downloaded from the BBC Bitesize web site. The audio clips provide the pupils with further reinforcement and opportunities to study the material at a greater depth
• Web Links web part provides a quick jump point to other revision web sites
• Page Viewer web parts which give the pupils full access to external web sites for revision without having to leave the Glow Group
• The Learning Space web part which provides a route into Glow Learn where Karen has organised her resources in a structure to match the teaching progression of the course
• Going forward, Karen is keen to make use of the Monitoring and Tracking capability within Glow Learn to issue homeworks and assessments, have Glow Learn mark these automatically and quickly establish where her pupils are having difficulties with their learning

In making use of a variety of Glow tools, Karen has developed a Glow Group that is engaging and relevant for her pupils. The group provides an easy access point for a variety of information sources and stimulus to deeper learning. 

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Karen Maitland is a teacher of Biology at Queensferry High School in Edinburgh. Karen is an advocate of the use of technology aimed at enhancing the learning and teaching process.

In this cookbook Karen will talk us through how she uses Glow to support the learning and teaching of Higher Biology.

Context

Through the appropriate use of technology in class, Karen has aimed to enrich the experience of her pupils during their time in the Biology Department. Through various websites and podcasts, Karen looks to provide her pupils with the opportunity to access advice, information and resources out with the barriers of the traditional school day.

With the introduction of Glow to Queensferry HS, Karen was keen to investigate how best to use the tools and functionality to further enrich the learning experiences of her pupils.

In this cookbook, we will:

• Hear Karen outline how she uses Glow to support the teaching of her Higher Biology class.

Ingredients

What Karen uses to support the teaching of her class:

1. A Glow Group
2. News web part to post learning intentions, homework information and support notes
3. XML web parts to display science feeds from the BBC, videos from YouTube and presentations from the web site slideshare
4. Web links web part
5. Discussion web part
6. Documents web part
7. A Page Viewer to give students access to BBC revision site from within the Glow Group

Recipe

In the first video below, Karen talks us through how she uses Glow to support her class teaching. The other video clips will take you through how to replicate some of the activities that Karen demonstrates in the group:

Impact

Karen is very positive about how the tools and functionality of Glow can support her teaching. Karen makes use of a number of Glow tools to add impact:

• The News web part allows Karen to publish lesson learning intentions, provide advice on projects and attach support documents for homework and project work
• The XML web part which is used to embed class presentations and videos into Glow pages which both engage the pupils in the Glow Group and provide them with further revision materials and sources of information
• Web Links web part provides a quick jump point to frequently used web sites
• Archived support materials – as the term progresses, Karen populates the document store with worksheets, homeworks, presentations and assessment materials all providing the pupils with anytime, anywhere access to resources
• Pupils submit homework and assignments for review by uploading them into the Documents store (this requires that the pupils have Contributor permissions to the Glow Group)
• A science news feed that is updated automatically giving the pupils access to up-to-the-minute sources of relevant, research information

 In making use of a variety of Glow tools, Karen has developed a Glow Group that is engaging and relevant for her pupils. The group provides an easy access point for a variety of information sources and stimulus to deeper learning.

Overview

John Cudlipp is Principal Teacher of Religious, Moral and Philosophical Studies (RMPS) at Broughton High School in Edinburgh. John is an advocate of the use of technology aimed at enhancing the learning and teaching process.

In this cookbook John will talk us through how he uses Glow to support the learning and teaching of Higher Philosophy.

Context

Through the appropriate use of technology in class, John has aimed to enhance the experience of his pupils during their time in the RMPS department. With the introduction of Glow to Broughton, John was keen to investigate how best to use the tools and functionality to further enrich the learning experiences of his pupils. John set up and developed a Glow Group to act as a medium for teaching and learning with ICT and also for sharing materials with other staff.

In this cookbook, we will:

• Hear John outline how he uses Glow to support the teaching of his Higher Philosophy class.
• Find out how to make use of Glow web parts to engage pupils and help reinforce course concepts.

Ingredients

What John uses to support the teaching of his class: 

1. A Glow Group
2. An XML web part to display a Voki and educational games
3. Discussion web part
4. Documents web part

Recipe

In the first two videos below, John talks us through how he uses Glow to support his class teaching. The other video clips will take you through how to replicate some of the activities that John demonstrates in the group:

Impact

From his commentary, it is clear that John is very positive about the ability of Glow to support his teaching. In particular:

• Pupils providing one another peer support and evaluation facilitated through Discussion Boards and the uploading of work to the Documents store for review
• The ability to embed educational games which are used to help reinforce key course concepts
• The Discussions web parts providing opportunities to explore topics more deeply
• The provision of anytime, anywhere access to revision resources and essay writing guidelines and templates

In making use of a variety of Glow tools, John has developed a Glow Group that is engaging and relevant for his pupils. The group provides an easy access point for a variety of information sources, stimulus to deeper learning, opportunities for collaboration, peer evaluation and assessment.

