How was it used?

The resources were used to aid pupils in the analysis of two different historical interpretations on Owain Glyndwr and whether he deserves to be seen as a Welsh hero or not.

• I wished to challenge pupils to find solutions for themselves.
• I also wished to use a stimulating and challenging activity to engage the pupils, to use prior knowledge to solve problems.
• Pupils worked as individuals but were also encouraged to work with partners to pair and share.
• I used 5.1 to introduce the task to the class and discuss what was expected of them. I then presented the sources and encouraged the class to discuss what they learnt by simply looking at the different interpretations. I then asked pupils to open 5.3 (loaded onto VLE and intranet) so that they could analyse the interpretations by working through the activities. Version 5.3. allows pupils to type their answers and print off their work.
• Pupils were encouraged to use the resources at home as they were available via the VLE.
• Independent learning was encouraged as pupils were able to work through this activity without much help from me.
• Pupils provided each other with good peer support as they were encouraged to pair and share ideas.
• At the end of the task pupils were asked to consider what they had learnt and whether a similar activity could be used in revision of other subjects covered.

Impact and Outcomes

• The activity enables pupils to work independently and provides immediate feedback as there is an in-built checking facility with all of the interactive resources. This motivated pupils and made learning fun. Pupils were able evaluate their own results and act on this.
• Independent learning was been given a boost as pupils were able to access resources and materials from home.
• The pupils were very positive and enjoyed the challenges to problem solving offered through the use of interactive resources. This helped improve concentration and engagement.
• The use of more engaging visual resources ensured participation of pupils of various abilities.
• Pupils listened more attentively to their peers as co-operation and support was encouraged. Pupils were asked to pair and share ideas when working in the computer room.
• Independent learning was encouraged as pupils were able work collaboratively without the involvement of the class teacher.
• More able and talented pupils were given the opportunity to develop lines of thinking and to present their ideas through written communication.
• Pupils were able to type and print responses which were then used to help pupils structure their written responses.
• Pupils were able to improve the quality of their written responses and apply historical terms and dates more effectively. This led to an improvement in the standard of written work as a whole.
• Higher attaining pupils were given opportunities to attain more highly through the creative activities offered.
• The activity did not need to be adapted and could be used as it was as it is very comprehensive. The functionality was also straightforward which meant it was easy for pupils to use.

Learner Feedback

“I liked it that I was able to find answers for myself.”

“It was good that we were allowed to try and find answers for ourselves.”

Other Resources

6.1 Glyndwr-interpretation.doc

Lesson Learnt

Seating arrangements of pupils in a computer room should be prepared beforehand to ensure that pupils have the appropriate learning partners.

Once introduced the activity could be completed by pupils at home and work could be emailed to the class teacher.