A few years back a dear friend introduced me to the concept of Augmented Reality and I have been fascinated by it ever since. Augmented reality is when technology is used to create a  live view of an alternative, augmented world by generating sensory information through a computer or tablet. (This was the first video I saw that demonstrated Augmented Reality and I was awed by it!)  I have found it to be an effective tool to encourage deeper thinking and maximise instructional time in my classroom. The kids love it, other teachers are awed by it and you will have fun experimenting with it.

There are many ways you can approach the application of Augmented Reality in you classroom. I have found the simplest to be Aurasma. Aurasma is an app for iPhone or iPad that can allow for augmented experiences to be embedded simply in your day-to-day teaching. 

How can you use it in your classroom?

Peer Teaching and Self-Directed Instruction - One way I immediately implemented this tool was in my VET classroom. In this class students are required to use high-tech gear (audio, lighting and vision equipment) on a regular basis. My Year 12 students who were comfortable with the equipment created instructional videos for each element. We then layered these videos over an image of each device. My Year 11’s then utilised their iPads to bring up the instructional videos which assisted them in recalling the various elements of the equipment. This freed up my time to work with other students on different elements of production. My Year 12 students had the benefit of teaching their knowledge allowing them to reinforce the concepts for their own studies. My Year 11’s had the benefit of accessing this information whenever they required it, not just when I had five minutes spare to show them. 

This type of routine could be used in a number of classes for specific equipment or tools. Think Science, Art, DT, PE or Maths. It could also be used to reinforce concepts. Eg. In Maths, you could have a number of posters with formulas. These formulas could be posted around the room with embedded video examples of these formulas in action (maybe created by the more G&T students). When students forget how to apply them or where they can be of use, they can visit the posters and watch a live example. This encourages students to be more self-directed in their learning and saves the teacher valuable time explaining it again. Alternatively, in the Music classroom students could embed performances onto posters centred around a specific musical concept such as time signature or a particular musical instrument, to teach other students via sound, rather then through descriptions of sound. In Food Technology students could video a cooking demonstration and embed it on a recipe for other students to access when they attempt to create the recipe. This are just a few examples, but the possibilities are endless!

To Aid Deeper Thinking - Recently I moved to a new school. The girls in my senior class were intelligent, hard working kids that knew perfectly well how to play the game otherwise known as ‘mainstream education’. Within a term I was well aware of this and decided that for our second unit of work I was going to challenge them to become deeper thinkers. We were studying the History of Western Theatre which at times can be dry, but we completely shook it up. You can find the whole unit here, but to cut a long story short the students had to produce an interactive timeline of Western Theatre History for our classroom. Students created infographics which were printed for display as a large timeline. Using Aurasma we overlaid performances that displayed the theatrical traditions and performance styles in action. The students had to perform, direct and film their practical examples. At one stage during the project one of my girls said, ‘Miss, why can’t we just do a research report? This is difficult.” I had changed the game and she was unsure how to play. My response was this, “I want you to dissect information, apply information, create, collaborate and most importantly develop a deeper understanding of the impact theatre has on it’s world and it’s people. Completing a research report is only going to show me that you know how to use google and structure an essay.” She understood. By using Aurasma in this project I could physically fuse our theory with our practical work making it come to life for the students. These students still continually refer to this timeline drawing techniques and conventions from our prior learning to apply to our current performance work. Younger students also use it to gain an understanding of each of these theatrical styles. 

This type of project encourages deeper thinking. In Science students could complete a research paper and embed film of their experiments over the top of the report showing not only the final product, but the process that led them to their conclusion. In Art students could overlay a time-lapse of the art work being produced which would provide the viewer with another perspective on the art work in front of them. I said it before and I will say it again, the possibilities are endless. It is an awesome and innovative way to connect the thinking process with the product. 

To Give Students A Voice - Students could film themselves giving an opinion on a topic and overlay this recording on a given image which could be accessed by other students to enhance their learning. Imagine if all the books in your classroom had embedded book reviews by other students stimulated by the image on the front cover. I haven’t tried this yet, but it is on my list of things to do! Alternatively, students could voice their opinions on climate change or another current issue in a panel discussion, film this discussion and embed it on an image which other students could readily access throughout the school stimulating further meaningful conversations. 

I am sure there are many more ways Augmented Reality could be applied in your classroom. I know I am just touching the surface and I am excited about the future possibilities of this technology. I challenge you to experiment with this new dimension. When the posters in your classroom come to life for the first time your students may momentarily think they have transported to Hogwarts. Believe me, they will be suitably impressed and even a little bit dazzled by the magic you can weave with this technology.

I wonder if you will like this post. I like that you might wonder about it. Most of all I like this routine in my classroom and wonder where it might take us next.  

Welcome to two of my favourite classroom phrases-  'I Like...' / 'I Wonder...'. 

I embedded this practice into my day-to-day teaching after attending The PBL Australia Conference. At this event presenters from The Buck Institute introduced us to 'Gallery Walks'. I don't believe this a new technique, nor do I claim it to be ground-breaking; however, it is an effective practice that can be beneficial in all classrooms. (Here is an example of one teacher implementing a 'Gallery Walk' in her language classroom.) During the conference we had to present an idea for a PBL unit in our class. We wrote up our concepts on butcher's paper and pinned them up around the room. This is where the 'Gallery Walk' came into play. We had to view and read each teachers proposal and contribute two thoughts on Post-It notes - one beginning with 'I Like...' and one beginning with 'I Wonder...'. When I collected my proposal I found the 'I Likes...' really affirmed my idea and the 'I Wonders..' challenged me to push it further. So I took this technique back into my classroom and the thinking that results from this simple routine continues to amaze me.

