AB Tutor Control

Grove Academy

Friday, 25th May

CS1

13:00 – 14:15

Definitions

Learning Intention

Success Criteria

What is AB Tutor Control?

A program which enables teachers to interact effortlessly with their students on an individual, group or full classroom basis using a very simple and intuitive user interface.

Formative assessment

Why use AB Tutor Control?

Two reasons: The software allows teachers to monitor,

demonstrate and interact with pupils as they participate in their learning.

The software enables teachers to control and supervise a number of student workstations in a computer training room - or remote location - from one central workstation.

What can AB Control do?

Features include: Start AB Tutor Control

Lock the keyboard and mouse

Show the tutor's workstation screen to selected students' workstations & Annotate the tutor's screen during a Show session

Watch one or more selected workstation screens Take control of a selected student workstation Monitor and block remote running applications Chat with selected students

Where is AB Control installed?

CS1, CS2, CS3 BS1, BS2, BS3 T1, T2, T3, T4 Library

Help Manual - S:\staff\AB-Control\ABControl.pdf

(Double click My Computer Subjects staff AB_Control)

AB Control demo

Task 1 Write down five simple questions (and

answers) that would apply to your subject. Use Internet explorer to view this page

http://classtools.net/ Choose Click Here to Create a Game! Enter questions & answers and play game.

Workshop Activities

Advanced User Interfaces – demo

Hands on opportunity to try out AB Tutor Control in CS2 and CS3

Try out Classtools

Explore AifL techniques see next slide

Assessment is for Learning

Sharing Practice

Try out the Inspiration tutorial and find out :-how to use Inspiration;the key features of an AifL school.

http://www.itrackls.co.uk/p7_cssexpress/inspir/IT_inspintro.htm

CollaborationExplore the use of constructivist practice on the following web page:

Jigsaw Method The Jigsaw method involves students working in small groups or teams. Each group is allocated a particular topic which they have to learn about and become experts in certain aspects of that topic. Once they have become experts they try to teach the other groups in the class by sharing their topic findings

(research). In essence they are researching: trying to find out what they can about their designated topic.

Learning Intentions and Success CriteriaWhat can we say here – ICT 5-14 – got to be clear about the learning outcomes big picture if you like.

Online schemes of work - link

Formative Assessment

Traffic Light Technique for self and peer assessment

Click for Instructions

Self & Peer Assessment

Use of the traffic light.

Any learning or activity can be assessed using the traffic light. Move the mouse over the traffic light. When the mouse is over the red light the

message – ‘I don’t understand yet’ appears. Similarly, the amber light gives – ‘I’m not sure’ and green – ‘I understand’.

When you click on a light – red, amber or green – a tick appears; click again and it disappears. This can be used to self or peer assess individual progress.

This can be attached to any digitally mapped activity. Once each individual has completed each arm of the map, and ‘ticked’ the appropriate light, the map can be printed out (press alt/Prnt Scrn and paste in a WP document) and used as evidence. This can be used to inform personal learning plans.

Back to Traffic Light