1. Come on a journey of the senses. Explore content creation, student lead exploration and messy learning. Balance virtual with

2. Oak Lodge School for Speech and Hearing impairedA small school in South London. 3. This is my story.. It started many years ago! Art meets technology.Experiments in cross curricular project work began with staff Training. 4. My students are deaf.they have a speech and language impairment impacting on their social, emotional and intellectual .All students have additional learning needs.. 5. My students learn in different ways.The techniques and pedagogies outlined in this presentation are not limited to deaf students 6. Sign LanguageAmerican Sign LanguageLets start with language- essential for developing and sharing concepts!..Sign language is not universal. (This is one of the most asked questions)The American signed alphabet uses one hand.Lets start with language- essential for developing and sharing concepts!..Sign language is not universal. (This is one of the most asked questions)The American signed alphabet uses one hand. 7. British Sign LanguageThe British signed alphabet uses two hands!Here, video is used for rehearsal and documentation.(BSL is a language in its own right, with its own lexicon and syntax) 8. iBooks iBooks used to instruct and revise. 9. Video used to capture progress. 10. Research shows how people learn is as unique as their fingerprints.Curriculum should be designed to meet this diversity. 11. Minimise the barriers and maximise the learning for all students. 12. PEDAGOGYUniversal Design for Learning caters for individual differences. 13. Present information and content in different ways. MULTI-SENSORY!The What! 14. Technology used to explore understandings.Recently I have focussed on the theme of Sound and Music.Music has many benefits for hearing and deaf children and is linked to language development. 15. Learning through the senses.Technology captures experience and documents learning. 16. Experience is the heart of the learning activity! 17. VISUAL AND KINAESTHETIC LEARNINGMind Mapping. Building concepts visually.Sequencing, Grouping, Revealing misconceptionsPlaning and thinking! 18. Exploring MaterialsHAPTIC LEARNINGLearning through touch Essential for understanding the world. 19. Messy Learning: Accessing and developing all learning modes!Manipulating materials to understand them.Thinking through your hands!Messy Learning 20. Learning grammatical structures visually..Shape coding by Susan Ebbels- Moore House School,Surry, UK 21. VERBAL LEARNINGCreating a bridge between BSL and english grammar.Student created resources Book Creator 22. Teacher created resources to differentiate learning.Literacy 23. Students learn grammar using visual coding. 24. Transforming LearningSAMR a Model by Professor PuenteduraRedefinitionModificationAugmentationSubstitutionTech allows for the creation of new tasks,previously inconceivableTech allows for significant task designTech acts as a direct substitute, withfunctional improvement.Tech acts as a direct substitute, with nofunctional change.EnhancementTransformationSAMR a Model by Professor Puentedura 25. Musical FruitScience, Art, DT come together in one task! 26. The MaKey MaKey interface in youtube 27. My students experiment, discover and create! 28. Individuals experiment and extend.Differentiated outcomes! 29. Differentiated learningFocussed research14 different worksheets. 14 different lines of enquiry. 30. Using QR Codes students research independently and then share their learning. 31. Differentiate the ways that students can express what they know.The How! 32. Blooms Taxonomy. Creativity as the highest form of thinking. Content creation central to encouraging deep learning. 33. Content CreationStudents learn by doing. Demonstrating their understanding 34. Challenge sheets to encourage multipleoutcomes.iPadChallengesActivity and App 35. Literacy and Art.Expressing ideas, experiences and observations using Sign Poetry. 36. CurriculumOur enquiring minds curriculum embeds technology within its 3 strands;Explore, Design, Perform (A simplified UDL template) 37. Stimulate interest and motivation for learning.The Why 38. 21st Century ToolsDeveloping communication strategies. Deaf adults have a very high incidents of mental health. This FaceTime 39. Students communicate across the globe to deaf students in America and learn some AMERICAN 40. PEDAGOGY: The hole in the wall project Collaboration and Social Learning. 41. Animation activities allows students to practice and refine their group work skills. 42. They develop leadership skills! 43. Expressing opinions and communicating ideas develops confidence and language skills.The bully machine, a full school project evolved from The Bully Machine by Debbie Fox and Allan Beane. 44. Students working together. Sharing experiences and learning. 45. Working with others to solve real world problems 46. Skills for Life!Assessment for Learning- Developing important life skills. 47. Ibooks used to record student strengths and areas to improve. 48. Challenge students- change the teaching and learning dynamics.Now I will outline one multi-sensory project where technology features throughout the 3 strands: Explore, Design, Perform.This project grew to include 3 local mainstream schools! Curriculum 49. Can you see sound?Big Questions are fun!Big Questions are fun!Big Questions are fun!Big Questions are fun!Big Questions are fun!Big Questions are fun!Big Questions are fun!Big Questions are fun!* Challenge Based Learning starts with a BIG question:* CAN YOU SEE SOUND? 50. Phase 1* Deaf Students explore alternative ways of experiencing * sound and music.Experiential Learning 51. Visualising* They visualise sound using iPads 52. Visualising SoundProcessing pitch, toneand rhythm.Patterns that move tothe music.iTunes Visualiser* and capture amazing images of * movement and vibration. 53. Visualising Sound* They investigate the science of sound waves 54. Chladni PlateHigh frequency soundwaves, whenprojected across ametal plate, causesalt granules tovibrate forminggeometric patterns.* and marvel over the incredible Chladni plate experiments,* demonstrating the beauty of sound waveforms. 55. * They animate dancing shapes in response to sound and music 56. An iPad, a tripod and and a special mount make setting up simple!+ + 57. Developing Vocabulary* Animation and film is social, requiring the development of problem solving, sequencing and group 58. * Experimentation and creativity flourish, drawing on cross curricular learning.CreatingReflection and symmetry 59. Independent Exploration* My students experiment, discover and create! 60. Sound Poetry* They find new iPad apps to direct their exploration, editing clips to create music. 61. They develop a new relationship to sound.*They develop a new relationship to sound! 62. Phase 2* I extended the project to include 3 local schools * With wonderful results! 63. Collaborating- Focused Learners*Hearing students focussed on communicating their understanding of sound to a deaf audience. 64. Leadership* They were encouraged to utilise their personal strengths.- Students teaching each other. 65. Experimenting* I became a facilitator, extending learning; rewarding creativity, co-operation and productivity- Experimentation driving the learning process. 66. Skills for Life!skills they need for success in education and in life! 67. Reviewing* We regularly reviewed progress as a class and in groups.Sharing 68. Presenting* The four schools came together to celebrate their outstanding achievement. Hearing students Celebration Evening 69. Can you see sound?Before I finish.. I have a question for you..* CAN YOU SEE SOUND? 70. Can you think of a BIG Question that you can is important to you? 71. We all learn differently! 72. In Conclusion.The learning experience is paramount. Technology can impact every stage of the learning Journey. 73. Technology opens doors to newcreative ways of learning.