Issuu on Google+

2011/2012

PRIORY SCHOOL MOBILE @ PRIORY COOKBOOK


M O B I L E @ P R I ORY C ON T E N T S This resource collects and shares the story and findings of the Mobile @ Priory project; an ongoing exploration of the use of mobile technology to support learning at Priory School. The following case studies are divided into summary overview and notes from the subjects teachers.

Abstract

3

Case studies # PLACE # HOUSE # BENCH # SCAPE # FAIR

4-5 6-7 8-9 10-11 12-13

Testimonial Findings Glossary Appendix

14 15 16

# PLACE Resource # HOUSE Resource # BENCH Resource # SCAPE Resource

17 18 19-20 21

Mobile @ Priory resource developed by Borbonesa Publishing, 2012.

www.borbonesa.co.uk

This cookbook is available as a pdf file with downloadable resources at http:// issuu.com/priorygeography or scan this QR code to be taken directly to the document.


M O B I L E @ P R I ORY A B ST R ACT

‘‘Led by pupils; guided by professionals; focused on learning.’ The Mobile @ Priory project aimed to capitalise on the coconstructed mobile device policy created at the school during the 2010-11 academic year. The plan was to extend some of the active and naughty learning techniques pioneered by the Geography Department into other subject areas. Teachers were identified and teamed up with creative practitioners and our very own DiGITAL LEADERS, a crack team of young people with a passion and interest in the use of technology to support learning. The result was four carefully crafted learning experiences: A Geography / English as an Additional Language combination; A Spanish lesson that challenged students to furnish a home; A Music lesson where young people explored the school site for sounds, and; A Design Technology experience linked to sustainability, recycling and a park bench. These lessons have inspired, engaged and challenged a range of students at Priory School. This ‘cookbook’ is a collection of resources, ideas and plans that tell you the story behind the learning.’’

- David Rogers

3


M O B I L E @ P R I ORY # P L AC E Subject: GEOGRAPHY / EAL Teachers: Sam Atkins / Ollie Riches Objective: reflect on Geography progress / raise awareness of student diversity Co-planning highlighted the high number of different languages spoken at Priory (37 in 2011/12 academic year) and led to a lesson with a strong SEAL element being delivered to a lower ability class of Y7s. Students were challenged to navigate around school using grid references and map reading skills, along with a customised map to locate six points within an allocated time. They were equipped with iPADs to capture proof they had reached the points. Returning to the classroom, students were given six questions, each in a different language, to decipher with the aid of the iPADs and any personal mobile devices.

TE AC H E R N OT ES ‘‘The main objectives of this lesson were to: · enable students to demonstrate / reflect on their progress in Geography using mobile technology · take pupils out of their comfort zone and create an experience of school life as an EAL student · raise awareness of the great levels of diversity which exist in school; how some of these are considered, and how some are not. The class was specifically chosen for a few key reasons: · generally lower ability; progress needs to be more explicit and in smaller steps · EAL students are part of this class · mobile technology has previously shown to improve engagement, performance and behaviour. The following learning objectives, met with confused looks and puzzled feelings of frustration, were presented at the start of the lesson: Dowiadujemy się o kilku różnych językach, które są wypowiedziane w Priory School.

Będziesz w stanie: · Pracy w zespole · Przeczytaj mapy · Użyj technologii mobilnych w celu zbadania

4


As you’re probably reading this on a computer or mobile device of some type, I’ll leave it you to translate, giving you a flavour of the lesson from the pupil’s perspective. Polish was chosen as one of my pupils is Polish arriving in the UK mid-way through the school year with an educational capacity of a Y4 in our National Curriculum. He seemed to enjoy watching his peers struggle to make sense of where the lesson was going. To begin the lesson pupils were grouped into small teams and distributed grid references, iPADs and a customised map of school. This map comprised an overlay of a global map and satellite image of the Priory school. Pupils were challenged to reach six locations marked on their maps (practicing map reading skills) in an allocated time. The native language of each of the six chosen countries is spoken at Priory School. Once there, they had to collect and document proof of their successful arrival using the iPADs, before moving on to the next location. Either at the end of the allocated time, or once all six countries had been found, the pupils returned to class to experience life as an EAL pupil. They had nothing more than the iPADs and any personal mobile devices, to translate a series of questions about the six countries. Most struggled, which is exactly what I was hoping for. I wanted them to feel how so many of our pupils feel every lesson, every day, regardless of the quality of differentiated resources. At the end of the lesson I asked each team to record a 60 second video about their experience. The following lesson will see the students create and present feedback based on three aspects: 1. Progress in Geography 2. Experiencing EAL 3. Mobile Devices and learning Given more time I would have liked to trial some other ideas, for instance involving QR codes. Rather than give out all six grid references, the pupils would create a treasure hunt or trail around the school. A world tour of Priory School, where we visit countries based on the map overlay which we are linked with through language.’’ Sam Atkins / Geography

