St Brigid’s Primary School in Newmains in North Lanarkshire have come to the end of their second year of using Glow. Marjory Murphy is Glow Mentor in the school and is responsible for ICT across the school. In this position she has been able to ensure that Glow is used across the school in a relevant and meaningful way at all stages. Across a series of 6 Cookbooks we will look at different examples of the school’s innovative use of Glow for learning and teaching. In this Cookbook we will focus on the P7 Glow Group and their use of a Metaphor and Simile Dictionary on their “Writing” page.

In this cookbook, we will find out:
• What the P7 Glow Group looks like
• How the “Writing” page was put together and is used

The P7 Glow Group – click to enlarge

Context

Marjory had been using the P7 Glow Group with the class and the pupils had been involved in self and peer assessment through the school’s Star Writers programme. However, their class teacher wanted to become a bit more confident with using Glow. To help with this a Glow Development Officer, Scott Clark came in to work with the teacher and the pupils on Glow on a particular day. He wanted to show the teacher what was possible within Glow and how easy it could be to set this up and extend learning in the classroom.

Star Writers Examples – click to enlarge

The pupil work used for the activity was their standard classroom work but it was intended to be used in a more active way in Glow. A selection of different pupils’ work was uploaded onto Glow into a document library by Scott on the “Writing” page ahead of him coming out. On the day he arrived, the pupils used the self-assessment web part to review their own work and all pupils used the peer-assessment web part to comment on each other’s. The main activity was the simile and metaphor work. The pupils had to choose a simile or a metaphor from their own work or from the novel and enter this into the custom list web part with an explanation in the meaning column. Pupils really enjoyed this way of working and especially the competitive element it introduced. See the video below in the impact section where Marjory speaks about the activity.

Ingredients

The “Writing” page is organised into 7 web parts. These are:

Our current writing targets

Writing Targets – click to enlarge

This text editor web part sets out the learning intentions for the pupils and can be regularly updated for different tasks.

Examples of writing in P7

An additional document library has been created from scratch for this page. For this activity the pupils’ jotter work has been scanned and saved as an image file. These image files have been uploaded to a folder in this document library.

We are Star Writers!

This is an additional image web part which has been added to the page and contains a colourful image with stars in it to go along with the “Star Writers” concept.

Metaphor Dictionary

Metaphor Dictionary – click to enlarge

This is a custom list web part which has been created for the pupils to add their own metaphors and to build these into a whole class dictionary of metaphors. It has been designed for the pupils to place their name in the post; give the metaphor and add an explanation for this. The pupils can then see their own metaphor and everyone else’s in the class in this web part.

Simile Dictionary

This is also a custom list web part and has been designed to be used in exactly the same way as the metaphor dictionary.

Self Assessment – click here to enlarge

Self Assessment

This is another custom list web part available on the “Writers” page. The purpose of this is to enable the pupils to reflect on their own work and leave comments on what they feel they did well and what they think they could improve on. Working from the scanned copy of their work which is up in Glow can often enable them to see their work more objectively.

Peer Assessment

Peer Assessment – click to enlarge

This final custom list web part enables all pupils to give 2 stars and a wish on the sample of pupils’ who have work uploaded.

What did Marjory and Scott need to do to allow the pupils to peer and self assess and share metaphors and similes on the page in the Glow Group?

• A class Glow Group for P7
• Set Contributor membership for all P7 pupils
• Add a text editor web part to the page with detail on the Learning Intentions for the activity
• Create a new document libraries to upload pupils’ work into
• Create 2 custom list web parts for the simile and metaphor dictionaries
• Create 2 custom list web parts for self and peer assessment

Recipe

The first video below acts as a virtual tour by Marjory of the P7 Glow Group. The second video is a subset of this, being a tour of the “Writing” page itself. The videos that then follow show how the elements within the page can be recreated. Details are:

Tour of the P7 Glow Group (5:19)
Metaphor and Simile Dictionaries at P7 in St Brigid’s.

Tour of the “Writing” page of the class Glow Group (2:07)
Metaphor and Simile Dictionaries at P7 in St Brigid’s.

How to add a text editor web part containing Learning Intentions (3:55)
Metaphor and Simile Dictionaries at P7 in St Brigid’s.

How to create a new Document Library to upload pupils’ work (3:15)
Metaphor and Simile Dictionaries at P7 in St Brigid’s.

How to create a Custom List web part for the simile and metaphor dictionaries (5:14)
Metaphor and Simile Dictionaries at P7 in St Brigid’s.

How to create a Custom List web part for the self-assessment (4:08)
Metaphor and Simile Dictionaries at P7 in St Brigid’s.

How to add create a Custom List web part for the peer-assessment (3:46)
Metaphor and Simile Dictionaries at P7 in St Brigid’s.

Impact

P7 Pupils – click here to enlarge

The pupils were so excited when they were working on the simile and metaphor exercise because they could see other people’s entries appearing as they were typing theirs in. It made it more fun for them than working in a jotter.

As Marjory says, “It was pretty exciting for them to do and there was a big rush on for them to get theirs up first! So much better than doing in your normal jotter work where they wouldn’t know what stage the other children were at”.

In the video below Marjory talks about the “Writing” page of the P7 Glow Group and the impact she feels this had on the pupils. The video after this is a short video with Karen Sommervile, the Headteacher describing what Glow means to the school.

Marjory speaks about the Impact of the Simile and Metaphor Activity (1:48)
Metaphor and Simile Dictionaries at P7 in St Brigid’s.

Lauren, Lauren and Christopher speak about the Simile and Metaphor Dictionary (2:25)
Metaphor and Simile Dictionaries at P7 in St Brigid’s.

Lauren, Lauren and Christopher speak about Peer Assessment on Glow (2:34)
Metaphor and Simile Dictionaries at P7 in St Brigid’s.

Karen Sommerville, Headteacher speaks about Glow at St Brigid’s Primary School (0:39)
Metaphor and Simile Dictionaries at P7 in St Brigid’s.

There are 5 other Cookbooks on St Brigid’s. As these are completed you will find links to them here.

Our Targets for Literacy at St Brigid’s P6

Using Scrolling Text for Maths Puzzles in P3 Active Maths

Peer Teaching with Videos in P3 Active Maths

Curriculum for Excellence

Through their involvement in the P6 Active Literacy Glow Group, the pupils have been actively engaging with a range of Curriculum for Excellence Experiences and Outcomes. This range will depend upon many factors, namely, the different activities available within the Glow Group. Amongst others, they include:

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

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

In both short and extended texts, I can use appropriate punctuation, vary my sentence structures and divide my work into paragraphs in a way that makes sense to my reader.

LIT 2-22a

I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence.

LIT 2-29a

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

As I extend and enhance my knowledge of features of various types of software, including those which help find, organise, manage and access information, I can apply what I learn in different situations.

TCH 2-03a

I explore and experiment with the features and functions of computer technology and I can use what I learn to support and enhance my learning in different contexts.

TCH 2-04a

I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways.

TCH 2-04b

I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.

HWB 2-10a

I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.

