• 02 Feb

    We like to send our school subscribers little challenges every now and then as a little reminder that learning is always fun with BrainPOP. And when subscribers submit completed treasure hunts, word searches, and other challenges, we like to reward them with BrainPOP goodies because we’re just nice like that :)

    So when Jennifer Finlayson’s Primary 6 class sent us their completed word searches we made sure to send them a selection of the very best BrainPOP badges (modelled below) as a reward for doing such a good job.

    Currie Primary kids and their badges

    Of course there are other things just as important to us as making learning fun!

    For one, we value customer feedback. And another, we love hearing your tales of good classroom practice. We simply can’t maintain our high standards if we don’t listen and learn from you.

    To this aim, and because Currie Primary School are such long term BrainPOP customers, we asked Jennifer if she could give us a run down of a typical BrainPOP lesson and she happily obliged.

    My favourite movie is: all of them!

    Because: there is such a wide range of movies I always find one to suit my needs!

    My class like: Tim and Moby

    Because: they think they are funny and they like that the movies always follow the same format

    Brief description of a typical BrainPOP lesson

    Introduction/background:

    A lesson about synonyms and antonyms. These are new concepts to the children and, although they might understand the concepts, they are unfamiliar with the terms.

    Getting Started/Preparation:

    • Ask the children to discuss in pairs what they think a synonym (then antonym) is.
    • Give clues i.e. syno means same, nym means name.

    What we did:

    • Once the pupils had generated definitions for each and we had discussed these, they worked in pairs to come up with as many examples as they could, and recorded these on mini whiteboards.
    • We then discussed these as a class to produce a class bank of synonyms and antonyms.
    • Then we watched the BrainPOP clip to reinforce what we had learnt, and this also went beyond our learning to touch on homonyms – which was useful as, although we hadn’t discussed it, this was planned for a later lesson.

    Outcomes:

    Pupils had a good understanding of synonyms and antonyms and were able to provide examples.

    What’s the best thing about being a BrainPOP school?

    • A wide selection of resources easily available and easy to search for on the site.
    • The clips really appeal to upper primary children and often provide a great ‘hook’ into learning at the beginning of a lesson.
    • We also enjoy your seasonal/topical clips, for example Halloween, and use these as stand alone stimulus for discussion.

    Thank you BrainPOP!

    If you’ve got any teaching and learning tales you’d like to share with other schools, please send them to info@brainpop.co.uk or post a comment below.

    Related Posts:

    Tags: , , , ,

  • 18 May

    The “Student Voice” is a concept described by NASUWT as:

    “…the empowerment of pupils to enable them to be engaged and involved in the learning process, thus helping teachers and other members of the school workforce to raise standards and meet the needs of individual learners.”

    The following is feedback that was shared with us from a student voice session with year 7 & 8 at Redhill Academy . They were asked to provide feedback on “what they think makes a good lesson”. We share this because, as well as being interesting (and honest) student opinions, we think this chimes with much of what BrainPOP stands for or encourages.

    Student voice

    Being able to have fun whilst you are learning.

    • “It helps you learn and helps you to take things in if you enjoy what you are doing”.
    • “Activities that are “fun” are short and varied”.
    • “Where possible lessons should have a hands on approach so we can learn whilst doing”.

    Teacher having a sense of humour

    • “If you are afraid of a teacher it can affect your learning, teachers with a sense of humour are approachable and you don’t worry about asking for help”.
    • “Teachers that have a sense of humour seem happy teaching kids which makes us want to be in their class”.

    Being able to use technology

    • “Using technology in lessons can help to make things clearer, it is not always easy to see what is written on the board from the back of the room”.
    • “Interactive white boards are good but some teachers don’t really allow the pupils to use them in any way which is frustrating because then they are not very interactive”.

    Teacher being willing to talk off the point

    • “It is good to know that if you have something to share with the group that the teacher will let you speak and maybe your ideas could start a discussion”.
    • “It helps us to see how one thing can be linked to another”.

    Regular feedback

    • “Comments and corrections are helpful, not just ticks and crosses”.
    • “Allowing other pupils to mark your work creates anxiety, what if they mark it wrong? Or laugh at your answer?”
    • “Marking your own work makes you see where you have gone wrong, however, some pupils feel that this can be a boring activity and that time spent marking your own work could be spent learning”.

    Related Posts:

    Tags: , , ,