·

· ·

·

MOBILE@PRIORY GEOGRAPHY : MAP

G

G

MOBILE@PRIORY EAL : LINGO

@

IS THIS YOU?

G

G

# PLACE RESOURCE

5


M O B I L E @ P R I ORY # H OU S E Subject: MFL / Spanish Teacher: Rachel Jackson Objective: develop and enhance existing MFL topic of House & Home Planning centered around enhancing an active topic of MFL work (House & Home / exploring vocabulary) by incorporating technology to increase engagement using iPADs in conjunction with IKEA website. Students were allocated a room of a house matched to areas of the home as categorised on the IKEA website. Set a budget in €’s, students first created a shopping list on the website before filling in information on bespoke worksheets (see appendix / # HOUSE resource). The worksheet displayed QR codes which could be scanned using an app on the iPADs to connect directly to the desired area of the website, e.g. Kitchen or Home Office. Students could increase spending budgets by conversing with the teacher in Spanish. The greater the use of vocabulary the greater the value of the discount voucher allowing them to purchase higher value / quality items.

TE AC H E R N OT ES ‘‘I have been doing some mobile learning with my Year 7s in Spanish and coplanned a two hour lesson with creative partners and DiGITAL LEADERS to teach with iPads. The topic was ‘House & Home’. Pupils were divided into groups and allocated a room. There were enough groups to create a ‘whole house’: living room, dining room, kitchen, home office, bathroom and bedroom. Pupils were issued with an A3 sheet with different QR codes for each room. Each code took them to the appropriate URL link on the Spanish IKEA website…they were able to access information quickly and efficiently. They were then free to browse items on the site and ‘fill up’ their room according to budget. There was an amount of numeracy involved because groups felt the need to convert budgets to sterling using an online currency convertor (www.xe.com) In order to encourage pupils to use their oral skills in the lesson and converse in the target language I created discount vouchers they were able to apply to their purchases. For example, if a student asked me a question in Spanish about an item then depending on the length of sentence and variety of vocabulary used, they got a discount. This worked really well as they were keen to buy the best furniture for as little as possible…I was rather pleased with the conversing in Spanish that took place. Literacy skills were improved, as on their worksheets they had to write the

6


names of the items of furniture they were buying in Spanish. The pace and timing of the double session went really well. I don’t think an hour would have been enough as they needed time to become familiar with the website layout, scan QR codes and convert budgets…the best part about this lesson was the quick and efficient access to information through the use of the iPads. The QR codes were really useful, saving pupils’ time, taking them straight to the relevant URL link on the website. The only disadvantage to this project was not having a strong Wi-Fi signal in the whole building. We had to bring down a mobile network from upstairs so that pupils were able to access it from the classroom they were working in…next time it would be good to plan ahead and do something where they are able to access this information quicker. I think students really enjoyed the access to information that they had so that they were able to converse in Spanish.’’ Rachel Jackson / MFL

