Introduction
We have been using Roamers for several years, and recently have bought a Pixie for control work in ICT. We were keen to explore its potential in teaching Shape and Space, while developing our competence with Clicker 4. The most obvious starting point was the NNS objectives. The Year 1 teachers decided to design a game which would enable children to
'use everyday language to describe position and direction and talk about things that turn' (NNS Yr 1 term 2).
The game is based on two matching sets of cards. The cards depict familiar places such as a school, a church, a pond. The pictures were taken from Clicker 4 graphics library and laminated for durability.
How to make cards
A selection of cards are placed on the Pixie playground. The children take turns to pick an unseen card from the second set. They direct the Pixie by entering a series of instructions to reach the matching picture. The other cards placed on the grid provide 'obstacles' which have to be negotiated.
Increasing the number of cards used will instantly make the task more difficult providing differentiation. Children can also be challenged to plan their route either orally in stages, or record it in its entirety, rather than giving step by step instructions. They may be challenged to find the quickest or longest route, or travel via another landmark to 'pick up a friend' on route. The possibilities are endless and the potential for mathematical discussion great!
The Pixie game proved quick and easy to produce, giving us sufficient time to devise a Clicker 4 grid. We chose to focus on recall numbers which total 10. This is a Key Objective in Year 1 and something that we practise throughout the year.
Our chosen criteria were that it had to have an element of fun, provide immediate feedback and be clear and easy to use. We initially set up a brightly coloured grid showing additions within 10, some of which totalled 10. If the children correctly clicked on a pair of numbers that totalled 10, they were rewarded with 'applause'. If they mistakenly selected a pair of numbers which did not total 10, it was met with a rather doleful 'moo'!
We felt it would be helpful to provide some visual reinforcement for correct answers and support for those which were incorrect. Consequently we added the linked grids to illustrate the addition which the children had selected.
Successes
The Clicker grid has provided a fun and motivating way to practise recall of pairs of numbers which total 10, particularly when used with the data projector which still holds a high novelty value for the children. The data projector enabled it to be used with the whole class during the mental/oral session. Children will have an opportunity to use it individually and/or in pairs at later date.
Although the Pixie game has only been used with a few children to date, its potential is clear! Children used mathematical language in a fun and meaningful context. Their enthusiasm is such that they will soon have the opportunity to design their own maps/routes to send Pixie round.
Reflections
Having the time and opportunity to work together has been critical to maintaining the momentum of the training. Staff have motivated and supported one another and have had the chance to share ideas and develop some of the skills introduced during the face to face sessions. Children have enjoyed the immediate benefits of new and motivating resources, tailored to their specific needs. More importantly for both however are the longer term benefits which come from this sharing of expertise - a greater awareness of ways to use ICT to support the teaching of Numeracy and an increased confidence in actually applying this in the classroom.
Back to Pixie Resources Index |