HWB 2-11a

Our Targets – click to enlarge

Overview

St Brigid’s Primary School in Newmains in North Lanarkshire have come to the end of their second year of using Glow. Marjory Murphy is the Glow Mentor in the school and is responsible for ICT across the school. In this position she has been able to ensure that Glow is used across the school in a relevant and meaningful way at all stages. Across a series of 6 Cookbooks we will look at different examples of the school’s innovative use of Glow for learning and teaching. Stephanie McKenzie is the P6 teacher. In this Cookbook we will focus on the “Our Targets” page in the P6 Active Literacy Glow Group.

In this cookbook, we will find out:

• What the P6 Active Literacy Glow Group looks like
• How the “Our Targets” page was put together and is used

Context

Our Targets Page – click to enlarge

In the P6 class they use Learning Intentions all the time in the classroom. When Glow came along they thought it would be a great idea for pupils to be able to do this in Glow so that they can see their targets and evaluate them all in the same place. When the targets are there for everyone to see the children are more aware of them and they know that that’s what they’re actually working towards.

Marjory originally set the page up with the pupils in the ICT room and throughout the year Stephanie visits the page with the pupils and they reflect on whether they’ve managed to reach specific targets. During the lessons the “Our Targets” page is often up on the whiteboard for the pupils to see and they often refer to it. Once the pupils have set their targets they are encouraged to go on later and evaluate themselves against these. There is a separate staff contributions web part where other teachers can leave feedback and encouragement for the pupils.

This page gives the P6 pupils a real reflective space in Glow that they can start to take responsibility for their targets. It introduces the language of Curriculum for Excellence to the pupils and asks them to measure their targets against this and to reflect on their progress.

Ingredients

The “Our Targets” page is organised with 4 main web parts. These are:

what are your targets

Our Targets for Literacy

Marjory and Stephanie have created a new discussions web part for the page. After speaking with Marjory the pupils enter their targets here. There is an introduction to this web part by the Headteacher. The targets are worded in child friendly language.

Curriculum for Excellence

The Curriculum for Excellence Outcomes are listed in this web part and the pupils are encouraged to take a look at how their target relates to these. This gives an opportunity to begin to introduce the language of A Curriculum for Excellence to the pupils. It also means that when the Glow Group is accessed from home parents can also see information on the Outcomes the class are working on along with individual targets for their child.

Evaluation of Targets

Staff Contributions – click here to enlarge

This discussion web part gives the pupils a chance to evaluate their progress against the target they set in the web part above. Pupils are being encouraged by Stephanie to reflect on their performance against the target they set.

Staff Contributions – Literacy

This web part gives teachers from across the school the opportunity to comment on pupils’ targets and their progress towards them. Of particular relevance to the pupils is Stephanie’s encouraging comments for them but also their teacher from last year, Siobhan McCormick has commented on their progress.

What did Marjory and Stephanie need to do to allow the pupils to set targets and evaluate their progress?

• Create a sub Glow Group for Active Literacy
• Set Reader with Discussions or Contributor membership for all P6 pupils and all teachers in the school
• Add an image of a target to the page
• Add a text editor web part for the heading
• Add a text editor web part to hold Curriculum for Excellence Outcomes
• Create 3 new discussion web parts

Recipe

The first video below acts as a virtual tour by Stephanie of the P6 Active Literacy Glow Group. The second video is a subset of this, being a tour of the “Our Targets” page itself. The videos that then follow show how the elements within the page can be recreated. Details are:

Tour of the P6 Active Literacy Glow Group
Our Targets for Literacy at St Brigid’s P6

How to create a sub Glow Group (3:55)
Our Targets for Literacy at St Brigid’s P6

How to create a new page in a Glow Group (1:40)
Our Targets for Literacy at St Brigid’s P6

How to add a new image web part to the page (3:14)
Our Targets for Literacy at St Brigid’s P6

How to change the appearance of an uploaded image (1:47)
Our Targets for Literacy at St Brigid’s P6

How to add a text editor for the header of the page (2:35)
Our Targets for Literacy at St Brigid’s P6

How to create a new discussion web part for the pupils to set their targets (3:19)
Our Targets for Literacy at St Brigid’s P6

How to create a new discussion board for the pupils to evaluate their targets (1:54)
Our Targets for Literacy at St Brigid’s P6

How to use the CfE My Experiences and Outcomes tool on the Learning and Teaching Scotland website (5:20)
Our Targets for Literacy at St Brigid’s P6

How to add a text editor and paste Curriculum for Excellence Outcomes (3:24)
Our Targets for Literacy at St Brigid’s P6

How to create a new discussion web part for staff contributions (2:04)
Our Targets for Literacy at St Brigid’s P6

Impact

Stephanie McKenzie and Marjory Murphy

They had started to work with their targets on paper but Stephanie believes that if it’s typed up and there for everyone to see on Glow then the pupils are more aware of it and what they’re working towards. They are being asked to reflect on their own progress and learning. Stephanie feels it is very encouraging for the pupils to be able to get feedback, on the discussion board, from their previous class teacher. They know that she is keeping an eye on how they are doing and leaving comments for them.

In the video below Stephanie talks about how Marjory and herself set the “Our Targets” page up and how this operates with the pupils. The video after this is a short video with Karen Sommerville, the Headteacher describing what Glow means to the school.

Stephanie McKenzie speaks about the “Our Targets” page (1:20)
Our Targets for Literacy at St Brigid’s P6

Karen Sommerville, Headteacher speaks about Glow at St Brigid’s Primary School (0:39)
Our Targets for Literacy at St Brigid’s P6

There are 5 other Cookbooks on St Brigid’s. As these are completed you will find links to them here.

Curriculum for Excellence

Through their involvement in the P6 Active Literacy Glow Group, the pupils have been actively engaging with a range of Curriculum for Excellence Experiences and Outcomes. This range will depend upon many factors, namely, the different activities available within the Glow Group. Amongst others, they include:

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 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

In both short and extended texts, I can use appropriate punctuation, vary my sentence structures and divide my work into paragraphs in a way that makes sense to my reader.

LIT 2-22a

I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence.

LIT 2-29a

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 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

Noticeboard – Click here to enlarge

Alison Smith, P7 teacher at Highlanders Academy Primary School in Inverclyde, was looking for an after school responsibility and looked at taking an ICT club. Given that she’s also the Glow Mentor at Highlanders she had planned to find a purposeful use of Glow and this seemed like the ideal opportunity to team these up. She had in mind that each school in Inverclyde has to produce a 4 page spread in the Greenock Telegraph and this responsibility usually sits with the P7s. She had worked with a previous P7 class to produce a paper version of a newspaper which the pupils had really enjoyed. Alison thought it would be ideal to undertake something with the ICT Club, using Glow and also getting them ready for the spread in the Greenock Telegraph. The Highlanders’ Highlights Glow Group was born.