MOBILE @ PRIORY

HOUSE / CASA

2012

SALON

LUGAR DE TRABAJO

MARQUE LA CASILLA

COCINA

DORMITORIO

BAÑO

LUGAR DE TRABAJO SALON COCINA DORMITORIO BANO

PRESUPUESTO

£

DIBUJO

LISTA DE LA COMPRA MUEBLES

£

TOTAL

# HOUSE RESOURCE

7


M O B I L E @ P R I ORY #BENCH Subject: DTRM Teacher: Alex Blandford Objectives: refurbish school furniture / explore the 6 Rs Co-planning reflected upon the school environment and under used / loved areas including furniture. Building upon DTRM plans to refurbish school benches, a lesson was developed exploring the 6 Rs of recycling: reuse/ repair / recycle / rethink / reduce / refuse. Students working in small groups would be allocated a section of a bench and tasked with creating a medallion to affix. The design, which should highlight and embrace the 6 Rs, would be accompanied by a QR code linking to further content relating to the project. The concept is for the bench to be slowly populated with medallions and QR codes and moved around the school creating an interactive piece of furniture. The lesson is accompanied by a booklet designed to guide students through the process, with a focus on refining ideas, providing tangible learning evidence. The project bench has a twitter account https://twitter.com/#!/priorybench providing blogging and photo opportunities adding a sense of fun and uniqueness to the project.

TE AC H E R N OT ES ‘‘There was an increasing need for students to learn about the 6Rs of sustainability, not only for the National Curriculum and GCSE exam boards, but also because of the wider world issues surrounding recycling. By producing a booklet for the students to follow it allowed for a lot teacher input in the lesson. Students would be given the booklet as they walked through the door and settled into random groups quickly before starting to research the task. Using iPads, mobile devices and our ICT suite, pupils could conduct their research and gather information about their chosen ‘R’ before starting to create their designs for the bench medallion. By working in groups it encourages team work and allows them to work outside of their comfort and friendship groups – helping the wider class as a whole. The pupils can work through the booklet at their own pace, but must be made aware of what is expected from them at the end of each session (two one hour

8


sessions were budgeted for this). The booklet follows the design process that the students are used to working with, but what they chose to put in it is totally up to them. The booklet allows for a differentiated task to be completed and obviously the outcomes will be wide ranging because of the make up of the groups. Outcomes vary from an understanding of the 6Rs to an idea of how the school grounds could be improved by simple decoration as opposed to major refurbishment. The bench has already been introduced to the school (during # FAIR) and has been left to its own devices with its Twitter account – so pupils were already aware of its existence.’’ Alex Blandford / DTRM

TWITTER ACCOUNT @PrioryBench INITIAL DESIGNS

INITIAL DESIGNS   

BEST DESIGN

INITIAL DESIGNS

Activity sheet sheet –– solution solution Activity





Activity sheet

Activity sheet

RETHINK



R E REFUSCHOSEN

Activity sheet – solution

MOBILE@PRIORY DTRM : BENCH

RETHINK

RETHINK

Reprocess a material or product and make something else

Do we make too many products? Do we make too many products? Design in a way that considers Design in a way that considers people and the environment. people and the environment.

The CRsE K TDHU6IN RREE  Reprocess a material or product and make something else

Don’t use a material or buy a Don’t use a material or buy a product if you don’t need it or if it’s product if you don’t need it or if it’s bad for people or the environment bad for people or the environment

REUSE

REUSE

RREEFUUSSEE

RECYCLE

RECYCLE

LEE YUCIC R REEC K N TDH

Reprocess a materiall eprairakoeducts? oatym eparo atn ereotsodsouacmtm kpc Do wUeRsem or product and make daitmhcaoaknlelsoidr ers roind ogrneptihn aguwceatlsyaetnhw Dessoim something else ietv.lsireonment. ofgen aertthshien pd n peoplesoam

REPAIR

REPAIR

REEF R RE ASISE PUU

Ceunt daospwern ofywn dou odtuhcet aebm Wh rrrieeaoaalukkonssrtdb na ow roadumcattb WDhoenn’taup r oael sann’d onrekrgpyroypoeurluys, e tw otred oen dau prom or’tk npereodpeitrloy,r if it’s orctdiofeysonu’tdw trcylhetoasrfityxhoeiut.ecnavnir.onment eou bad foarspm ry to fix it. tp

REDUCE

REDUCE

LEK RREEC N HUCIC TDY

le riak Re t taotem sepraocpersosduacm U Do we make too many products? r eptrhoidnugcet lasn ithakaell or e dwm soom Design in a way that considers sompeatrhtsinogf eitl.se people and the environment.