Here are some examples of how I have implemented in my classroom -

1. Gallery Walks - I use Gallery Walks hand-in-hand with these prompts. A Gallery Walk a great starting point for a new unit. One lesson I set up 15 iPads around the classroom with different photographs, video and other media loaded to the screen. Students had to go to each iPad, engage with the content (which was centred around various forms of puppetry) and write an 'I Like...' and an 'I Wonder...' for each station. We then discussed the comments as a whole group. As a teacher it informed me of the material they were engaging with and also alert me to the questions that stimulated their 'want' to learn. (Eg. I like how the puppeteer has made this character's emotions come to life through the physicality of the puppet. I wonder how the puppeteer was able to manipulate the joints of the puppet so that it moved in that manner.) I have also set up online Gallery Walks to maximise time. Students record their performances and I upload them to Edmodo. (Could be used for speeches, photos of work or written work too.) Students then comment under each recording using the terms 'I Like...' and 'I Wonder...' . (Eg. I like how you used your voice to convey emotion and engage the audience. I wonder if your could further enhance the character through their use of physical gesture.) Gallery Walks also work well with essays, visual products such as posters or photographs and audio material.)

2. Daily Feedback - At the end of 99% of my lessons students share and showcase their work, both practical and theoretical, with their peers. As we view this work as a class I ask the students to either provide verbal feedback using the terms 'I Like...' and 'I Wonder...' or provide written feedback (generally in the form of Post-It notes) again using the same terms. This either opens authentic verbal discussion about the work being presented or stimulates detailed written reflections in the individual students logbook. 

3. Teacher Feedback - I also manipulate these terms to guide my feedback to students both during the learning process and at formal assessment time. It reminds me to look for and name the positive in the first instance. It also provides a platform from which I can pose my constructive criticism in a way that is palatable for the student. (Eg. I like how you manipulated the elements of Drama to effectively engage the audience. However, I wonder if you could further refine your character to demonstrate more conviction and therefore extract more empathy from those watching.) By modelling this practice effectively the students further engage with the principals of kind, specific and helpful feedback which I believe these prompts clearly scaffold.

4. Exploring Texts - I often use these prompts as a way to discuss text. At the end of a chapter, stanza or a scene posing these sentence starters can lead to meaningful conversations. The 'I Likes...' open up moments in the chapter or scene that the student connected with. The 'I Wonders...' suggest predictions or pose questions that we as an audience would like the writer to answer as we delve further into the story. At the end of text it can also be a great way to being a review or extend on the lives of the characters after the event.

This language is now embedded in my classroom culture. My students are familiar with the terms and use them comfortably, with and without prompting, in classroom conversations. These two simple prompts have changed the way my students approach and respond to feedback. The feedback they provide each other is kind, specific and helpful as a result. The use of 'I Wonder...' compels them to critically think about their learning rather than feel their peers are critical of them. 'I Wonder...' also generates substantial exchanges in relation to new source material or texts. 

This technique takes literally no preparation in its simplest form and can be an effective tool for generating deeper thinking in the classroom. Using it regularly will also help shape the language of the classroom and the way students approach and respond to new material. I challenge you to use it daily for a week and let me know how you find it. I wonder if it will work as well for you as it has for me!

Puppetry is one of the most beautiful forms of theatre and one of the most freeing. It is the art of giving an inanimate object life. When I taught Year 8 Drama I always used puppetry as my first playbuilding unit. It was a safe medium for my kids. They could hide behind their puppet, but still have a voice. They were able to play without the fear of failing. It is less confronting then standing directly in front of an audience and it is a perfect stepping stone to build presentation skills. 

Puppetry is also transformational. It is not limited to realistic characters. You can be anything... a mythical being, talking tree, a beautiful animal. This means the possibilities for creative expression are endless.

For students with special needs puppetry can be an incredible medium for releasing their voices and creative potential. Students with physical disabilities become less vulnerable. Students with Asperger’s syndrome, autism and even anxiety find safety in the puppet and can really excel on stage as a result. ESL or language impaired students could use a silent form of puppetry such as shadow puppetry to voice their ideas without the pressure of performing vocally. It is an all-inclusive, highly accessible form of theatre making it the perfect tool for the classroom.
  
I encourage all teachers to try puppetry in their classes to give their students a creative voice. I am using shadow puppetry in Religion at the moment to bring the Parable of the Sower to life. You could use mechanical puppets in Science to present research on a particular topic or conduct an experiment. Employ hand puppets to have a global summit on climate change or utilise one of the many puppetry apps to interview historical characters about their contribution to society. Puppetry would also be a great unit to introduce the elements of dramatic narrative in English. 

The students in my class are currently using the PuppetPal app to work on their vocal skills in Drama and explore the structure of a narrative. The kids love it and they must work collaboratively to complete the task. Puppet Pals 2 also has a lot of historical characters to choose from. It would be a great tool for English, Languages, History and Cultural Studies.

Comic Life allows students to apply/demonstrate their understanding of content through visuals and text. It is an excellent tool for expanding on visual literacy. In this video students are creating comics which show their understanding of tension as an element of drama. I also use it for storyboarding in my film unit and as an alternative formative assessment tool. It would also be a fantastic resource in Language classes, Religious Education (to pull apart scripture passages), History and English. Most importantly, the kids love creating their own comics!