Teacher before using Live-wire Learning elearning + workbook resources
Teacher after using Live-wire Learning
This is the challenge for teachers today.
I have been involved in education all my life. I was HoD English at Southland Boys’, spent two years overseeing the project and currently teach part-time at Westmount School. Teaching is about selling success and I see Live-wire as a practical and proven way to assist students and teachers. My belief is based on my experience: In sport, I have been successful when I have acquired and applied the discipline to practise the necessary skills so that I could perform well in the game. Success then breeds success. This programme is designed to give students the opportunity to practice key skills, apply that knowledge, extend themselves and taste of success.
A key focus is to enable students to become more self-directed. This programme provides a structure that moves students along the continuum from being a teacher dependent learner to being a more independent learner.
It appeals to Gen Y. This generation uses and is familiar with communications, media, and digital technologies – therefore this product suits their kind of learning environment Live-wire is basically text and images; it can be used on iPads and does not require high broadband speeds. The focus is on content rather than simulations and animations which will be integrated in 2011. Very helpful for parents because it empowers them to be able to work with their sons and daughters.
Each subject has a substantial number of questions: they are graded at Achieved (usually 20), Merit (usually 10) and Excellence (usually 10) level. Realignment with the new standards is complete at Level 1 though new material continues to be added. We are developing work books to accompany these subjects.
Other subjects and amount of work
Comparison of a student’s results in NCEA with her revision programme using Live-wire Learning.
This student answered 771 questions correctly and generated 1236 points over a 8 week period in our annual Revise for Rewards Challenge.
Steps to log in
Click on the hyper linked subject then click on the hyperlinked words: click here to install to open up
Copy and paste the subject specific code in the box.
5 day licence codes for Science
These subjects are now active until they expire on the date given. Click on the hyperlinked subject title.
Drill down to select the folder you want.
This shows the basic architecture. Note: 1. the tree to drill into to access the modules of learning. Material can be accessed by either the View by Achievement Standard folder or by View by Topic folder. 2. the parallel Achieved-only versions which contain only Achieved level questions – students should attempt these first; the normal modules have Achieved, Merit and Excellence level questions. 3. Click on the module title to open the module. 4. Click on the more details in the Previous Attempts column to drill back into the actual test and questions.
Each module has a teaching point with key notes and diagrams in the top frame. Note the Learning Outcomes and information about the total numbers of questions and the level of difficulty. Students should have completed the Achieved Only version of this module to ensure mastery. They can then challenge themselves with the Merit and Excellence level questions. Adaptive learning occurs so that as the student get answers correct they are given more challenging ones to attempt.
Note how the student has accessed the glossary. An online dictionary is also available.
Note: 1. The screen division with the teaching point in the top half and question below. 2. There are scroll bars allowing you to scroll up or down on each frame. 3. You can click and drag on the red horizontal bar to access more screen room for either the teaching point or question frame. 4. As soon as you answer a question, the it will appear as correct (green) or incorrect (red). Students should click on the incorrect answers to access the explanation. 5. There are 10 questions in a ‘test’ which is followed by a summary statement identifying the number of questions answered correctly at each level. See next slide.
The student has clicked on the “Question 1: incorrect” link to access the explanation, which has opened a separate window. This enables students to learn from their mistakes.
Note: 1. This student was answering questions mainly at a Merit level – 2 were at an Excellence level. 2. Each question can be clicked on to access the actual question and explanation.
FINAL RESULTS: 1. Shows completed modules 2. Each date can be clicked on to drill back into the test and access the question, answer and explanation. 3. Placing the cursor over the yellow, gold or green bar indicates how many questions were answered correctly at each level. 4. The Overview indicates how many modules and questions have been answered and how many more are left to do.
LEADER BOARDS: 1. Shows OVERALL SCORES and subject scores 2. Allows students to track their progress against other students 3. Introduces a competitive element which individual schools can reward based on the results.
1. The adaptive learning principle is that as students get questions correct, they get given more challenging questions. As they get them wrong, they get presented with easier questions. 2. This slide shows a picture of the question database. The key point is that all questions are numbered 1-40 and tagged as Achieved, Merit or Excellence.