REFUSE

REFUSE

EE ASISR PUU RREEF

WDhoenn’taupseroadumcat tb y na erieaalkosr dbouw use material and enerpgryopyoeu t need itrloy,r if it’s prodourctdiofeysonu’tdwoonr’k as much as you can. bad for peotrpyletoorfitxheit.environment

Do we make too many products? Design in a way that considers people and the environment.



down the amount of Cut down the amount of Activity sheetCu–t solution material and energy you use material and energy you use as much as you can. as much as you can.

Don’t use a material or buy a product if you don’t need it or if it’s bad for people or the environment

Use a product to make something else with all or parts of it.

Don’t use a material or buy a product if you don’t need it or if it’s bad for people or the environment

Use a product to make something else with all or parts of it.

t of Cut down the amourntb ofy a iaol uon u thaetearm dsoewan m DoCnu’t u material and energeydyyooituuouur ssiefe it’s ’tenrgey muactteirfiayloaunddoenn prod as much as you cano.nment pclehoarsthyeouencvainr . bad foar spemou

The The 66 Rs Rs

·

·

product breaks down n asolution Whe– When a product breaks downActivity sheet or doesn’t work properly, or doesn’t work properly, try to fix it. try to fix it.

Do we make too many products? Design in a way that considers people and the environment.

RESEARCH

DESIGN BRIEF

The 6 Rs

se a productantoy m Um praaokkdeeucts? Do weU ct to m seaakeprtodoum all oer rs g aeylstehawtitchon m neeittnhhiianngw Dessoiogm or else with alslid ts of it. people anppdaatrrh tseoefnivt.ironment.

Cut down the amount of

www.practicalaction.org/education Reprocess a material www.practicalaction.org/education Use a product to make or product and make

M OBI LE

@

P R I ORY

THE 6 R’s

RREECDYUCCLEE R= R R REEPUASIE

something else with all or something else parts of it.

The 6 Rs

·

·

reoauknstdoofwn WhCeunt adopwrondtuhcet abm artedrioaelsann’tdweonrekrgpyroypoeurluy,se mo trcyhtoasfiyxoiut. can. as mu

·

www.practicalaction.org/education Reprocess a material www.practicalaction.org/education www.practicalaction.org/education or product and make RECYCLE something else @

·

M OBI LE

The 6 Rs

PR I ORY

When a product breaks down or doesn’t work properly, try to fix it.

www.practicalaction.org/education

·ACHIEVABLE

The 6 Rs

·TECHNICAL

www.practicalaction.org/education

FORM tAPPEARANCE · STYLE · SUITABILITY · FUNCTION

·MEASURABLE MATERIALS · CONSTRUCTION · SIZINGS

DEVELOPMENT SPECIFIC

RESEARCH

MATERIALS · CONSTRUCTION · SIZINGS

DEVELOPMENT

SPECIFICATIONS

DEVELOPMENT ·REALISTIC

SPECIFICATIONS

EVALUATION

·

REPAIR

·

# BENCH RESOURCE

9


M O B I L E @ P R I ORY # S CA P E Subject: Music Teacher: Chris Armstrong Objectives: explore GarageBand / capture & edit sounds / create a soundscape Planning highlighted the limited music resources available to students and gave rise the idea of using the GarageBand music program to create an engaging lesson and collection of soundscapes. The first part of the lesson focused on familiarising students with the basics of GarageBand. Students worked in pairs, using iPADs, GarageBand and visual worksheets to record, duplicate, edit and sequence sound. Students were then challenged to create soundscapes which are defined as ‘component sounds of an environment’, relating to school. They were given free rein in making banks of sounds to manipulate. The sounds were then sequenced and refined using GarageBand to create soundscapes. In addition a series of printed QR codes linking to content, such as the lesson plan and inspirational stimuli, were posted around the classroom. QR content could be accessed by scanning the code using pre-installed iPAD apps.

