Homework Power-Ups

Students could use any of the strategies outlined in their WAT Aspire for Learners app to self-quiz, commiting new knowledge to memory. Some additional tips:

• Ask students to photograph or screenshot evidence of their self-quizzing and submit to a Google Classroom homework assignment.

• Use online quizzing tools that provide evidence of completion (quizzing score, duration, etc).

• Use some of the fun quizzing tools available via Wordwall (see 'Self Quiz' page on this website).

Use flipped learning to maximise the effective use of lesson time:

• Students can explore digital resources and use self-quizzing to commit this new knowledge to memory.

• Students can use mind mapping to organise their responses (ideas, questions, etc; see below).

• Students can practise applying new skills or knowledge prior to the lesson.

• In the lesson, the teacher explains and models advanced application, and addresses misconceptions.

Students can use the SimpleMind app to:

• Organise their thoughts following a flipped learning exercise (E.g. What I understand, What I don't understand, Questions I have, Existing knowledge, New Knowledge, Additional reading I accessed, Things I need explaining, My experience, etc).

• Organise ideas relating to an upcoming NEA task, or similar (E.g. My target audience, Existing products, Logistics, Skills required, etc)

Are students preparing a class presentation or an argument for debate? If so, they can use the Voice Memo app to practice and improve their address:

1. Students record their address using the Voice Memo app

2. Students review their recording. Did they sound confident? Was their argument convincing?

3. Students redraft their address, making improvements.

4. Students repeat the process in a cycle of continued improvement.

Students may exploit the creative apps that are available on their iPad to demonstrate their full understanding of concepts and topics: These are not a 'poster-making' tasks, simply transfering information from one media to another; they need to present an explanation, linking ideas and evidence to demonstrate a deep understanding of the bigger picture. These tasks may include:

• Students may use an infographic template on Canva to collate information, selecting the information they consider to be the most significant. A successful realisation of the task will demonstrate that the student is able to identify the key terms, ideas or evidence from linked sources (usually Wikipedia or similar!), dismissing information that may be less significant (stops them cutting and pasting from online sources).

• Students apply dual coding strategies to construct documents that provide evidence of their understanding. For example, students may use Apple Pages or Numbers to construct a document containing a combination or still images and audio recorded explanation, making links between images.

• Students may use Garageband to construct a podcast, using recorded audio and sound effects to present a narrative. This could be a summary of a plot, the order of a linear workflow, the chronological events of a historic period, etc.

• Students may use the FlipaClip or Stop-Motion animation apps to present their understanding of linear events or processes; a journey across a map, the steps of a science experiment, the key incidents of a historic event, the process of photosynthesis, the water cycle, a recipe, an equation solution, a plot summary, etc.

• Students may record a screencast, providing a voice-over whilst completing tasks using another app. For example, students could screencast the Earth Core app whilst verbalising their understanding of the Earth's layers, screencast the Force and Motion app whilst verbalising their explanation of forces, screencast the IXL app whilst explaining the process behind their working, screencast the Mimo app whilst explaining their coding choices or screencast whilst using one of the sketching apps to construct a dual coded document exploiting writing/drawing and spoken words.