In this cookbook, we will find out:
• What the Highlanders’ Highlights Glow Group looks like
• How the pages and web parts were used to become a newspaper

Context
The Club started earlier this year and the pupils were told what kind of things the group would be working on and asked who would like to be a part of this. Alison met initially with the pupils in the ICT Club to discuss what the features of using Glow as a newspaper would look like. They planned together what pages would be required in the Glow Group. They then opened up the planning process to involve the rest of the school and the nine members of the Editorial Team went around all the classes conducting a survey, asking all the pupils and teachers what they would like to see in the group. Many of the suggestions from the rest of the school were what the Editorial Team had already planned.

Editorial Team Working – Click here to enlarge

The pupils then got down to work planning their first edition. They decided that interviews would be a good idea for a regular feature. For example, if there was a netball competition on then the pupils would go and interview the classroom assistant responsible for taking the netball team. They would interview someone if there was something interesting going on in the school or generally pick a random member of staff in the school to interview. There are also a couple of articles which the Team will write for every edition on things which have happened or are about to happen in the school. The very first edition contained a feature introducing the Editorial Team themselves. They chatted about why they had volunteered for the team and what they were hoping to learn from working on Highlanders’ Highlights.

Once the team had put the first edition together they went around every class introducing it to the pupils and the teachers. The teachers were then aware of the structure of the editions. This would make it easier for the Editorial Team every week to ask for submissions, such as homework tips.

Parental Involvement
The school felt that it would be easy to involve the parents of the older pupils in the school with Highlanders’ Highlights as they would naturally log on and show their parents from home but they wanted to find a way of making sure they were involving the parents of the younger pupils. They decided to run a workshop for parents to get them involved and let them have their say. As a parent would come in, a member of the Editorial Team would go and get that parent’s child and get them to log into Glow. This allowed the pupil to show their own parent through the group. The school had a lot of good feedback from this event, especially from the parents of the younger pupils.

Parental Comments – click here to enlarge

They decided to get parental feedback at the workshop and build this into improving Highlanders’ Highlights. Parents asked for several sections to be added, the annual holiday list, the school menu, when the gym kit days were for each class, homework tips for each class and the school newsletter being added to Glow. Highlanders’ Highlights was a great way to simply get parents more involved in the school.

Enterprise Showcase
Inverclyde runs an Enterprise Showcase each year and Alison was asked to present on what they were doing at Highlanders. Highlanders’ Highlights was a perfect example of what was being looked for in the remit and they were already doing it and making a great job of it so it made sense to showcase this use of Glow to the rest of Inverclyde. It was the perfect opportunity to get the pupils on the Editorial Team involved and let them share their enthusiasm. The teachers were able to stand back at the event and allow the pupils to take everyone through what they were doing and encourage them to log into Glow and leave a comment on it.

Ingredients

Click here to enlarge

The Noticeboard
This page acts like the front page of a newspaper with taster items for what’s in a particular edition. The News web part contains headlines of the different articles to be found. There is a picture of the Editorial Team and a What’s On This Week? web part letting everyone know what’s coming up in the school. There are also web parts containing the Question of the Week and Celebrating Success with highlights from each class.

Discussions
The discussions page spans all of the issues and provides useful feedback from all of the teachers and the classes. There is also feedback here, left by the parents during the workshop and from teachers across the authority from the Enterprise Showcase. Replies have been typed by the child of a parent or by the Editorial Team during the showcase event with the poster’s name being given.

Documents

click to enlarge

The documents page contains a folder for every edition of Highlanders’ Highlights. The Editorial Team upload their articles into these folders and leave news items to point people to particular articles.

Homework Tips
This was a page which was requested when the Editorial Team were doing their research. It contains information for pupils and parents on the days gym kit will be required and a section for each class reminding them what they are working on for homework at the moment. It also has a web links web part with links to suggested external educational websites which parents have found particularly helpful.

Fun Page

The Fun Page – click to enlarge

This page is divided into an upper and a lower school with puzzles created by the Editorial Team from external websites and contained in a text editor web part.

Menu
The menu page contains an image of the school menu from the Inverclyde Council website. This allows parents to view information and decide whether their child will be having the school menu or a packed lunch on any given day. This was a page requested by the parents after the Parents Workshop.

School Holidays
This is Megan, on the Editorial Team’s favourite page! It contains information from the Inverclyde Council website to remind pupils, teachers and parents of when the holidays are coming up. This was another page requested by the parents.

Newsletter
The final page of the group and another one to be requested by the parents is the Newsletter page. A text editor web part contains the most recent issue of the school newsletter meaning that parents don’t have to worry if  they have mislaid it.

What did Alison and the pupils need to do to allow for the Highlanders’ Highlights Glow Group to work as a newspaper?

• A Glow Group built at school level
• Set Reader with Discussions membership for all teachers and pupils in the school
• Set the Editorial Team up with Administrator membership of the group
• Add extra pages for Homework Tips, Fun Page, Menu, School Holidays and Newsletter
• Add Folders for every edition into the Document Library and upload articles into these folders
• Make use of the News web part on the Noticeboard for headlines for each edition
• Change the title of the What’s On web part and use this for school events
• The Editorial Team had to delete old News and What’s On items every week
• Add text editor web parts for the Question of the Week and Celebrating Success and edit these every week
• Add an image of the Editorial Team to the Noticeboard page

Recipe
The first video below acts as a virtual tour by Alison of the Highlanders’ Highlights Glow Group. The videos that then follow show how some of the elements within the Group can be recreated. Details are:

Tour of the Highlanders Highlights Glow Group (4:26)
Highlanders’ Highlights School Magazine in Glow

How to change the title of the What’s On web part (1:18)
Highlanders’ Highlights School Magazine in Glow

How to add text editor web parts for the Question of the week and Celebrating Success (4:42)
Highlanders’ Highlights School Magazine in Glow

How to add folders to the document store for the editions (1:11)
Highlanders’ Highlights School Magazine in Glow

How to upload articles in the folders in the document store (1:28)
Highlanders’ Highlights School Magazine in Glow

How to add a new page for Homework Tips (1:37)
Highlanders’ Highlights School Magazine in Glow

How to edit the information in the Homework Tips text editor web part (2:00)
Highlanders’ Highlights School Magazine in Glow

How to add images and text into the text editor web parts on the Fun Page (2:37)
Highlanders’ Highlights School Magazine in Glow

Impact
Mairi Nock, DHT at the school notes how the pupils themselves really bonded as the Editorial Team. She comments on how they have all found different aspects within the production of Highlanders’ Highlights which they have strengths in. She speaks about them at the Enterprise Showcase:

“They appear to be quite quiet but when you listen to what they’re saying, they know exactly what they’re doing and they know why they’re doing it. They sat there with a lot of staff from other local schools [at the Enterprise Showcase] and went through exactly what they do, and what they do on a weekly basis and it was great. They had staff from all sorts of schools who posted very very positive responses.”

Enterprsie Showcase Comments – click to enlarge

A member of staff at Port Glasgow High School was so impressed that she came to Highlanders with her school’s system of positive response slips for each of the four pupils and an Easter Egg for each of them. She said this was because the pupils had taught her so much about Glow.

