- 54 pupils at Carnoustie High School will participate in a digital learning prototype to enhance learning experiences and inform the school's digital strategy. They will use a flipped learning approach in their physics classes, accessing instructional materials like videos and readings at home and doing hands-on work in class. This is aimed to free up more class time for active learning, peer support, and individualized attention from the teacher. Some challenges may include access to technology, identifying suitable online resources, and developing pupils' independent learning skills. The school aims to address these through providing all pupils with Surface devices, curating resources, and fostering a growth mindset.

1. Digital learning prototype
Parental information evening
Carnoustie High School

2. Purpose
• To use digital learning to enhance the
learning experiences and attainment of
pupils.
• To use research based digital learning
methods to help inform the digital learning
strategy for Angus.

3. Who is involved?
• 54 pupils studying physics with Mr Bailey
– 17 pupils studying N4 or N5 Physics class 4PhyC1
– 18 pupils studying N5 (11) or Higher Physics (7) class
4/5PhyD1
– 19 pupils studying Higher Physics, class 5PhyE

4. How will the learning be different?
• The learning in the classes will use a
flipped learning approach.

5. Flipped learning
• Teacher prepares/selects materials for
pupils to access instruction on
concept/topic outside of class
• Pupils:
– Read information and make notes
– Watch digital videos and summarise
– Read instructions for practical work.
– Do the above then answer simple questions
using the examples provided.

6. Flipped learning
• More class time is devoted to active
learning, practical work, extension
activities and supporting individuals.
• Pupils receive support from teacher and
peers as needed when doing the more
challenging tasks.
• Teacher’s role is mainly to facilitate
student-led learning.

7. Impact on learner
• More time for:
– Practising and applying knowledge and skills
– Completing higher order tasks since simpler
tasks are completed at home.
– Questioning and higher level discussions
– Collaborative learning
– Independent and student-led learning
– Individualised support

8. Impact on learner
• Improved engagement in learning
• Increased knowledge and understanding
• Greater confidence
• Greater awareness of strengths and
weaknesses
• Increased independent learning skills
• Increased progress and attainment

9. Some challenges
• Access to technology
• Identifying appropriate online resources
• Pupils not doing homework
• Pupils not comfortable with independent
learning, lack of persistence

10. Access to technology
• Providing all pupils with a Surface device
means all pupils have a suitable resource
to use.
• Pupils are able to access the school library
(before school and at lunchtimes) to
complete their homework if they do not
have access to Wi-Fi at home.

11. Access to technology
• Most resources are contained in OneNote,
this keeps a copy of the resource on the
Surface so most learning can still be done
without Wi-Fi
• Pupils need to bring the device to school
for every physics lesson

12. appropriate digital resources
• Existing resources previous supplied on
paper can be adapted and reused digitally.
• Videos within Glow and some on YouTube
are also suitable .

13. • Videos and explanations can be made by
the teacher.
• Flipped learning is not all about videos
some tasks are reading, summarising in
own words and questions.
appropriate digital resources

14. Homework not done
• Not a new problem, existing school
procedures can be used.
• If not done they will:
– Be unable to complete the harder learning in
class.
– Find discussions difficult.
– Be unable to do the more complex tasks
– Will not know what to do

15. Homework not done
• Pupils will be asked to complete the work
in class and only carry out collaborative
learning and receive individual support
once the homework task has been
completed.

16. Independent Learning
• Carnoustie High School are already
working hard on improving pupils
persistence.
• We encourage pupils to have a growth
mindset and recognise that struggle is an
essential part of learning.
• The tasks set at home will be lower order
and more straightforward so completion
possible.

17. Independent Learning
• Difficulties and lack of understanding are a
starting point for the peer and teacher
discussion in class. Helping each other
understand has been shown to be an
excellent way to learn.
• The harder work in class will have support
of peers and the teacher.

18. Accesssing the resources?
• Using Glow glow.rmunify.com

19. Prototype start
• Devices issued to parents/pupils who are
present tonight.
• Other devices will be issued tomorrow if
Acceptable use agreement and parental
permission returned.
• Protective cases are due to arrive in
school on Monday and will then be issued
to pupils.

20. demonstration
• A live demonstration to show Classroom
and OneNote.

21. Choose the Office 365 home
tile

22. Then the Classroom app with the
leaf.

24. Classroom
• Shows assignments / homework
• Assignments may contain links to files to
read/do tasks.
• Assignment has access to the class
OneNote
• Assignments can be returned back to the
teacher for marking or review.

25. OneNote
• Online app in Glow and desktop 2016
version
• A digital ring binder of resources

26. OneNote with video

27. Class Yammer group to share information with pupils about
lessons and homework. Pupils collaborate with each other to
provide support.
Yammer App available for mobiles using O365 login
gw08lastfirstname@glow.sch.uk
social media for education

28. Any questions?
• We will be continually evaluating the
prototype, please get in touch with myself
or Mr McInally with any issues or
comments.