TE AC H E R N OT ES ‘‘The main objective of the Soundscape Mobile Learning project was for the pupils to learn how to use GarageBand on the iPADs. During the first lesson pupils were taught some of the basic functions of GarageBand, which they explored further as they went out around the school to record sounds. The brief for these sounds was that they needed to represent the journey of a Priory pupil throughout a typical school day. After the first lesson it became clear this project would be more successful if it were spread out over a half term as opposed to two lessons. During the second lesson the pupils still needed to record more sounds, therefore the plan was adapted to allow this. This meant there wasn’t enough time to compile their recorded sounds in to a soundscape. As mentioned above the project would benefit from being expanded over a longer period of time. Also the use of pre-recorded sounds would be advantageous and would allow pupils to create and manipulate their own soundscape earlier in the project.’’ Chris Armstrong / Music

10


Soundscape lesson plan Lesson 1 learning objectives: How to use GarageBand on the iPAD to record sounds. You will be able to create a bank of audio samples to use next lesson and demonstrate basic GarageBand techniques. • starter – brainstorm sounds you hear around school • intro to project and GarageBand • basic task, record, insert into project, delete (DiGITAL LEADERS to offer support) • Class split into two groups – DiGITAL LEADERS to support both • Group 1 – go out and record sounds first – GarageBand techniques second • Group 2 – GarageBand techniques first – record sounds second. Lesson 2 learning objectives: How to use GarageBand on the iPAD to manipulate sounds. You will be able to create a soundscape that represents the journey of pupil around Priory. • use notes to record discussion – What is a soundscape? • share with class and listen to examples of soundscapes • create and put together soundscape • QR codes around room with links to additional resources – GarageBand help sheet, inspiration – soundscapes & lesson plan • DiGITAL LEADERS to offer support. Second half / plenary: • show back soundscapes – feedback • peer assessment – rate out of 5 – audio rating using cheering on GarageBand • identify as many elements of music as possible.

# SCAPE RESOURCE

11


M O B I L E @ P R I ORY # FA I R Subject: Geography / MFL / DTRM / Music / Technology Teachers: Alex Blandford / Rachel Jackson / David Rogers / Sam Atkins / DiGITAL LEADERS / Borbonesa Objectives: showcase findings from project to date / promote project / data capture To showcase developments from the second phase of the mobile @ priory project a trade fair event was held. As well as disseminating lesson plans / findings to date, a tech poll was conducted to capture accurate information on student owned mobile devices. The informal event was held throughout the day on 23rd May 2012 in the school’s main hall. Printed materials and worksheets, demonstrations, and FAQ sessions were run alongside marketing activity. Students were invited to record data on personal mobile devices owned by drawing on a large roll of paper connected to a bespoke wooden machine and represented as a physical graph using lego blocks. In addition a glossary was developed during the event by the DiGITAL LEADERS providing readers with definitions of technical and educational terms used in this resource (see Glossary). The event also saw the unveiling of the DTRM #Bench, creation of its Twitter account and first tweets and use of Geography iPADs / GarageBand to record and edit sounds in a trial run of the # SCAPE lesson plan.

12


M O B I L E @ P R I ORY M O B ILE DE V I C E P OL L R E S U LT S

Tally of student owned mobile devices collected during #FAIR MOBILE DEVICE

NUMBER

Blackberry Phone Android Phone iPhone Other Laptop Tablet iPod Other (DS/Kindle/PSP)

63 35 15 22 22 15 18 8

Total

198

13


M O B I L E @ P R I ORY TE ST I M ON I A L ‘‘Take a walk through our school to see what impact Mobile @ Priory has had on teaching and learning. The first thing you’ll notice is that no-one is getting into confrontations about mobile phones…there is a healthy use of mobile technology for communicating and social networking. As a result, behavior is better and pupils are more prepared for further study and workplace environments. Cyber bullying is more widely reported and teachers are confident to deal with it…Our pupils are more independent, trusted and responsible. At break times you will find young people using their own devices to remind themselves of deadlines, check for information to help with learning. A group of lads gathered round an iPod are actually watching an amazing video of how to create a vortex in a glass of water which, when you remove the glass continues to keep its form. In lesson time you will see pupils using mobile technology alongside other types of traditional ways of presenting and researching. iPAD, cameras and camcorders are frequently being used for recording and analysing information. Where pupils don’t have their own suitable equipment they use ours. Mobile @ Priory means we have a wider range to use and of course this means pupils are able to experience different platforms and software. Most importantly they can work through the difficulties and challenges that sharing information across devices can bring. They are learning to be independent of the restraints the manufacturers are attempting to place in the way of free transfer of knowledge. They are becoming powerful consumers and powerful citizens.’’ James Humphries / Head Teacher Priory School