Parents were very positive about the project especially when they were involved in a workshop as it allowed the pupils to introduce it to them. One parent in particular had been very pleased about information regarding external educational websites that she was always looking to use with her child at home. Having the links available on the Highlanders’ Highlights Glow Group suited her in particular. In terms of the Eco nature of the project, the school had just got its first Green Flag last year and a lot of the parents were saying they were happier to have less bits of paper having to go home. The Highlanders’ Highlights really hit the mark as far as this was concerned.

Highlanders’ Highlights also became a great “hook” to get staff onto Glow. It became the only way of getting on with your class, as another teacher, and having a look at what was happening in the school and being able to make suggestions for homework tips etc. Classes and teachers were also asked to post responses to discussion boards and so everyone could become involved. As Mairi Nock notes,

“it’s been a learning curve for everybody in the school.”

The pupils are obviously very proud of what they’re doing. Chloe tells us,

“I thought it would be very good to do because we weren’t doing it for ourselves, we were doing it for the school.”

Megan adds to this,

“[I wanted to be involved] because we’re eco-friendly”

Megan tells us,

“my parents are really proud of me because they know I have a lot of responsibility and they always go online and see how it has turned out.”

Chloe echoes this,

“that’s the same with my mum and dad. They say they are very proud of me and that they want me to become a journalist because I write articles.”

Alison points out that as time went on, after the initial edition it has really been over to the pupils and they have been responsible for directing and putting everything together. It takes hardly any reminders to keep them on track.

Alison Smith speaks about the Highlanders’ Highlights – Part 1 (4:17)
Highlanders’ Highlights School Magazine in Glow

Alison Smith speaks about the Highlanders’ Highlights – Part 2 (2:59)
Highlanders’ Highlights School Magazine in Glow

Mairi Nock, DHT, speaks about the impact of the project (2:12)
Highlanders’ Highlights School Magazine in Glow

Mairi Nock speaks about parental involvement (2:31)
Highlanders’ Highlights School Magazine in Glow

Mairi Nock speaks about staff involvement (0:59)
Highlanders’ Highlights School Magazine in Glow

Chloe, Chloe, Megan and Jason talk about Highlanders’ Highlights – Part 1 (3:10)
Highlanders’ Highlights School Magazine in Glow

Chloe, Chloe, Megan and Jason talk about Highlanders’ Highlights – Part 2 (3:32)
Highlanders’ Highlights School Magazine in Glow

Through their involvement in the Highlanders’ Highlights Glow Group, the editorial team have been actively engaging with a range of Curriculum for Excellence Experiences and Outcomes. This range will depend upon many factors, namely, which roles the different pupils took within the team and which web parts were used. Amongst others, they include:

HWB 2-10a – I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.

HWB 2-11a – I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.

LIT 2-01a - I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain sources.

I regularly select subject, purpose, format and resources to create texts of my choice.

LIT 2-06a – I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience.

LIT 2-22a – In both short and extended texts, I can use appropriate punctuation, vary my sentence structures and divide my work into paragraphs in a way that makes sense to my reader.

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

TCH 2-03b - Throughout all my learning, I can use search facilities of electronic sources to access and retrieve information, recognising the importance this has in my place of learning, at home and in the workplace.

TCH 2-04b – I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways.

Tags to further Outcomes can be seen at the bottom of this page.

Inverclyde's World Cup Group

Diana Rolland is ICT Support Teacher and Glow Development Officer for Inverclyde Council. She has supported the roll-out and adoption of Glow in Inverclyde since its inception. One of her many tasks has been to promote the usage of Glow in schools in the authority by creating local authority level groups to enhance learning and teaching. She has created the FIFA World Cup 2010 Glow Group for this purpose and made it available to all schools in Inverclyde. In this Cookbook we will look at the work Diana has done in putting the group together.

In this cookbook, we will find out:
• What the Inverclyde FIFA World Cup 2010 Group looks like
• How Diana created a Graphical Interface on the Noticeboard page
• How this interface was linked to hidden pages within the Glow Group

Context

The pages in the group

Diana wanted to create the local authority level group for 2 main reasons. Firstly, she wanted to practice creating a graphical interface and linking this to hidden pages within the Group. Diana also wanted to provide a resource for schools that teachers could use towards the end of term and over the summer holidays. She wanted to increase the use of Glow in a fun way by introducing pupils to the use of document libraries, web links, picture galleries and discussion boards. Diana is also keen to introduce less experienced teachers to Glow by giving them a resource to use which is already set up for them.

In this Cookbook we will look at how Diana has used different web parts to give access to a wealth of resources freely available on the web but organised for the pupils and teachers in Inverclyde into the one simple interface. Using the discussion boards also involves the pupils in a much more collaborative approach to looking at the World Cup than only interacting individually with resources.

Ingredients

The Graphical Interface Noticeboard

Noticeboard Graphical Interface

The FIFA World Cup 2010 Glow Group is visually stimulating. Almost all areas can be linked to from the South African Flag on the Noticeboard page. To keep the interface simpler all of the pages linked to are hidden pages. This means there are not a multitude of page tabs strewn across the top of the Group.

Each Group within the competition has a page which begins by displaying flags for each of the nations involved within that group (which link to websites on each country) and a document library containing lots of tasksheets on the strips of the different teams. There is also a discussion board where pupils are asked to post match reports and ideas on the best player from each group. Diana felt that this would introduce pupils to document libraries and discussion boards and allow them to become familiar with these central tools in Glow.

Along with each of the groups linked to from the South African Flag interface are links for Websites and Documents. These give access to hidden pages containing lots more resources for teachers and pupils.

Also on the Noticeboard page is a News web part where Diana has targeted news out to the pupils and teachers and a What’s On web part listing when all the matches are being played. Diana has created a web part displaying a Countdown to the Final using MagicWidgets and a web part which links off to a Brainpop movie about the World Cup. At the very bottom of the page is a Contacts web part with Diana’s contact details so that pupils and teachers can request additional functionality for the group.

Other pages

Other Pages of the Group

Outside of the Graphical Interface links on the Noticeboard, there are additional pages available on the tabs along the top. The first of these is the Players page where pupils are given templates in Word and Textease and asked to create biographies of their favourite football players and upload these to a document library. The next page is a Wives and Girlfriends’ Page where pupils are encouraged to design a handbag. The information for uploading a photo of the handbag is given in a News web part along with instructions about editing the properties of the photo within the Picture Gallery to give it a name and a description. The next page, recently added by Diana is called Photo Gallery and is for schools to upload any displays or work related to the World Cup with the last page being a Country Fact File for the pupils to share additional information they have picked up on the countries they have been looking at.

Click here to see some of the handbag designs

What did Diana need to do to build activities around the World Cup and give pupils and teachers access to this local authority Glow Group?

