How mobile pedagogy can support diverse learning needs in multilingual contexts while providing a CPD model for teachers.

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1 How mobile pedagogy can support diverse learning needs in multilingual contexts while providing a CPD model for teachers. Joanna Norton English language teacher Teacher trainer Creative thinker Mobile content creator

2 My teaching experience

3 Why mobile learning?

4 Trinity College Research 80 schools 250 teachers International academics 110 countries

5 Market research from 16-years-olds Like biology 75% Like physics 11% Learn with friends & video 60% Learn on your phone 72% App for scientific words 86% App to write better English 75% 500 responses

6 Parts of flowering plants

7 Parts of flowering plants

8 Photosynthesis - bilingual

9 BETA Testing Classroom observations Student interviews Teacher interviews Student observations Controlled study Teacher-led studies Parent-led studies

10 Stakeholders in Ireland Gairmscoil Mhic Diarmada, Arranmore Island, Co.Donegal Informal/family learning, Derrinturn, Co. Kildare Tallaght Community School, Dublin St. Mary s Killester, Dublin Castleknock Community College Colaiste DeHide, Dublin St. Mary s School, Edenderry, Co. Offaly Old Bawn Community School, Dublin Colmcilles Community School, Dublin Firhouse Community College, Dublin Enniscorthy Vocational College, Co. Wexford

11 Stakeholders in the UK Teacher training, University of Edinburgh Durham Johnston Academy, Co. Durham Consett Academy, Co. Durham EAL St. Mary s Cambridge Dean Close School Family learning, Luton Putteridge High School, Luton Informal learning, Luton Queensbury Academy, Dunstable Teacher training, University of Hertfordshire Sherborne School Latymer-Upper 16-19s CoHNEL FE College, London London International Study Centre

12 Photosynthesis (after school club, Luton) Pre-app Post-app Student 1 Student 2 Student 3 Student 4 All students in the group are in year 10 and attend a weekly support class for literacy and dyslexia. All of the students have studied photosynthesis before. This was part of a controlled of a controlled study. There were two sessions of precision teaching after the summative assessment to provide each students with highly targeted feedback before they moved onto the second topic.

13 Parts of Plants (after school club, Luton) Pre-app Post-app Student 1 Student 2 Student 3 Student 4 All students in the group are in year 10 and attend a weekly support class for literacy and dyslexia. All of the students have studied photosynthesis before. This was part of a controlled of a controlled study. There were two sessions of precision teaching after the summative assessment to provide each students with highly targeted feedback before they moved onto the second topic.

14 Photosynthesis (Informal Learning, Co. Kildare) Pre-app Post-app Precision Teaching 20 0 Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 7 is 11 years of age, students 8 and 9 are 15 years of age. The rest are 13 years of age. Student 7 is in the final year of primary school (6 th class). Student 8 is in third year of secondary school (3 rd year). All other students are in the first year of secondary school (1 st year). Student 8 studied photosynthesis in secondary school. The rest of the group studied it at primary school. Student 4 struggles with literacy and after the summative assessment participated in a one-to-one precision teaching session. Targeted feedback brought their score to 87%. This approach can be used by teachers and parents to support struggling readers.

15 Photosynthesis (Arranmore, Co. Donegal) Pre-app Post-app Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 This a group of 16-year old students. They all completed their Junior Certificate in June 2013 and are now in higher secondary school. They all studied science and they all studied the topic of photosynthesis before. Students 2, 4, 5, 7 and 8 were identified as struggling readers. Teaching is delivered through the medium of Irish.

16 Photosynthesis (primary school children in Luton) Pre-app Post-app Students 1-3 are in year 6. Student 4 is in year 7. Only student 7 has studied photosynthesis before. This study was carried out with the support of parents who are keen to help their children starting secondary school in September 2014.

17 Reading task Here students are required to infer meaning from context. The students are also reminded about the importance of good writing. Facebook.com/keywordsenglish

18 Spelling (in pairs) An additional spelling activity that can also develop oral skills. Students can work in pairs to support each other.

19 TM IWB Images (English) photosynthesis photosynthesis Photosynthesis Photosynthesis chloroplast process trap

20 TM IWB images English-Turkish Fotosentez

21 Learner-Generated Content

22 Learner-Generated Content

23 Learner-Generated Content

24 Learner-Generated Content

25 Additional Content Build a complete biology app 30 topics SEN EAL Teacher training Extend mlearning practice internationally

26 Any questions?

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