14


M O B I L E @ P R I ORY F I N D I N GS Mobile @ Priory is an ongoing project, elements of which are yet to be delivered. Additional findings and developments to the project will be made available when possible. Preliminary findings taken from the 2012 Creative Partnerships Mobile @ Priory end review. • Teachers have improved their learning by taking risks in exploring new ways of working with ideas and with pupils, in focusing on the learning rather than the devices and of the wider impact of these new approaches to creative teaching and learning. “If we focused on the device it went out of the window - but focus on the learning meant pupils could apply the learning and use devices if they wanted to”. “Teachers also learnt a lot about what pupils do in their spare time on school premises”. Pupils found that teachers had learnt more about the positive aspects of mobile devices. • This years ‘Mobile @ Priory’ project has further embedded these learning outcomes through continued innovative curriculum planning. The accepted policy has changed the way technology and devices are perceived and used in both social and learning times and zones around the school. Lesson plans and resources remain available for next year and stand out as positive benchmarks. • DLs have their own posterous blog, meet once a month and communicate more with each other through the mobile @ priory project. They are delivering INSET for all staff (x80) 03.09.12 and plan further workshops next year 2013. • The school opened the Lodge weekends during which DLs help out. The positive support of the DLs has ensured legacy through continued collaborations with staff. A partnership has grown with Action Stations, venue for the first DL training session, who have offered free access to the venue for Priory School. • Project partners Borbonesa have made arrangements to continue working with DTRM on workshops in return for access to resources. • David Rogers presented the project to the Geography Network Meeting and Head of Geography at Warblington School. • Pupil WiFi comes online next year further encouraging student BYOD (Bring Your Own Device) and free access rather than students relying on their own 3G access.

15


M O B I L E @ P R I ORY GLOS S A RY Airplay A feature on Apple’s latest iOS devices. It allows you to send the picture on your device to a TV or projector. App / Apps Abbreviation of application. Apps are used in variety of devices like smart phone, Apple and PC / laptop. Blog / Blogger A personal journal published on the web. Browser A software application for retrieving, presenting, and traversing information resources on the World Wide Web. Cookbook A collection of instructions and information. In this case related to the Mobile @ Priory project. DiGITAL LEADERS Titled role given to elected Priory students with an expertise or specialist interest in technology, Tech support. Evernote Software that is designed for note taking and easy access to all the other note books that you have written. GarageBand Apple app that allows you to make music / podcasts. GUI Graphical user interface. #tag (or Hash Tag) A way of highlighting threads (stories) or mixing messages with others through the Twitter Social network. Hyperlink Reference to data that the reader can directly follow, or that is followed automatically. A hyperlink points to a whole document or to a specific element within a document. iCloud An internet service that keeps Apple devices in sync. It also holds documents and allows sending email through the @me.com email provided. IKEA International home products company selling ready to assemble furniture, appliances and home accessories.

iPAD A line of tablet computers designed and marketed by Apple Inc., primarily as a platform for audio-visual media including books, periodicals, movies, music, games, apps and web content. Issuu Online program for storing, viewing and downloading pdf publications, especially text files. Microsoft tag Similar to a QR code. But more colourful. MiFi A compact wireless router that allows uses to create wireless hotspot from a broadband connection. Supports mutiple connections. Mobile Device Handheld device that can connect to the internet e.g. Smart phone. Netbook Very portable and lightweight laptop. PDA Personal digital assistant. Posterous Simple online blogging platform www.posterous.com QR code (Quick Response Code) Barcode that is readable by QR Scanners, mobile phones with a camera and smart phones. Safari An Internet browser used for all apple products such as iPhone. Smart phone Advanced mobile phone with additional functions such as camera, video, gps, media player, built on a mobile computing platform e.g. iphone. Soundscape A sound or combination of sounds that surrounds you. Tablet Computer A mobile computer integrated into a flat screen / touch screen unit. Twitter / Tweeting A popular online social networking site and term for messages sent from site.

16


@ PRIOR

Y

·

OB

@ PRIOR

P RIORY

ILE

Y

·

Y

@ PRIOR

ILE

Y

·

OB

ILE

@ PRIOR

M

OB

ILE

MOBILE@PRIORY GEOGRAPHY : MAP ER RI LLA

GEOG

G

GU · 2 01 2 ·

RA

P

HY

M

OB

M

IS THIS YOU?