• Create a Glow Group at local authority level in Inverclyde
• Create hidden pages within the group for the different activities
• Hotspot links to these pages from an image in a text editor web part
• Find appropriate images and activities on the web without copyright restrictions
• Find supporting videos from the web and link these onto the pages
• Create a Countdown widget to the Final
• Rename existing pages and create additional pages for Players, Wives and Girlfriends, Photo Gallery and County Factfile
• Set pupils and teachers from across the authority with Reader with Discussions access to the group
• Send out targeted news publicising the Group and any new pages

Recipe

The first video below is a virtual tour by Diana of the FIFA World Cup 2010 Glow Group. Please note, that as the usage of the group grew Diana added more content and the video was recorded before some of the extra pages were added. The videos that then follow show how some of the elements within the Group can be recreated. Details are:

What does the Inverclyde FIFA World Cup 2010 Glow Group look like?
FIFA 2010 World Cup in Inverclyde!

How to add text editor web parts onto the Noticeboard page with glitter text
FIFA 2010 World Cup in Inverclyde!

How to add a Flag image with text into a text editor web part to act as a graphical interface
FIFA 2010 World Cup in Inverclyde!

Creating a hidden page with new document and discussions web parts
FIFA 2010 World Cup in Inverclyde!

Working with a text editor web part and hotspots on the hidden page
FIFA 2010 World Cup in Inverclyde!

How to create hotspots on the image in text editor to link to the various hidden pages
FIFA 2010 World Cup in Inverclyde!

How to create a Countdown widget on the Noticeboard page
FIFA 2010 World Cup in Inverclyde!

Impact

Click here to see Scared Heart Primary's Cameroon Display

As we’ve already mentioned, Diana set up the Glow Group for 2 main reasons. She wanted to have a practice at using a simple graphical interface and hidden pages within Glow and she also wanted to encourage pupils and teachers across the authority to use Glow. She was also setting out to establish a Group which would allow pupils to be able to use Glow over the summer holidays.

“I wanted to increase the use of Glow in a fun way, so I hope I’ve achieved that by giving them lots of different activities.”

Katrina Flaherty, Head of Gourock Pre-5 Centre has begun to use the Group. She thanked Diana for creating it and let her know how she’s been using it with her Pre-5s.

She printed off the flags and gave one to each child to take home where the parents were asked to help them find out information about their country.  Some have already begun to do this. She has put up a map of the world in the classroom with the childrens’ flags fixed to the map to identify where each country is. The children will then take turns telling each other what they have found out about the country.

Katrina noted, “This is parental involvement, investigative learning and use of ICT to increase their knowledge and understanding of the world”.

She intends to create a graph and if their country scores a goal, each child will add a sticker to the graph.

Click here to see Gourock Pre 5 World Map

Diana has added a page to the Group for the schools to upload photos and Katrian has agreed to photograph her wall displays to go up into this gallery. The Centre had also recently been to Blair Drummond and took lots of photos which Katrian is also going to add to the map of the world.

Diana Rolland speaks about the FIFA World Cup 2010 Group
FIFA 2010 World Cup in Inverclyde!

Links with Curriculum for Excellence
Through their involvement in the FIFA World Cup 2010 Glow Group, the pupils have been actively engaging with a range of Curriculum for Excellence Experiences and Outcomes. This range will depend upon many factors, namely, which web parts were used and the age and stage/level of the pupils accessing them. Amongst others, they include:

EXA 0-02a – I have the freedom to discover and choose ways to create images and objects using a variety of materials.

LIT 1-01a – I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain sources.

I regularly select subject, purpose, format and resources to create texts of my choice.

LIT 1-20a – I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience.

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

SOC 2-16c – I can discuss issues of the diversity of cultures, values and customs in our society.

TCH 0-03a – I explore software and use what I learn to solve problems and present my ideas, thoughts, or information.

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

Robyn Moonie P6 Teacher at Glencairn Primary

Robyn Moonie teaches P6 in Glencairn Primary in Motherwell, North Lanarkshire. She is a Glow Mentor for North Lanarkshire and began to use Glow with her previous P7 class last year. With her current class, P6, she has been using Glow since last August and has found it a purposeful way to extend learning in a new context. She wanted to use Glow to allow the pupils to be able to share and extend their learning on their novel study projects. She decided to use several pages of the class Glow Group to enable this to take place. She was keen that this method would allow classes within the school to be able to share and store evidence of their work but that also this would allow a mechanism to enhance learning across schools. She was also very clear that the approach for the way she had structured the novel study pages would promote far more self-directed learning from the pupils. This will be the second of 4 Cookbooks looking at Robyn’s P6 Glow Group. Other Cookbooks will look at using Glow to set out Learning Intentions and Curriculum for Excellence Outcomes; using Glow for celebrating Responsibilities and Achievements and Using Glow to enhance teaching and Learning of Maths in the classroom.

You will find the other Cookbooks here:

Using Glow for Responsibilities and Achievements in Glencairn Primary School

Using web parts to share Learning Intentions and CfE Outcomes in P6 Glencairn Primary

Maths is Fun at Glencairn Primary School

In this cookbook, we will find out:
• What the Glencairn Primary P6 Glow Group looks like
• How a range of web parts have been used
• How to replicate it
• What the impact was

Context

Glencairn Primary school has a role of approximately 180 pupils, not including the role from the attached nursery school. Robyn received training as a Glow Mentor in Phase 2 of North Lanarkshire’s rollout in May 2009. She started with her P7 and Glow in the summer term of 2009 with joining some transition Glow Meets but since the start of the new term in August 2009 she has embedded Glow throughout the curriculum rather than it appearing as a one-off lesson for the pupils. She introduced them to Glow with some specific tasks in the group 2/3 times per week and it has grown from there. Home Access has been enabled for the pupils in March of this year and P6 are trialling this for the rest of the school.

Glencairn P6 Glow Site

Home Access has been sourced for the pupils by making sure they can access Glow if not at their own home then at friends/grandparents or other relatives. Robyn feels that Glow is helping with partnership with parents, where previously jotters went home to help with this and might not always have made it back into school, all information and progress can be shared through the class Glow Group. P6 are also acting as Glow Buddies in the school and introducing it to pupils in other classes to get them logged on to Glow, all of the pupils from P3 upwards have logged into Glow. Robyn is also involved in training all the staff in the school and has set up all of the Glow Groups on the school site. Other teachers are being influenced by the success of Robyn’s class in using Glow and as a policy within the school, all staff have access to the group. Robyn’s P6 group is also linked to from North Lanarkshire’s Glow Showcase Group with membership set for all staff in North Lanarkshire. Glow Development Officers, Scott Clark and Eileen Mallaghan regularly use Robyn’s Group for supporting staff across from the authority in developing their use of Glow.

In this cookbook, we will look at how Robyn set up the various Novel Study pages in her group using Discussion web parts, Picture Libraries and Surveys amongst others.

Ingredients

P6 Novel Study web parts

The Novel Study pages are visually stimulating within the Group. They include web parts such as Discussion Boards used to expand thoughts and opinions and develop communication and a Picture Gallery which by its very visual nature is more accessible for pupils with reading difficulties.

Although there are 4 Novel Study pages in the Glow Group, we have chosen the first, “Why the Whales Came” for illustration purposes within this Glow Group. What did Robyn need to do to give pupils access to be able to extend their learning in new contexts on the Novel Study pages in the class Glow Group?

