Gwrando a Gwerthuso
Ffocysau Pellach: Sgiliau Llythrennedd, Cwricwlwm Cymreig , Cyflawniad Bechgyn,
How was it used?
This Music resource was used to allow the learners to work more independently and share ideas effectively, generating rich discussions about the features of the samples we were listening to and appraising.
This was mainly due to the ability to match the labels with different extracts without giving the answer away, leaving more space for thinking and collaboration.
I think it is important to engage the children and to establish strong relationships of trust with them. That is why I like using NGfL Cymru resources. In fact, the interactive nature of this resource is a natural channel to ensure the learners are motivated to take part to the lesson and take control of their own learning. I normally use this resource by both inviting different pupils to work on the IWB and by sitting amongst them (almost in a circle) around a big table. I believe this approach helps them to see me as one of them and someone that is there to facilitate the learning process, someone they can interact with. I would not use this NGfL Cymru resource standing near the board and lecturing my class, because these types of resources are designed for the children, so they should be the ones who can interact with them.
Our school has its own pod-casting station which is managed by the learners and some pupils made a lovely pod-cast to describe how they used NGfL Cymru resources in Music. This was a very important addition to their learning experience, because it allowed parents to become involved in their children’s education on a higher degree.
Impact and Outcomes
- Sharing the link to the NGfL Cymru website and to the pod-cast allowed pupils to remain engaged and actively learn at their own pace outside the classroom. Their parents got involved and listened to the samples too, and this made the whole learning experience more personal for my pupils.
- I noticed also that this resource is well suited for boys, as it exploits a variety of learning styles, e.g. by engaging in kinaesthetic and quick activities which didn’t require too much writing, boys were able to participate showing a higher level of involvement, hence improving their attainment.
- Having samples sang in Welsh is a fantastic opportunity to embed Curriculum Cymreig in our Schemes of Work.
- This activity allows the learners to develop Literacy Skills too because they will learn and use Music terminology throughout the sequence of lessons, both orally and by reading and matching.
Learner Feedback
Pupils were very enthusiastic about using NGfL Cymru resources as they explain in the pod-cast they made. Here are some of the reasons they bring, but you can listen to their pod-cast online by clicking here.
“It’s good we are making this podcast, because my parents can listen to it and understand what I am doing more!”, “It’s a lot easier than writing on a piece of paper!”, “You can go home and listen with your friends and family!”, “It’s good fun and we don’t want to mess around, because we are enjoying ourselves and I like using the NGfL Cymru website at home!”
Other Resources
Wireless keyboard and mouse, recording studio to record and edit the pod-cast.
Lesson Learnt
I have been using these resources for a while now and I have found they are a very powerful tool to engage learners. These resources become even more engaging when you let the learners take the lead and control the direction of their learning experience. That is why after a short time to show the resource and for class discussion I let the class go to the board and engage with the resource without me leading it. This way they can explore these activities and learn in a personalised way. Perhaps the next step could be to allow groups of two/three pupils to work on these resources from a PC and agree on the similarities and differences for each sample before they feedback to the whole class. We could also use the comments and matches from different pupils to create a set of revision notes that the learners can upload on a Wallwisher wall. This could bring the collaborative learning process that this resource already offers a step further.