1. This slide indicates how a student performed and how the adaptive functionality worked. 2. Note how for test questions 3-7, the program skips questions in the database because the student is answering them correctly. This student has moved quite quickly from Achieved to Excellence. Note what happens when a question is answered incorrectly.
1. Some Merit and Excellence Level questions use the multi-select question type to challenge students to think more deeply and thus develop their critical thinking skills. 2. Often they are told how many choices they should select but not always. This is similar to the exams where they are not told how much information is required for a full answer.
The multi select question follows some of the steps used by teachers as they help students approach and answer an open-ended question in class: Step 1: the teacher writes an open ended question on the board Step 2: the teacher writes up the various responses on the board Step 3: the teacher and class select best options – if using Livewire in class, this step can be the options given for that question. Step 4: the teacher and class write up a model answer.
As per the previous slide, the multi select question follows some of the steps used by teachers as they help students approach and answer an open-ended question in class: Step 1: the teacher writes an open ended question on the board Step 2: the teacher writes up the various responses on the board Step 3: if using Livewire in class, this step can be the options given for that question. Step 4: if using Livewire in class, the teacher and class can select the correct options or write up a model answer based on the options provided.
See next slides for games in class.
So in Summary – We have developed a great product that is N Z specific, engages students, and that provides them with really helpful material to supplement teaching and learning at school.
The eLearning program provides: 1. Self-marking Achieved-Only quizzes to revise and apply knowledge and understanding. 2. Additional self-marking Merit and Excellence level questions to extend students, to develop critical thinking skills and thereby accelerate learning. 3. A Student Management Suite for teachers to track student progress.
The Recommended Approach is for teachers to teach the content then set the students to 1. Read and highlight the key points from the learning notes in their write-ons and make any additional notes in the spaces provided. 2. Answer the Achieved-only Live-wire quizzes twice to master the basic knowledge and skills, improve their raw scores and earn points on the leader boards. The instant feedback and explanations will accelerate their learning. 3. Answer the Merit and Excellence questions in the write-on booklet. 4. Check their answers at the back of the write-on. 5. Return to Live-wire and challenge their understanding by answering additional Merit and Excellence level questions in the full parallel version of the module. 6. Attempt the practice NCEA formatted question at the end of the write-on which the teacher can mark.
Links to Bloom's taxonomy as applied to Year 11 Science
Principles of Accelerated Learning 1. Immediacy of feedback - Live-wire marks instantly whereas teachers often take work home to mark and bring it back to students the next day. - There is a 5 minute learning cycle vs. a 24 hour one. Livewire therefore has the ability to have multiple learning cycles in one period.
Principles of Accelerated Learning 2. Individualised and specific feedback. Even if you have 20 students in a computer suite the feedback is specific to the student and to the content. This can never be achieved by a classroom teacher unless immediacy is sacrificed.
Principles of Accelerated Learning 3. Immediate reinforcement of appropriate cognitive strategy. The green (correct) answers immediately reinforce correct thinking strategies.
Question type: multichoice In humans the allele for brown eyes (B) is dominant over the allele for blue eyes (b). Which of the following answers does NOT adequately explain how a couple, both of who are heterozygous for eye colour (Bb), can end up with 5 brown-eyed children. A. Every time the woman gets pregnant, there is a 75% chance of brown eye colour occurring. Each pregnancy is an independent event and just because the first child has brown eyes does not mean the next has blue eyes. B. Both parents have the stronger brown-eyed allele so it shows up in the children who are homozygous and heterozygous for the trait. C. At every pregnancy there is a 75% chance of having a child with brown eyes because brown is the dominant allele. D. The brown-eyed children still have a blue-eyed allele but it is hidden because brown is dominant. Both parents would have to have blue eyes to produce a blue-eyed child. Explanation: B. Both parents have the stronger brown-eyed allele so it shows up in the children who are homozygous and heterozygous for the trait. BIOLOGY Merit level question Blooms: Explain and Apply
Question type: multi select Discuss the gravitational potential energy of the balls, by selecting which two of the following statements are true. 1. The red and blue balls have the same amount of gravitational potential energy. 2. The red and green balls have the same amount of gravitational potential energy. 3. The combined gravitational potential energy of the red and blue balls equals the gravitational potential energy of the green ball. 4. The green ball has the least gravitational potential energy. Explanation: Statements 1 and 3 and true. The balls have equal mass, so that their gravitational potential energy only depends on their height. The green ball is at twice the height of the red and blue balls and so has twice the gravitational potential energy. Physics Excellence level question Blooms: Analyse
Why this question type is used To challenge students to think critically, more broadly and at greater depth.