• A Class Glow Group for P6
• Set pupils with membership allowing Contributor access to the group
• Create a new pages in the Glow Group for the Novel Study elements
• Image web parts for the group studying the novel and the book cover
• Separate Text Editor web parts for Learning Intentions, CfE Outcomes and instructions for activities
• A Document Library for the pupils to upload work into
• Various custom list web parts for self assessment
• A custom list web part to record favourite part of the book
• A Survey for their Thoughts and Opinions
• A Discussion Board for Peer Assessment
• 2 Picture Galleries for showcasing work with self assessment

CfE Outcomes for Novel Study

Links to Curriculum for Excellence
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.
*Responsibility of all
LIT 2-15a
To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own.
ENG 2-17a
I can:

ENG 2-19a

• Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression.

ENG 2-12a

• I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence.

• *Responsibility of all

LIT 2-29a

• As I extend and enhance my knowledge of features of various types of software, including those which help find, organise, manage and access information, I can apply what I learn in different situations.

TCH 2-03a

• I am developing my knowledge and use of safe and acceptable conduct as I use different technologies to interact and share experiences, ideas and information with others.

TCH 2-08a

Recipe

The first video below shows the various Novel Study pages of the class Glow group and the uses made of a range of web parts. The videos that then follow show how some of these elements can be recreated. Details are:

The Novel Study Pages
Using a Glow Group for Novel Study at Glencairn Primary P6

How to add 2 image web parts from the gallery
Using a Glow Group for Novel Study at Glencairn Primary P6

How to add Text Editor web parts for Learning Intentions and CfE Outcomes and instructions for a task
Using a Glow Group for Novel Study at Glencairn Primary P6

How to create and add a Thoughts and Opinions Survey
Using a Glow Group for Novel Study at Glencairn Primary P6

How to change a survey view
Using a Glow Group for Novel Study at Glencairn Primary P6

How to create and add a Document Library
Using a Glow Group for Novel Study at Glencairn Primary P6

How to add a Picture Library to record a task and give detail
Using a Glow Group for Novel Study at Glencairn Primary P6

How to create and add new Discussion web parts for peer and self assessment
Using a Glow Group for Novel Study at Glencairn Primary P6

Impact

Robyn feels that although the children are motivated to do their reading they prefer to record their work for this in a different format than just in their jotters. She feels that the way Glow allows them to present their learning gives them a pride in the ownership of their learning. It promotes independent learning and allows them to direct their own learning and actively participate in the learning in their group. When they first started using Glow for novel study Robyn felt that the discussion boards used for getting pupils’ first impressions and setting targets and challenges and research tasks were very important. But as they continued she found that the most valuable use of the web parts was in allowing for peer and self assessment. Robyn feels the pupils were able to use this information in acting upon future tasks.

Emily, Caity and Michael

She also recognises that it suits perhaps more reluctant learners, those who wouldn’t be keen to take part in class discussion giving their opinions, to fully participate using the web parts available. For example they are much more keen to take part in peer and self assessment using the discussion boards and surveys provided by Robyn in the Novel Study pages. She also feels that the pupils are aware that their work on the novel study can be accessed by other pupils, teachers from across the school and parents. This encourages them to be more reflective and evaluate more deeply what they are working on as they have a real audience, “I feel that they try harder on Glow because they know that other people are watching and looking at what they are doing.”

Robyn Moonie speaks about the Novel Study pages
Using a Glow Group for Novel Study at Glencairn Primary P6

Michael, Emily and Caity speak about the Novel Study pages
Using a Glow Group for Novel Study at Glencairn Primary P6

Head Teacher, Lorna Galbraith speaks about P6 using Glow at Glencairn
Using a Glow Group for Novel Study at Glencairn Primary P6

North Lanarkshire Glow Development Officers Eileen and Scott speak about Robyn’s Group
Using a Glow Group for Novel Study at Glencairn Primary P6

The P6 Glow Group at Glencairn as a whole
Part 1
Using a Glow Group for Novel Study at Glencairn Primary P6

Part 2
Using a Glow Group for Novel Study at Glencairn Primary P6

Part 3
Using a Glow Group for Novel Study at Glencairn Primary P6

Visit the other Glow Cookbooks on Glencairn Primary School:

Using Glow for Responsibilities and Achievements in Glencairn Primary School

Using web parts to share Learning Intentions and CfE Outcomes in P6 Glencairn Primary

Maths is Fun at Glencairn Primary School

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

I was previously a P6 teacher at Harrysmuir Primary School in West Lothian. After the Headteacher, Susan Mackenzie, and another member of staff received some initial Glow training, all staff were encouraged to use Glow to support their classroom learning and teaching activities. As Harrysmuir school is double-stream, it was initially decided to have one Glow Group per stage, the other P6 teacher and I decided to set up our own groups for each of our classes. All pupils in the school can view all the class Glow Groups.

Context

After initially setting up my class Glow Group, we added various tabs throughout the year as we studied different topics and had different school events. One of the tabs I set up was for Health Week. As a link to our literacy focus in personal writing, I wanted children to keep a diary as a personal reflection on their thoughts and views about the health week activities. I also wanted the pupils to see and comment on each other’s diaries, so I set up a discussion board web part for each day of health week. Also within this group I set up a calendar of events so children would know what is happening and at what time.

How was the Health Tab used with the P6 Glow Group?

There are a number of web parts within the Health Week tab:

Text Editor

In this web part I left instructions to explain to the pupils how to add their diary entry.

Calendar

I used the calendar web part to display a timetable of events for the pupils so they could see what activities they had the opportunity to take part in, and to remind them what was happening on each day. This web part allowed them to check at home what was happening the next day so they could remember the necessary equipment, for example to bring a swimming kit on Tuesday.

Discussion Board

In this tab I had three different discussion boards, one for each day of health week. In these web parts each pupil wrote their personal reflections on the health week events they participated in that day. This allowed me to read the pupil’s comment and leave a reply or question, the pupil could then leave a further reply to answer my question. Giving the pupils the opportunity to reflect on their health week activities enabled me to address some of the literacy and health and well being outcomes and experiences:

LIT 2-26a 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 2-28a I can convey information, describe events, explain processes or combine ideas in different ways.

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

HWB 2-01a I am aware of and able to express my feelings and am developing the ability to talk about them.

HWB 2-19a Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning.

Ingredients

What did I need to set up the health week diaries?

1. Class Glow Group
2. New tab for health week
3. Text Editor web Part
4. What’s On
5. Multiple Discussion Board web parts

Recipe

In the following videos, we will take a look at the P6B Health Tab and then find out how to replicate some of its structure and content.

What does the P6 Health Week tab look like? (1.36)
Health Week Diaries

How to add a new page to your Glow Group (1.10)
Health Week Diaries

How to add some text in a Text Editor web part (3.37)
Health Week Diaries

How to add a What’s On web part (4.01)
Health Week Diaries

How to add a Discussion Board web part (4.24)
Health Week Diaries

Impact

The health week tab allowed me to have access to the views that the pupils had about the activities they completed. This information was then fed back to the Health coordinator which will help her when planning health week activities next year. It also was an extension of the personal writing tasks the pupils had completed.