· GU · 2 01 2 ·

ER

RI

LLA

GEOG

G

P

P

MOBILE@PRIORY EAL : LINGO

RA

RA

M

GU · 2 01 2 ·

GU · 2 01 2 ·

RA

P

HY

GEOG

GEOG

@

LLA

LLA

M OBILE

RI

RI

G

ER

HY

G

ER

HY


TOTAL

MUEBLES

PRESUPUESTO

LUGAR DE TRABAJO SALON COCINA DORMITORIO BANO

£

LISTA DE LA COMPRA

£ €

LUGAR DE TRABAJO

HOUSE / CASA

MARQUE LA CASILLA

2012

MOBILE @ PRIORY

SALON

DIBUJO

COCINA

DORMITORIO

BAÑO


RREEFUUSSEE

LEE YUCIC R REEC K N TDH

UU REEFP R RE ASISE

LEK RREEC N HUCIC TDY

REUSE

RECYCLE

REPAIR

REDUCE

REFUSE

REUSE

RECYCLE

REPAIR

REDUCE

REFUSE

@ PRIOR

P R I ORY

ILE



Do we make too many products? Design in a way that considers people and the environment.

THE 6 R’s

Use a product to make something else with all or parts of it.

Don’t use a material or buy a product if you don’t need it or if it’s bad for people or the environment ount of n e am utadporwonduth enn WDhoC ya erieaalkosr dbouw ’t use a mcat tb use material and enerpgryopyoeu t need itrloy,r if it’s prodourctdiofeysonu’tdwoonr’k chtoafsixyoitu. can. as mtu y r bad for people or the environment

le riak Re t taotem sepraocpersosduacm U Do we make too many products? r eptrhoidnugcet lasn ithakaell or e dwm soom Design in a way that considers sompeatrhtsinogf eitl.se people and the environment.

Ceunt daospwern ofywn dou odtuhcet aebm Wh rrrieeaoaalukkonssrtdb na ow roadumcattb WDhoenn’taup r oael sann’d onrekrgpyroypoeurluys, e tw otred oen dau prom or’tk npereodpeitrloy,r if it’s orctdiofeysonu’tdw trcylhetoasrfityxhoeiut.ecnavnir.onment eou bad foarspm ry to fix it. tp

Reprocess a materiaall eprairkoeducts? oatym eparo atn ereotsodsouacmtm kpc Do wUeRsem or product and makee daitmhcaoaknllsoidr ers roind ogrneptihn aguwceatlsyaetnhw Dessoim something else ietv.lsireonment. ofgen aertthshien pd n peoplesoam

RREECDYUCCLEE R= R R REEPUASIE something else with all or something else parts of it.

www.practicalaction.org/education Reprocess a material www.practicalaction.org/education Use a product to make or product and make

Use a product to make something else with all or parts of it.

EE ASISR PUU RREEF

Don’t use a material or buy a product if you don’t need it or if it’s bad for people or the environment

down the amount of Cut down the amount of Activity sheetCu–t solution material and energy you use material and energy you use as much as you can. as much as you can.

Do we make too many products? Design in a way that considers people and the environment.

nt of Cut down the amooun ofy a iaol ur tbu thaetearm dsoewan m DoCnu’t u material and energeydyyooituuouur ssiefe it’s ’tenrgey muactteirfiayloaunddoenn prod as much as you cairno..nment pclehoarsthyeouencvan bad foar spemou

se a productantoy m Um praaokkdeeucts? Do weU ct to m seaakeprtodoum all oer rs g aeylstehawtitchon m neeittnhhiianngw Dessoiogm or else with alslid ts of it. people anppdaatrrh tseoefnivt.ironment.