How this question type can be used in class. Step1. Show question Discuss the gravitational potential energy of the balls – which statements would you include in your answer. Step 2. Work out possible answers on the white board with class. Step 3. Show Live-wire options Step 4. Select correct options and mark. Or get students to write paragraph answer.
CHEMISTRY Achieved level question Blooms: Description Iodine forms an ion by gaining one electron. The symbol for the iodide ion is a. I + b. I 3+ c. I – d. I 2– Explanation: c. If iodine gains electrons, there will be more electrons than protons. Electrons have a negative charge so the ion will have an overall negative charge. If the iodine atom gains one electron, the charge will be 1 and is shown as I .
Merit level Question - Chemistry Merit Level – requires an ‘explain’ type of question . An element X has the ion X 2– . Explain which group on the Periodic Table it would be in. a . It would be in Group 16 because the atom has gained two electrons. b . It would be in Group 16 because it is a non-metal. c . It would be in Group 2 because it has two extra electrons. d . It would be in Group 2 because it has a charge of 2. Explanation: a . It would be in Group 16 because it has gained two electrons. It is a non-metal but non-metals can also be in other groups on the Periodic Table. It is not in Group 2 as it has gained two electrons and elements in Group 2 lose electrons to form positive ions.
Discuss why sodium metal is stored under oil whilst aluminium metal is kept open to the air. A. Sodium metal reacts readily in air whereas magnesium ribbon only reacts when heated. The oil keeps the air away from the sodium. a B. It is very active so it needs to be kept away from air. Under the oil it cannot rust. C. Sodium metal reacts readily in air and the oil keeps the air out. D. It does not react with air very quickly so does not need to be kept away from oil. Explanation: Sodium metal reacts readily in air whereas magnesium ribbon only reacts when heated. The oil keeps the air away from the sodium. For excellence questions you must mention both items you are asked to compare. Avoid the use of the word 'it'. CHEMISTRY Excellence level question Blooms: Discuss
“ If you are prepared to put up to 20 minutes into setting this program up with your students, the time you will save in the long run is immense. The NCEA students can do self directed work towards both their internals and their externals, and I have found that there are activities in there which would take me weeks to create. The students are best served by their ability to access every resource they may need to help them to progress, and as every teacher knows, we can only do so much!
This program helps both the eager students to excel and also the reluctant students to see results and feel good about their learning. Students can access the program from anywhere where they can get on the net, and many will surprise you by choosing to work on it from home or during spare time at school.”
Holly Higgins: Lecturer, School of Secondary-Tertiary Studies, Manukau Institute of Technology
Some schools using Live-wire for Science and or Physics
Set as homework - Align to current teaching program. - Track completion via management suite. - Assign Achieved level then normal modules. - Encourage goal setting: repeat modules and gain 80% = an acceptable score.
Use in computer suite - Take class into the computer suite to login and set a couple of modules as a pre-test on a topic. Each week/fortnight have a session where students work on relevant modules.
Use in class - Log in on data projector or electronic white board. - Use teaching notes as part of lesson. - Have whole class quizzes using the time function. - Differentiate through group work: set each group a module at an appropriate level while you work with other groups.
Give you peace of mind. Access to this high quality learning and revision material means this programme will supplement not supplant their teaching programme.
Save class time . Live-wire handles the skills revision and practice aspect of learning. It also provides challenging extension material and extends student's higher order thinking skills both for class and home work.
Save preparation time. Preparation of resources and marking is already done for teachers. You do not have to reinvent the wheel.
Save reporting time . Individual printouts of results are available and teachers can track and individual student's and a class's progress.