Click on the video below to hear the pupils’ views on using the Discussion Board web part for writing their diaries. (0.28)
Health Week Diaries

Click on the video below to hear how the pupils used the What’s On web part. (0.15)
Health Week Diaries

Click on the video below to hear how the pupils shared their learning with their parents. (0.13)
Health Week Diaries

Related Cookbooks:

There are currently four other cookbooks relating to other aspects of the P6B Glow Group in Harrysmuir Primary School.

Click on the link to view each one:

Peer Assessment within 2nd Level Literacy and Language

Incorporating principles of AifL into 2nd Level Numeracy

Incorporating formative assessment and critical skills within 2nd level social studies

Developing Literacy and Presentation skills through use of Glow Meet

Many schools have been hit with staff absence due to the flight suspensions caused by the Volcanic ash situation. Teachers – and pupils – have been stranded abroad at the start of the new school term. One teacher found that she could still provide learning activities for her class though, despite being stuck in Portugal.

Context

Bernadette Cassidy teaches Primary 5 at St Mary’s Primary school in Bannockburn, Stirling.
When she discovered she would not be able to return in time for the start of term, she realised that she could still provide support for her class and let them know which activities they should be doing, by using the class’s Glow Group.

From Portugal, Bernadette logged on to Glow and used the ‘News’ web part to let the pupils know that she would not be able to return for a few days.

She then added a new page to the Primary 5 Glow Group. The page is called ‘Classwork week 19th April’. 

Bernadette added some text editor web parts with information about the tasks the pupils should work on

Relevance: Literacy
Bernadette has embraced the flight situation to provide meaningful literacy activities for the pupils.

As a Talking and Listening exercise, the pupils have been asked, through instructions in the text editor web part to:

“Imagine you are on your way home after your holidays but when you get to the airport you find out your flight is cancelled.
Now you have very little money left in your wallet and nowhere to stay. Discuss with your partner what you would do in this situation. Write a helpful list of advice.”

Following on from this, the pupils have been given a writing activity, where they are required to write a letter of complaint to the airline:

“Once you have arrived home after a 2 day delay from your cancelled flight, you decide to write a letter of complaint to the airline.
You need to introduce yourself in your letter, explain why your flight was cancelled, what you had to do to get accommodation and food for two days and how you feel about the situation.
Remember, this should be a formal letter so you need to include the correct layout and format as well as the correct formal language in your letter.”

These activities really embrace the Curriculum for Excellence principle of Relevance. They also enable Bernadette’s pupils to engage with the following Literacy and English Experiences and Outcomes:

LIT 2-02a When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking.
LIT 2-09a 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 2-22a In both short and extended texts, I can use appropriate punctuation, vary my sentence structures and divide my work into paragraphs in a way that makes sense to my reader.
LIT 2-23a Throughout the writing process, I can check that my writing makes sense and meets its purpose.
LIT 2-26a 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 2-28a I can convey information, describe events, explain processes or combine ideas in different ways.
LIT 2-29a I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence.
ENG 2-30a As I write for different purposes and readers, I can describe and share my experiences, expressing what they made me think about and how they made me feel.

Relevance: Social Studies
 Bernadette has of course also taken the opportunity to explore some Social Subjects issues connected with the Volcanic eruption.

In a second text editor web part, she has tasked pupils with some Geography and Media Studies research.

Pupils have been asked to use their map skills to explore the places in Europe that travellers who are stranded may have to go to in order to be able to return to the UK. The maps skills task says:

a)Primary 5, as you know I am stuck in Portugal. As there are no planes travelling between alot of European countries at the moment I need to travel by land and sea back to Scotland. I buses and trains by land and I will need to get a ferry from France to England. Using an atlas, find out how many countries I will need to cross before I get back to Scotland.
b) My friend, Clare, is also travelling back to Scotland but she was on holidays in Estonia. She will be meeting me at the ferry in France, a place called Calais outside Paris. Using your atlas again, find out how many countries Clare has to cross before she gets back to Scotland.

Again, this provides a completely relevant context for learning for the pupils, and gives them a real purpose for developing their map reading skills.

The pupils  have been asked to work in pairs, developing their communication and collaboration skills, to find out more about volcanoes. The results of their research should be made into a short report or presentation, again supporting literacy skills. Pupils are asked to upload their completed work to Glow, so enabling them to see one another’s research and develop their knowledge further:

“In partners, find out as much as you can about Volcanoes and write a short report in a Word Document or using PowerPoint which includes information about:
What is a volcano?
What happens when they erupt?
Why do they erupt?
What damage can they cause to the land, air and sea?
When was the last volcano eruption?
Other information you are interested in.
Remember to include some pictures and design your report well.
Upload your report to Glow.”

The final social studies task involves researching the media coverage of the travellers stranded abroad:

“There are lots of people all across Europe in the same situation as me. Can you find a newspaper article on the internet or in your newspaper at home about the problems that have been caused. Write a short paragraph telling me why you have chosen that article and what you think you would do in this situation.”

These activities all contribute to the pupils’ exposure to the 2nd level Social Studies experiences and outcomes as well as further literacy outcomes:

SOC 2-07b I can describe the physical processes of a natural disaster and discuss its impact on people and the landscape.
SOC 2-09a Having explored the ways journeys can be made, I can consider the advantages and disadvantages of different forms of transport, discussing their impact on the environment.
SOC 2-14a 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.

LIT 2-15a 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 2-16a To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail.
LIT 2-25a I can use my notes and other types of writing to help me understand information and ideas, explore problems, make decisions, generate and develop ideas or create new text.
I recognise the need to acknowledge my sources and can do this appropriately.

There is, of course, ample opportunity for purposeful use of ICT through the research activities and use of Glow itself. This helps pupils engage with the following Technologies experiences and outcomes:

TCH 2-03b Throughout all my learning, I can use search facilities of electronic sources to access and retrieve information, recognising the importance this has in my place of learning, at home and in the workplace.
TCH 3-04a I enhance my learning by applying my ICT skills in different learning contexts across the curriculum.
All of the activities are providing a rich, relevant and stimulating learning experiences for the pupils.

Ingredients

What did Bernadette need to do to add the learning activities to the Glow Group for the P5 pupils to access?
• Add a new page
• Add in the text editor web part and use it to type in the instructions

In the following videos we will look at what the Primary 5 Glow Group, then find out how to replicate some of the elements within it.

What does Primary 5 Glow Group look like? (3:20)
Teacher stranded abroad? – No problem, use Glow!
How to add and rename pages (3:08)

Teacher stranded abroad? – No problem, use Glow!
How to use the text editor to add information and instructions (3:59)
Teacher stranded abroad? – No problem, use Glow!

Impact

The use of Glow has enabled continuity of learning for the P5 pupils in St Mary’s, despite the absence of their class teacher.