Overview

Sarah Coombes is a Design Technology class teacher in Firhill High School, Edinburgh. 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 Sarah and her colleague have used a Glow Group to support teaching and learning in S3/4 for Intermediate 2 Graphic Communication. This cookbook will exemplar this good practice and show how to re-create it.

Context

Sarah 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 learn the theory requirements for Graphic Communication Intermediate 2.

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

Using Glow to Support S3/4 in Graphic Communications

CFE Outcomes and Experiences met through this process are,

I can use ICT effectively in different learning contexts across the curriculum to access, select and present relevant information in a range of tasks. TCH 4-03b

I can work with others to plan and use a learning group for sharing experiences, ideas and information within a secure online environment. TCH 4-08a

By examining and discussing the features of everyday products used within the home, I am gaining an awareness of the factors influencing design and can evaluate how these products meet the needs of the user. TCH 4-11c

Having sketched or drawn a series of everyday objects pictorially and orthographically, I have become proficient in third angle projection and can apply this knowledge when producing 2D or 3D images when using software. TCH 4-15a

When developing or enhancing representations of ideas or items, manually or electronically, I can apply my knowledge of colour theory, justifying the choices I make. TCH 4-15b

Ingredients

What did Sarah need to use to support this Glow Group.

1. A Glow Group
2. Access to Glow Group for all pupils in S3/4 Intermediate 2 class

 It was necessary to ensure users had Contributor rights within the Glow Group to enable them join Glow Chat and download and upload documents.

The videos below show how elements of the Graphic Communication Glow Group can be recreated.

How to add web links with notes

Using Glow to Support S3/4 in Graphic Communications

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 use 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 navigating their way through the web parts confidently so she would like to enhance their experiences.
Sarah 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 classes.
Watch Sarah talk about the impact of Glow on Graphic Communication learners in S3/4.
Using Glow to Support S3/4 in Graphic Communications

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Bruce McMaster is a teacher of Biology at Broughton High School in Edinburgh. In this cookbook Bruce will talk us through how he uses a Glow Group to document his planning and implementation of a pilot aimed at preparing for the roll out of Curriculum for Excellence.

Context

Bruce is an advocate of the use of technology in teaching and with the introduction of Glow to Broughton, he was keen to investigate how best to use the tools and functionality of Glow to further enrich the learning experiences of his pupils. Bruce also recognised the potential of Glow as a management tool to record his experiences of piloting a Curriculum for Excellence Biological Systems outcome. Bruce made use of various Glow tools to store planning documents, make links to similar piloting work in other schools and authorities, survey pupil opinions of the pilot work and display the results of the pupil projects. The Glow Group developed by Bruce is used by the Biology department to help inform planning for the roll-out of Curriculum for Excellence in the new session.

In this cookbook, we will:

• Hear Bruce outline how he developed a Glow Group to document his experiences of piloting a Biological Systems CfE outcome with an existing S1 class.

Ingredients

What Bruce used to develop the Glow Group: 

1. A Glow Group
2. News web part to post his ideas, plans and intentions for colleagues to follow
3. A Survey web part to involve the pupils in the development of the pilot
4. Web links web part to provide quick links to other development work around the country
5. A Text Editor web part to display text and images relating to the pupil project work
6. A Picture Library web part to display pupil work

Recipe

In the first video below we will hear how Bruce is developing a Glow Group to document his planning and preparation for Curriculum for Excellence. During Bruce’s video, he talks about a pupil survey to get their opinions on the pilot work and he shows us examples of pupil work via the Picture Library web part. In the other videos we will find out how to use the Survey and Picture Library web parts:

Impact

When time for face to face meetings and CPD is at a premium, Bruce’s Glow Group provides the staff of the Biology department at Broughton High School an anytime, anywhere collaborative environment to aid in their preparation for rolling out Curriculum for Excellence.