The 6 Rs

Don’t use a material or buy a Don’t use a material or buy a product if you don’t need it or if it’s product if you don’t need it or if it’s ment bad for people or thee eennvviirroonnm ent bad for people or th

reoauknstdoofwn WhCeunt adopwrondtuhcet abm artedrioaelsann’tdweonrekrgpyroypoeurluy,se mo trcyhtoasfiyxoiut. can. as mu

Y

·

·

When a product breaks down or doesn’t work properly, try to fix it.

www.practicalaction.org/education

REPAIR

www.practicalaction.org/education Reprocess a material www.practicalaction.org/education www.practicalaction.org/education or product and make E L C Y C E R something else @

MOBILE

Y

@ PRIOR

ILE

OB

M

Y

www.practicalaction.org/education

SPECIFICATIONS

@ PRIOR

·REALISTIC

ILE

·TECHNICAL

·

OB



Reprocess a material or product and make something else

The K TDHU6IN RREE E CRs

Activity sheet – solution

product breaks down n asolution Whe– When a product breaks downActivity sheet or doesn’t work properly, or doesn’t work properly, try to fix it. try to fix it.

Reprocess a material or product and make something else

Do we make too many products? Do we make too many products? Design in a way that considers Design in a way that considers people and the environment. people and the environment.

R E REFUSCHOSEN



RETHINK

RETHINK

·

RETHINK

@ PRIOR

M

Activity sheet



MOBILE@PRIORY DTRM : BENCH

ILE

Y

Activity sheet



OB

OB

The 6 Rs

DESIGN BRIEF

SPECIFICATIONS

Activity sheet – solution

RESEARCH

RESEARCH

M

M

The 6 Rs SPECIFIC

The 6 Rs ·MEASURABLE

·ACHIEVABLE

The The 66 Rs Rs


Y

·

OB

ILE

@ PRIOR

Y

·

M

OB

ILE

@ PRIOR

M

@

PR IO RY

EVALUATION

ILE

M O BI LE

DEVELOPMENT MATERIALS · CONSTRUCTION · SIZINGS

INITIAL DESIGNS

DEVELOPMENT

INITIAL DESIGNS

MATERIALS · CONSTRUCTION · SIZINGS

OB

@ PRIOR

Y

·

INITIAL DESIGNS

DEVELOPMENT

BEST DESIGN

FORM tAPPEARANCE · STYLE · SUITABILITY · FUNCTION

M

·

Y

@ PRIOR

ILE

OB

M


- To make multiple splits, move the Split marker to different parts of a region and drag it down in each part.

To cancel the split, tap anywhere outside the region before dragging the Split marker down.

-Tap the region to select it. -Tap the region again, then tap Split. - Drag the Split marker (with the scissors icon) left or right to the point where you want to split the region.

SPLIT

RECORD

CUT COPY

RECORD REPEAT

REWIND

REGIONS

VOLUME

SPLIT

The Record button starts recording. To stop recording and stop the playhead, tap the Play button.

PLAY

REWIND / STOP The Go to Beginning button moves the playhead to the beginning of the song. While the song is playing, the Go to Beginning button changes to a Stop button.

When you cut a region, the region is placed on the clipboard so you can paste it in a different location.

- Tap the region to select it. - Do one of the following: - Tap the region again, then tap Cut. - Tap the region again, then tap Delete.

CUT / DELETE

- Tap the region to select it. - Tap the region again, then tap Copy.

COPY / DUPLICATE

Tap the region to select it. Tap the region again, then tap Loop. The region loops until the end of the song section, or until the beginning of the next region in the same track. You can change how long it loops by dragging the right edge of the region.

REPEAT / LOOP

The Loop Browser button opens the Loop Browser, where you can find and preview loops to add to your song. The Loop Browser button is available only in Tracks view.

LOOP BROWSER

VOLUME The Master Volume slider lets you change the overall volume of the song. The Master Volume slider is also controlled by the iPad’s hardware volume buttons.

THIS ACTIVITY SHEET SHEET CONTAINS THE BASICS TO USING GARAGEBAND

M

OB

·

PLAY The Play button starts the song playing, or stops it if it is currently playing.

Y

ON THE IPAD HOME SCREEN CLICK ON THE GARAGEBAND ICON TO OPEN

@ @ PRIOR

ILE

@ PRIOR

PR I O RY

M O BI L E

@ PRIOR

MOBILE@PRIORY MUSIC : SOUNDSCAPE

Y

· Y @ PRIOR

ILE

ILE ILE Y

·

M

OB OB

OB

M M

·



MOBILE @ PRIORY COOKBOOK HI-RES