Bernadette has been able to keep in touch with her class, even from such a remote location, and has been able to direct the learning activities in line with the planning she had already made – albeit for a different context than she might have had planned!

This has eased the burden on the school who are trying to put in place contingency plans for staff absence.

 Headteacher of St Mary’s, Theresa O’Hanlon, says of Bernadette’s endeavours:

“I think that what Bernadette has done is fantastic.  The activities that she posted on Glow for her children are actually covering Experiences and Outcomes which she has planned to cover this session.  This has helped to ensure continuity and progression for the children in the absence of their class teacher.”

Whilst enjoying this fantastic way of learning, the pupils will no doubt still be hoping for a safe and speedy return for Miss Cassidy!

Art into Words – Assessment is for Learning (AiFL)

Overview
Claire Reynolds is Principal Teacher at Holy Family Primary school in Kirkintilloch, East Dunbartonshire. As part of her remit she is responsible for a Primary 7 class 0.8. David Miller is an English Teacher at St. Ninian’s Secondary in Kirkintilloch, East Dunbartonshire. David had entered his S1 class in an National Competition run by National Art Gallery in Scotland.
In this cookbook we’ll look at how Claire and David used a Glow group and Glow Meet to develop writing skills with Primary 7 pupils with support from S1 and David. The project involved a continuation of the concept behind the National Art Gallery competition and use classical art as a stimulus for writing.

Context
Holy Family PS has a very structured programme for writing and follows a writing scheme as well as incorporating topic and thematic writing for pupils. At a sharing of good practice event the HT and DHT met David Miller who was showcasing writing. Some of the excellent pieces of writing had been created by former pupils of Holy Family Primary School and the SMT members were delighted to see such a high standard. From there a discussion took place with Mr Miller using a similar approach and working with the P7 pupils to produce some literature and to develop Primary teachers skills in delivering writing in this way.
It was decided to use Glow as the communication base for the project as the functionalities within Glow suited the purpose of the project. Mr Miller was able to meet with the Class Teacher and SMT to set up the project using the Glow Meet web part. This meant that time was not taken with travelling and all time spent on the project was productive. Through discussion and experience of Glow and the requirements of AiFL to support writing it was decided to set up a number of web parts within the group. There was a Web Links part with links to the National Gallery, A Discussion Web Part for S1 and P7 to have on line discussions and A Document Store as well as a Glow Meet.
The project ran for the length of Term 1 in session 2008-2009. Pupils from St. Ninian’s shared their work, which had been inspired from pictures at the National Gallery, with P.7 pupils through a Glow Meet session with S1 reading their work while displaying the art on the Whiteboard part of the Glow Meet. The work they produced was also uploaded to the document store of the Glow Group. Mr Miller then shared pictures with the P.7 pupils via a Glow Meet and asked them what the pictures might mean and bring to mind. Some excellent lessons took place in these sessions and the children became much more able to examine art.
The next part of the project involved the Primary 7 pupils searching the National Gallery for a picture via the web link on the Glow group and then writing a short story, descriptive passage or poem about it.
Primary 7 then uploaded their work to the Glow Group in the document store. S1 pupils who had read their work would comment on it on the Discussion web part using AiFL strategy, ’Two stars and a wish’, the formative assessment strategy in use at Holy Family PS for writing. BY using Glow and the components within it and in taking part in this project the following Curriculum for Excellence outcomes where experienced by the learners.

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When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a
When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking. LIT 3-02a
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

When listening and talking with others for different purposes, I can:
• communicate information, ideas or opinions
• explain processes, concepts or ideas
• identify issues raised, summarise findings or draw conclusions. LIT 3-09a

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

I can:
• discuss structure, characterisation and/or setting
• recognise the relevance of the writer’s theme and how this relates to my own and others’ experiences
• discuss the writer’s style and other features appropriate to genre. ENG 2-19a

I can:
• discuss and evaluate the structure, characterisation and/or setting using some supporting evidence
• identify the main theme of the text and recognise the relevance this has to my own and others’ experiences
• identify and comment on aspects of the writer’s style and other features appropriate to genre using some relevant evidence. ENG 3-19a

I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a / LIT 2-20a

I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 3-20a / LIT 4-20a

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

By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience. LIT 3-26a / LIT 4-26a

I am learning to use language and style in a way which engages and/or influences my reader. ENG 2-27a

I can engage and/or influence readers through my use of language, style and tone as appropriate to genre. ENG 3-27a / ENG 4-27a
I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence. LIT 2-29a

I can persuade, argue, evaluate, explore issues or express an opinion using a clear line of thought, relevant supporting detail and/or evidence. LIT 3-29a

As I write for different purposes and readers, I can describe and share my experiences, expressing what they made me think about and how they made me feel. ENG 2-30a

Discussion was on going throughout the topic between teacher, learner and supporter. The writing was then redrafted as a result of this feedback. The project concluded with P.7 reading their final work to S1 via a glow meet.
The pieces of writing were of a very high standard and both teachers and pupils were delighted with the outcome of this project.
In this cookbook, we will find out:
• What the ‘Art into Words Glow Group looks like
• How to create a Glow Group and add members to the group from other establishments
• How to use the documents store and discussion forum to support AiFL

Ingredients

What did Claire and David need to create the elements of the Glow Group?

1. A Glow Group
2. Access to Glow Group for staff, P.7 and S1 pupils in the English class
3. Web cam with microphone and speakers

It was necessary to ensure staff had Administrator rights within the Glow Group to enable them to make changes to the Glow group and add members to the Group and the learners all has contributor rights to comment on the discussion board and upload work to the document store.

In the next section, we will take a look at the ‘Art into Words’ Glow Group and learn how to recreate elements within it.

Recipe

The video below shows the ‘Art Into Words Glow Group. The videos that then follow show how these elements can be recreated. Details are:

*What does the Art Into Words Glow Group look like?
Art into Words – A Primary/Secondary writing project to support AiFL

*How to add pages and change titles.
Art into Words – A Primary/Secondary writing project to support AiFL

*How to add membership within your own establishment to a Glow Group
Art into Words – A Primary/Secondary writing project to support AiFL

*How to add membership from another establishment to a Glow Group
Art into Words – A Primary/Secondary writing project to support AiFL

*Using Discussion Board for AiFL
Art into Words – A Primary/Secondary writing project to support AiFL

*How to organise content on a document store for a joint project
Art into Words – A Primary/Secondary writing project to support AiFL

*Success of AiFL Strategies
Art into Words – A Primary/Secondary writing project to support AiFL

Impact
The impact of using Glow to deliver communication to staff has been outstanding and recognised by HMIe on their visit to Holy Family PS and St. Ninian’s Secondary.
The ability to share the expertise of fellow professionals and learners has been purposeful and provided an excellent CPD opportunity.
The learners not only developed skills in Art, Art History and Literacy but also in communication and supporting each other. Through using Glow they have developed life long skills in the use of ICT to support learning.
*Impact of Project from Claire Reynolds P.7 teacher Holy Family PS
Art into Words – A Primary/Secondary writing project to support AiFL