Well planned use of Glow will help pupils achieve many of the Curriculum for Excellence learning experiences and outcomes. The example highlighted in this cookbook is linked specifically to:

I have explored the structure and function of organs and organ systems and can relate this to the basic biological processes required to sustain life. – SCN 3-12a

Follow the links below for other cookbooks from Bruce McMaster: 

Web sites constantly publish information that is interesting and relevant for pupils and staff. Finding the time to review the different sources of information for updates is difficult. A news, or web, feed is a service provided by web sites that lets you check updates to web site content without the need for you to visit the actual site. We can publish these news feeds in our Glow Groups.

In this cookbook we will look at how teachers are using news feeds in their Glow Groups and hear the views of Bruce McMaster, teacher of Biology at Broughton High School in Edinburgh, on their use in the teaching of Biology. We will also see how to set up a news feed in a Glow Group.

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Context

Teachers who use technology in their practice have long recognised the benefit to their pupils in having access to a list of useful web links. The Web Links web part in Glow allows staff to easily set up such lists. This method of collecting lists of links is best suited to the situation where the content you want pupils to view is static, not changing. Many web sites, however, provide dynamic, constantly updating services. Regularly checking these sites to find out what is new or relevant can be a time consuming task for both pupils and staff.

The development of news or web feeds (sometimes referred to as RSS feeds*) allows us to view the updates to these changing sources from a single place and that place for us is a web part in a Glow Group.

(* Depending on who you talk to, RSS stands for Real Simple Syndication)

Teachers across Scotland are imaginatively integrating the use of news feeds with other Glow functionality to provide a rich learning environment for their pupils.

Bruce McMaster is a teacher of Biology at Broughton High School in Edinburgh. Through the appropriate use of technology in class, Bruce has aimed to enrich the experience of his pupils during their time in the Biology Department.  With the introduction of Glow to Broughton, Bruce was keen to investigate how best to use the tools and functionality to further enrich the learning experiences of his pupils.

In this cookbook he provides us with an insight into how he makes use of news feeds in Glow.

In this cookbook, we will:

• See examples of how teachers are using news feeds in Glow
• Hear Bruce outline how he uses news feeds in Glow to support the learning and teaching of Biology.
• Find out how to set up a news feed in Glow

Ingredients

To publish a news feed in Glow, we need:

1. A Glow Group
2. An XML web part to display the news feed

Recipe

In the videos below, we will see how teachers are using news feeds in Glow and how to set up news feeds:

Impact

It is the creative use of news feeds in Glow that adds value and impact to learning and teaching. The examples highlighted in this cookbook are providing pupils with stimulus for project ideas, constantly updating sources of real world information for topical discussion and the opportunity to read relevant news articles in a foreign language. By combining news feeds with other Glow functionality, e.g. publishing learning intentions in the News Web part and using Discussion Boards to expand on ideas, thoughts and opinions, teachers are developing engaging and relevant learning environments for their pupils.

Well planned use of Glow will help pupils achieve many of the Curriculum for Excellence learning experiences and outcomes. The examples highlighted in this cookbook can be linked specifically to:

Reading to appreciate other cultures: MLAN 2-09a through to MLAN 4-09a

Understanding, analysing and evaluating: LIT 1-08a and LIT 2-08a

The web site used to generate the JavaScript programming code needed to see the news feed: http://feed2js.org/index.php?s=about

Follow the link below to hear how Bruce uses Glow to support the teaching of Advanced Higher Biology:

Overview

Bruce McMaster is a teacher of Biology at Broughton High School in Edinburgh. Bruce is an advocate of the use of technology in teaching and has operated a successful blog, aimed at enhancing the learning and teaching process, for some years.

In this cookbook Bruce will talk us through how he uses Glow to support the learning and teaching of Advanced Higher Biology.

Context

The mission statement of the Biology Department at Broughton High School contains the following assertion:

• [pupils] are confident with the incorporation of ICT into the teaching of Biology

Through the appropriate use of technology in class, Bruce has aimed to enrich the experience of his pupils during their time in the Biology Department. The introduction of a blog provided his pupils with the opportunity to access advice, information and resources out with the barriers of the traditional school day. The ability of the pupils to leave comments on the blog, asking questions or adding to information, allowed them to become more active in their approach to learning.

With the introduction of Glow to Broughton, Bruce was keen to investigate how best to use the tools and functionality to further enrich the learning experiences of his pupils.

In this cookbook, we will:

• Hear Bruce outline how he uses Glow to support the teaching of his Advanced Higher Biology class.

Ingredients

What Bruce uses to support the teaching of his class:

1. A Glow Group
2. News web part to post learning intentions, project ideas and support notes
3. An XML web part to display a Voki and a news feed from the BBC
4. Web links web part
5. Discussion web part
6. Documents web part
7. A chat room
8. A Page Viewer to give students access to the Biology Blog from within the Glow Group

Recipe

In the videos below, Bruce talks us through how he uses Glow to support his class teaching:

Impact

From his commentary, it is clear that Bruce is very positive about the ability of Glow to support his teaching. Bruce makes use of a number of Glow tools to add impact:

• The News web part allows Bruce to publish lesson learning intentions, provide advice on projects and attach support documents for homework and project work
• Web Links web part provides a quick jump point to frequently used web sites
• Archived support materials – as the term progresses, Bruce is populating the document store with worksheets, homeworks and assessment materials all providing the pupils with anytime, anywhere access to resources
• The Discussions and Chat Chat web parts provide opportunities to explore topics more deeply, allow the pupils to peer evaluate and peer assess one another’s work
• A news feed that is updated automatically giving the pupils access to up-to-the-minute sources of relevant, research information

In making use of a variety of Glow tools, Bruce has developed a Glow Group that is engaging and relevant for his pupils. The group provides an easy access point for a variety of information sources, stimulus to deeper learning, opportunities for collaboration, peer evaluation and assessment.

Follow the link below to see how to set up a news feed in Glow: 

Overview

Richard Burgess is Principal Teacher of ICT Development at Broughton High School in Edinburgh. He is currently seconded as a Glow Development Officer to the City of Edinburgh Council. Due to timetable commitments and lack of specialist cover support, Richard is required to teach an Intermediate 1 Computing Studies class. For three of the five hours of class commitment, Richard is physically present with the class at Broughton. For the other two hours, when possible, Richard teaches and monitors the class remotely via Glow.

In this cookbook Richard will talk us through how he uses Glow to provide virtual support to his pupils.

Context

Richard’s Intermediate 1 Computing Studies class comprises of 17 S5 pupils. The pupils attend the Computing Department for one period, 60 mins, each day, Monday to Friday. Pupils have individual access to computers.

When Richard is not physically in the class (two lessons per week), lessons are conducted via Glow, secondment duties permitting. Richard sets this up by publishing the learning outcomes for the day’s lesson through the News web part. A Voki – a talking character/avatar which allows you to record spoken messages – is used to supplement the text information contained in the News web part.  Richard makes use of a Glow Chat room to work with the pupils in real time.

More information on Vokis and how to incorporate them into your Glow groups can be found at the end of this cookbook.

In this cookbook, we will:

• Hear Richard explain how he uses Glow to remotely support his Intermediate 1 Computing Studies class.

Ingredients

What Richard uses to support the remote teaching of the class:

1. A Glow Group
2. An XML web part to display the Voki
3. Discussion web part
4. News web part
5. Documents web part
6. Web links web part
7. A chat room
8. Glow Learn

Recipe

In the videos below, Richard talks us through how he uses Glow to support remote teaching:

Impact

This cookbook illustrates how Glow is enabling a situation that otherwise might not have come about: Richard remotely fulfilling a classroom commitment while carrying out a secondment as a Glow Development Officer.

Richard is very clear in his commentary that Glow is having a positive impact on his pupils. Apart from enabling his remote support for the class two mornings a week, Richard also points to benefits such as:

• Pupil voice – pupils who are normally quiet in class becoming confident and effective contributors in Glow Chat rooms
• Peer Support – pupils actively supporting one another during the Glow Chat sessions
• Archived support materials – as the term progresses, Richard is populating the document store with worksheets, assessment material and transcripts from the chat sessions all providing the pupils with anytime, anywhere access to resources
• Using Glow Learn to build a bank of re-usable assessment resources – helping to minimise teacher workload for coming sessions. 

Lesley Johnston, Headteacher of Broughton High School, regularly sits in with the class when Richard is conducting a virtual Glow lesson. Lesley affirms that the pupils are fully engaged in the remote lessons, probably linked to the fact that they enjoy learning in this way.

Well planned use of Glow will help pupils achieve many of the Curriculum for Excellence learning experiences and outcomes. The Glow activities described in this cookbook can be linked specifically to:

Technologies: ICT to enhance learning: TCH 0-04a, TCH 1-04a and TCH 2-04a

Technologies: Computing Science: TCH 1-08a and TCH 2-08a

For more information on Vokis please click here.

Follow the link below to see how Richard uses Glow web parts to emphasise lesson learning intentions: