This format allows you to input a relevant picture and then add specific information in sentence form which appear line by line at a designated speed. Any picture, any information, any topic.
ANIMATED FACTS WITH QUIZ [appear]
This format allows you to input a relevant picture and then add specific information in sentence form which appear line by line at a designated speed. Any picture, any information, any topic.The added element is a comprehension type quiz, which is marked online.
ANIMATED FACTS [SLIDE-IN]]
This format allows you to input a relevant picture and then add specific information in sentence form which slide-in line by line at a designated speed. Any picture, any information, any topic.
ANIMATED LETTERS [APPEAR]
This same format allows you to input individual letters on any number of rows. With coloured or blank backgrounds, shaped or transparent backgrounds. Any information, any topic.
ANIMATED NUMBERS [APPEAR]
This same format allows you to input individual numbers on any number of rows. With coloured or blank backgrounds, shaped or transparent backgrounds. Any information, any topic.
ANIMATED PICTURES [APPEAR]
This same format allows you to input any pictures, information on any topic. The added element here is the connection between the pictures which again simply "appear". Again the number of rows is dependant on the size of the pictures.
ANIMATED PICTURES [SLIDE-IN]
This same format allows you to input any pictures, information on any topic. The added element here is the connection between the pictures that in this case "slide-in" from the left hand side.. Again the number of rows is dependant on the size of the pictures.
ANIMATED PICTURES AND LABELS [APPEAR]
This same format allows you to input any pictures, information on any topic. The added element here is the connection between the pictures which again simply "appear". Again the number of rows is dependant on the size of the pictures.
ANIMATED PICTURES AND TEXT [APPEAR]
This same format allows you to input any pictures, information on any topic. The added element here is the connection between the pictures which again simply "appear" and the amount of information you want to include. Again the number of rows is dependant on the size of the pictures.
ANIMATED WORDS [APPEAR]
The final activity using this format is simply words. In this instance a list of 3 letter words "appearing" in alphabetical order. Again, any words could be used, any connection, on any topic.
APPEARING PICTURES
This format puts the learner in control. When they "hover" over a labelled frame, a picture "appears". The labels and pictures can be on any topic.
APPEARING PICTURES [as a means of sorting and cataloging]
At this point I realised that this activity could also be used as a means of sorting and cataloging pictures and notes.
I was constantly collecting more and more useful resources but was finding it difficult to file and catalogue them for future use.
APPEARING PICTURES [WITH LABELS]
I realised that I had changed the name from ANIMATED to APPEARING without considering the implications.
At the same time I found some coding which allowed me to "label" pictures simply by "hovering" over them.
Learners had "control" with an easy way to identify pictures on specific topics.
APPEARING PICTURES [WITH NOTES]
This format was an extension of the cataloging of pictures, when I realised that as I combined pictures with specific information I was in fact creating "notes".
The advantage of this format was that as I found more pictures and information, they could be easily inserted into the appropriate position in the activity.
APPEARING PICTURES [WITH QUESTIONS]
This format was an extension of the cataloging of pictures, when I realised that as I combined pictures with specific information I could turn the "notes" into "questions"
The advantage of this format was that it could encourage learners to look more closely at what the pictures showed.
BLOCKBUSTER [PICTURE QUIZ] [4x4 GRID]
I wanted to create a quiz that not only tested knowledge and understanding, but also strategy and teamwork.
I remembered a format from an old TV programme called "Blockbusters".
However, I could only find coding for "square" frames, rather than the more versatile "hexagonal" frames used in the TV version.
I restricted it to a 4x4 grid, as I thought 16 questions would lend itself more to the time available.
This first version is based on pictures.
BLOCKBUSTER [PICTURE QUIZ] [MISSING WORDS]
I found a free picture editting tool which allowed me to "remove" words from some pictures taken as "screenshots" from video clips.
This might make some of the information more accessible to some learners.
BLOCKBUSTER [PICTURE QUIZ] [5x5 GRID]
I then developed a 5x5 grid, as some topics required more pictures and information to be included.
BLOCKBUSTER [WORD QUIZ] [5x5 GRID]
This second version is based on words rather than pictures.
Using words means that the activity is much more versatile.
BOGGLE PUZZLE [SPELLING AND VOCABULARY] [drop down pictures]
Based on the Parker dice game Boggle. The concept is simple, you have a 4 x 4 grid of random letters from which you have to construct 3 + letter words using letters which are next to each other vertically, horizontally and/or diagonally. In the board game you have 3 minutes to find as many words as you can.
BOGGLE PUZZLE [SPELLING AND VOCABULARY] [worksheet]
The learning part is in the scoring. So I have created a worksheet in which learners can list the words they find. One person reads out their list of words [one at a time] scoring one point for every word which has not been found by anyone else. The second person then reads out their words … and so on. There can be a “winner” each round, points can be given for the longest word found or the most unusual. Through playing this game it may well be that some “spatial” learners do better when seeing the words in a 3D context. The groans of “why didn’t I see that?” and “why didn’t I think to make it plural" makes it all the more enjoyable as a group activity.
BOGGLE PUZZLE [SPELLING AND VOCABULARY] [interactive] [worksheet]
One of the problems I had when trying to find words hidden within the grid was "overload".
As I found one word others appeared to mess with my concentration.
I thought that by being able to change the colour of the letters it would make it easier just to concentrate on the word at hand.
This led to the development of the "interactive" version.
CALCULATOR [COMPOUND PICTURES]
I have used this format for the basis of many of my activties in many different versions.
The concept is obviously based on the design and function of a basic calculator.
You have a series of "cells" which can contain either pictures, numbers or text.
As you click on these text appears in the display screen at the top of the calculator.
In this version the topic is compound words as pictures.
CALCULATOR [COMPOUND WORDS]
In this version the topic is compound words as words.
CALCULATOR [COMPOUND WORDS AND PICTURES]
In this version the topic is compound words as words and pictures.
CALCULATOR [MATHS QUIZ] [ADDITION]
In this version the topic is maths addition using cartoon animal pictures.
In this version the topic is maths addition using action verb pictures.
CALCULATOR [MATHS QUIZ] [DIVISION]
In this version the topic is maths division using cartoon animal pictures.
CALCULATOR [MATHS QUIZ] [MULTIPLICATION]
In this version the topic is maths multiplication using cartoon animal pictures.
CALCULATOR [MATHS QUIZ] [SUBTRACTION]
In this version the topic is maths subtraction using cartoon animal pictures.
CALCULATOR [PICTURE EXPLANATIONS]
In this version the text which appears in the display screen is an explanation of the type of bird the pictures shows..
Here, the complete process, from farm to fork, of the pepper.
CALCULATOR [PICTURE IDENTIFICATION]
In this version the emphasis is on the identification of the cartoon animal.
In this version the emphasis is on the identification of countries from their shape and flag.
In this version the emphasis is on the identification of the animal habitats.
CALCULATOR [PICTURE INFORMATION] [with quiz]
In this version the emphasis is on giving information which is the tested.
CALCULATOR [PICTURE TESTING] [shopping]
In this version the emphasis is on the identification of UK money, coins and notes.
In this version missing words from sentences have to be identified from those at the bottom of the screen.
CALCULATOR [SPELLING]
This version combines the identification of pictures of vegetables to the spelling of fruits, with an element of problem solving.
CALCULATOR [SPELLING] [WORDS ENDING IN]
This version involves the counting of the number of CVC words that can be created by combining letters and specific word endings.
Many more combinations can be created if requested.
CLICK ON THE FACTS TO REVEAL A PICTURE
This activity is slightly based on the TV "Catchphrase" format where a background picture is revealed as information is given.
I used the 4x4 grid to start with but this could be altered as required and if less information were needed.
The same format could be used with pictures from the "what am I", "where am I" and "who am I" activities.
It just makes learning facts a litle more fun.
COLOURING LETTERS
Finding some coding which allowed learners to be able to "colour" specific letters opened up a whole new area of possible activities.
Here I simply thought of silent but the possibilties are endless.
COLOURING WORDS
Finding some coding which allowed learners to be able to "colour" specific words opened up a whole new area of possible activities.
Here I simply thought of identifying the different parts of speech.
With animal classification I thought that learners may need some help remembering what some of the groupings were.
I found some coding which allowed text to be revealed when the cursor "hovered" over a word.
I have since used this in a number of other activities I have created.
COMPARING TWO PICTURES [COMPASS DIRECTIONS]
This piece of coding allows you to put two picture on top of each other with a sliding panel overlay which means you can see both pictures at once.
As it happened I was creating a number of activities involving maps and compass directions at the time and this seemed an imaginative format to create the activities below. Once again, this format seems to have numerous possible developments.
COMPLETING SENTENCES [WITH PICTURES]
Unless the specific objective is to get learners to "write" sentences, then creating activities that "tests" other skills are more appropriate.
So if the topic is "action verbs" a more appropriate activity would perhaps be to see if learners' could identify the correct "action verb" picture to fit into a specific sentence.
In this case I have combined "action verbs" and "homophones".
COMPLETING SENTENCES [WITH WORDS]
In this case I have combined "action verbs" and "homophones" but I have removed the pictures and replaced them with the appropriate words..
COMPREHENSION QUIZ [WITH A PICTURE]
A simple picture with information for learners to read and understand.
Down the right hand side is a "comprehension quiz" of 4 questions which can be "marked".
COMPREHENSION QUIZ [WITH PICTURES]
Some learners need very little actual external input and so I created this format of activity to perhaps meet those needs..
It consists of a basic 3x3 grid into which are placed 9 sequential pictures.
As learners move their cursor over these pictures a frame appears in which there is an explanation of what the picture shows.
Down the right hand side is a "comprehension quiz" of 5 questions which can be "marked".
The pictures can include animations where this helps with the understanding.
Where less than 9 pictures are required other grid combinations can be created.
Pictures can also be included in the quiz and with less multiple choice options.
COMPREHENSION QUIZ [WITH TYPEWRITER SCRIPT]
In this activity I have introduced another piece of coding I have called "typewriter script".
An amazing feature which I now include in everyone of my activities which runs along the bottom of the screen and gives instructions on how to use the activity.
All you have to do is "copy and paste" any text into the format and it types it out as though on a typewriter.
Obviously, you can change the colour, size, background, font and speed of the writing.
A remarkable piece of coding, simple to use and lots of creative possibilities as you will find in future activities.
COMPREHENSION QUIZ [WITH VIDEO CLIPS]
Obviously, if you can input pictures and you can input animations, it is possible to input video clips which gives a whole new dimension.
The most educational is that it puts the learner in total control of the speed at which they learn.
If they do not understand something they can stop, rewind and play the section of the video clip again.
CONNECT 4
The concept is obviously taken from the game "Connect 4", where you attempt to connect four circles of your colour in a line, vertical, horizontal or diagonal.
I thought this could be an end of session filler but with an educational cross curricular input.
Obviously, the topic headings can be changed to whatever you wish.
To create some differentiation I thought I would introduce alphabetic letters for each row.
This could make the activity more strategic as teams plotted their routes based on the knowledge they had.
CONNECTING [ANIMATED LETTERS]
This is an adaptation of "Animated Letters" in the sense of being able to firstly identify the word as it is revealed and secondly to find a connection bewteen the rows
Again created as another end of lesson activity with an educational twist.
These are easy to create and could be specific topic or subject based.
CONNECTING [ANIMATED NUMBERS]
This is an adaptation of "Animated Numbers" in the sense of being able to identify the pattern as the numbers are revealed.
Again created as another end of lesson activity with an educational twist.
Whether you could do one with multiple rows is beyond my mathematical capabilities.
This is an adaptation of "Animated Pictures" in the sense of being able to firstly identify the animal as it is revealed and secondly to find a connection bewteen the rows
Again created as another end of lesson activity with an educational twist.
Here I have just created an easy version with animals starting with the same letter.
I'm sure there are more complicated combinations that could help with differentiation.
CONNECTING [ANIMATED PICTURES] [SPELLING} [double letter words]
This version is obviously concerning the spelling of words with a double consonant.
The activity can either be with the single rows of pictures or the more complicated 3 rows version.
This version is obviously concerning the spelling of alphabetical rhyming words .
Again the activity can either be with the single rows of pictures or the more complicated 3 rows version.
CONNECTING [ANIMATED PICTURES AND WORDS]
This version is perhaps a little more easier as it involves both pictures and words.
With the more complicated 3 rows version.
CONNECTING [ANIMATED WORDS]
This version concentrates on the connection bewteen words.
This version brings another dimension, that of words with missing vowels.
To create some form of differentiation [a] has a final picture of the person named.
CONNECTING [BY CALCULATOR] [PICTURES AND TEXT]
Back to the "calculator" coding which links pictures to text which appears in the display bar above a 3x3 picture grid.
This seemed to suit the topic of life cycles and a simple means of checking understanding.
Version [4] combines versions 1-3 in a 5x4 grid.
CONNECTING [BY COLOURING] [NUMBERS IN CIRCLES] [4 COLOURS]
In this activity the connection is made by colouring, in this case circles.
I found some coding which allows learners to change the background colour of the circle simply by clicking a number of times.
A "maze" format where you have to connect numbers in a specific order seemed to work.
My simple [+] and [-] could easily be developed into multiples, factors, prime numbers and so on.
CONNECTING [BY COLOURING] [PICTURES] [3 COLOURS]
Obviously, what you can do with round numbered circles, you can also do with rectangular pictures.
Using the same format in a number of different ways leads to a situation where some learners need little or no input.
CONNECTING [BY COLOURING] [PICTURES] [4 COLOURS]
Obviously, the size of the pictures determines how many rows you can have.
CONNECTING [BY COLOURING] [WORDS] [2 COLOURS]
Obviously, what you can do with circles you can do with oblongs and you can change the number of colours.
CONNECTING [BY COLOURING] [WORDS] [3 COLOURS]
Obviously, what you can do with circles you can do with rectangles and you can change the number of colours again.
CONNECTING [BY COLOURING] [WORDS] [4 COLOURS]
Obviously, what you can do with circles you can do with oblongs and you can change the number of colours again.
A change in the size of the frames extends the numbers of rows you can have.
CONNECTING [NUMBERS IN A GRID]
A 5x3 grid, where two pictures are static and the connection aspect is which other picture makes up the row, adds another dimension.
Thiis version lends itself to a number of connections.
This one is the connection of bigger than, smaller than, same as.
In this version there are no static pictures, you are on your own.
In this version of the 5x3 grid I have used pictures of mathematical sums just to make the activity a little more interesting.
CONNECTING [PART SENTENCES] [COMPOUND SENTENCES]
This activity uses a format I call "jigword" as the original concept was based on two jigsaw pieces that fit together.
Sadly, I have never been able to find any coding which did that.
You will find many of my activities based on this format.
In this version learners have to fit part sentences together to form compound sentences.
CONNECTING [PART SENTENCES] [MAKE A FACT]
Using the same format these part sentences could be connected to "make a fact".
CONNECTING [PART SENTENCES] [MAKE AN OPINION]
Using the same format these part sentences could be connected to "make an opinion".
CONNECTING [PART WORDS [contractions]
Using the same format these part sentences could be connected to identify "contractons".
CONNECTING [PART WORDS] [prefixes]
..............and what you can do with contractions you can do with "prefixes".
CONNECTING [PART WORDS] [TO ALPHABETICAL LETTERS]
This simple adaptation turns this format into perhaps a topic vocabulary listing.
CONNECTING [PICTURES TO PICTURES] [IN A 3x3 GRID]
The obvious choice for this format was compound words.
CONNECTING [PICTURES TO PICTURES] [IN A 4x4 GRID]
The 4x4 grid offers many more options.
CONNECTING [PICTURES TO PICTURES] [IN A 4x4 GRID] [in order]
The 4x4 grid offers more restrictive options but ones with a "testing" element.
CONNECTING [PICTURES TO PICTURES] [IN A MAZE] [APPEARING]
A similar format to others, this time having to find a route through a "maze", well corner to corner
Again using the collection of rhyming pictures it is easy to create these simple activities.
CONNECTING [PICTURES TO PICTURES] [IN A MAZE] [DISAPPEARING]
In terms of creating these activities, it is easier to create the "disappearing" activity [which you can see] and then change the coding to make them "appear".
CONNECTING [PICTURES TO PICTURES] [WITH CLUES]
I realised that some pictures have clues in them which can then make an activity "subtly" slightly more difficult.
CONNECTING [PICTURES TO PICTURES] [WITH LABELS]
Some simply have "labels" or more obvious clues.
CONNECTING [PICTURES AND WORDS] [2D 3D shapes]
In some cases the connections are simply the "names" of things.
CONNECTING [PICTURES AND WORDS]
In some cases the connections are simply the "concepts" that topic is based upon.
CONNECTING [PICTURES AND WORDS] [comparisons]
In some cases the connections are simply the "words" that compare things.
CONNECTING [PICTURES AND WORDS] [famous scientists]
Or simply connect pictures with "facts".
CONNECTING [PICTURES AND WORDS] [IN A GRID]
Going back to the familiar 4x4 grid with a pile of "pictures" [images or screenshots of text] the possibilities for this format are endless.
The "connections" can be made at varying levels of difficulty depending upon the number of pictures you have on each particular topic.
The inclusion of animations can also be useful.
CONNECTING [MISSING VOWELS] [with pictures]
Creating "spelling" activities I thought might be quite difficult but this little format seemed to fit the bill.
I simply created piles of vowel letters which learners could drag and drop into the spaces in specific topic words.
By putting the correct number of letters in each pile meant that it became a "testing" activity as well as a spelling activity.
It also meant that spellings could be topic specific.
CONNECTING [MISSING VOWELS] [without pictures]
Creating two activities, one with a picture clue and one without meant that there could be at least some form of differentiation.
CONNECTING [TEXT TO TEXT] [defintions]
Some of the versions didn't seem to fit into any previous criteria, so I created this one for connecting those words which were the defintions or meanings of specific words.
CONNECTING [TEXT AND TEXT] [IDIOMS] [clothing]
Then I came across an internet site which listed all these idioms which I felt needed an activity to themselves.
CONNECTING [TEXT AND TEXT] [IDIOMS] [food]
Then I came across an internet site which listed all these idioms which I felt needed an activity to themselves.
CONNECTING [TEXT TO TEXT] [IDIOMS] [geography]
Then I came across an internet site which listed all these idioms which I felt needed an activity to themselves.
CONNECTING [TEXT TO TEXT] [IDIOMS] [TIME]
The next group of activities not only considered the "meaning" of the idiom, but gave an "example" and another similar "definition" providing an aspect of differentiation I had not considered before.
CONNECTING [WORDS TO WORDS] [IN A GRID] [4x4]
Following on with the theme of "pictures in a grid", "words and pictures in a grid", it is no wonder that the next would be "words to words in a grid".
For the "pictures of words" to be in a pile they need to be screenshots. Actual pictures of the words and not just words typed into a frame.
The activity below is an example of a set of "screenshot words" about the seasons.
CONNECTING [WORDS TO WORDS] [IN A MAZE]
However, in this example the words can simply be typed straight into the frames.
It is therefore much easier to create "words in a maze" than "words in a pile".
CONNECTING [WORDS IN A TABLE]
Again, in this example the words can simply be typed straight into the frames.
It is therefore much easier to create "words in a table" than "words in a pile".
This format is a simple drag and drop activity.
It can be changed into a "testing" activity by a simple change of background colour coding.
CONNECTING [WORDS TO WORDS] [centred]
Returning to the "jigword" format, it became clear that in some instances the words need to be "centred" as in the examples below.
CONNECTING [WORDS TO WORDS] [right-left]
Whereas in others it seemed more appropriate if the words were more "attached" as in the example below.
CONNECTING [WORDS WITH MIXED UP VOWELS]
The final format in this "Connecting" section, combines the "appearing" feature of many activities combined with changing the vowels in words.
CONSEQUENCES [FOOD CHAINS]
This format is covered in more depth in the section called "Thinking Skills".
The topic covered in the examples is that of an animal food chain.
This seemed a simple idea where learners can delete some of the picture so they can "see" the consequences of a particular action.
COORDINATES
There are some formats of activities that lend themselves to the development of specific cross curricular skills, and coordinates is one of them.
A simple coordinates grid overlaying a picture becomes a "testing" vehicle for many topics.
COUNTDOWN
Obviously based on the spelling part of the TV show, where learners choose random vowels and consonants with which to make the longest word they can.
The timer just gives an extra edge to the format. I couldn't find any coding for the tune.
COUNTING
Using similar coding to "Connecting [Missing Vowels]" this format lends itself easily to the skill of counting.
It may highlight the differences in colours that some learners can "see".
COUNTING [WITH BLUE DOTS]
I wanted to create a differentiated counting activity.
I found a set of "complicated" pictures which learners would have to look carefully at to be able to count specific things.
I added the blue dots to help them keep count.
CREATING [A RANDOM NUMBER]
I found some coding which created random numbers which I thought maybe useful.
However, the only activity I could think of was this simple drag and drop format.
If you have any more please get in touch.
CREATING [A RANDOM NUMBER] [to decimal places]
I found some coding which created decimal random numbers which I thought maybe useful.
However, the only activity I could think of was this simple drag and drop format.
If you have any more please get in touch.
CREATING [ALTERNATIVE STORIES]
Once again I found some coding which created a drop down list.
However, the only format that came to mind was that of "alternative stories", not very imaginative I know.
If you have any better ideas, please let me know.
CREATING [BLACKBOARD WORDS ENDING IN]
This was one of the first activities I created.
The concept is simple, you have a 3 letter ending to a word and you have to drag and drop a letter or letters into the before to create a word.
The possibilities for this type of activity are endless showing learners how words are created and the patterns involved.
You should be already familiar with the concept of "calculator sentences".
In this version however, the "keys" are set out below the image. In this case an animation.
Learners have to create a sentence which explains what is being shown in the animation.
An aspect of differentiation is built into the activity. The words of a "full" explanation are scrambled so that shorter sentences can be created.
You should be already familiar with the concept of "calculator sentences".
In this version however, the "keys" are set out below the image. In this case an image.
Learners have to create a sentence which explains what is being shown in the animation.
An aspect of differentiation is built into the activity. The words of a "full" explanation are scrambled so that shorter sentences can be created.
In this version however, the "keys" are set out over the image. In this case an image.
Learners have to create a sentence which explains what is being shown in the animation.
An aspect of differentiation is built into the activity. The words of a "full" explanation are scrambled so that shorter sentences can be created.
CREATING [CALCULATOR SENTENCES] [explaining a collage]
You should be already familiar with the concept of "calculator sentences".
In this version however, the "keys" are set out below the image. In this case a picture in the format of a collage.
Learners have to create a sentence which explains what is being shown in the collage.
An aspect of differentiation is built into the activity. The words of a "full" explanation are scrambled so that shorter sentences can be created.
In this version however, the "keys" are set out below the image. In this case a picture.
Learners have to create a sentence which explains what is being shown in the animation.
An aspect of differentiation is built into the activity. The words of a "full" explanation are scrambled so that shorter sentences can be created.
Another version of the same activity.
CREATING [CALCULATOR SENTENCES] [explaining a set of pictures in order]
In this version however, the "keys" are set out below the image. In this case a picture in the format of a set of pictures..
Learners have to create a sentence explaining a set of pictures in order.
An aspect of differentiation is built into the activity. The words of a "full" explanation are scrambled so that shorter sentences can be created.
CREATING [CALCULATOR SENTENCES] [explaining video clips]
In this version however, the "keys" are set out below the image. In this case a short video clip.
Learners have to create a sentence explaining what the video clip is all about.
An aspect of differentiation is built into the activity. The words of a "full" explanation are scrambled so that shorter sentences can be created.
Although more difficult because it involves a video clip, the advantage is that the video clip can be stopped, rewound and played again.
CREATING [COMPOUND WORDS] [with pictures]
Using the "counting" format where you have a number of pictures above a grid of transparent frames into which the pictures can be dropped.
The use of the [+] and [=] symbols brings in a mathematical element but the main challenge was finding suitable pictures.
Creating 3 versions may bring in some aspect of differentiation.
CREATING [CONSONANT BLENDS AND DIGRAPHS] [with letters]
Using the same format as above, it was easy to create an activity based around creating consonant blends and digraphs.
Creating the screenshots of the consonant blends was the time consuming element.
CREATING [DESCRIPTIONS FOR STORY CHARACTERS] [drop down menus]
This was another attempt to use the coding for drop down menus.
I'm sure there are better ways to create descriptions for story characters but as yet I haven't found the coding.
CREATING [NUMBERS]
One advantage of the coding for a "pile" of pictures is that they appear in random order.
The disadvantage is that subsequent "piles" remain in the order in which they were started.
So I had to make sure that the remaining 6 piles started with a different number.
CREATING [NUMBERS] [that add up to ............]
Using the "counting" coding I created this activity which added an element of differentiation.
CREATING [NUMBERS] [bar chart counters]
Taking screenshots of coloured squares means that you can create "piles" of coloured squares which you can drag and drop into a grid.
At that point the possibilties become endless but my immediate thought was bar charts and the recording of data.
CREATING [PHRASES AND SAYINGS] [appear on click]
I realised that with a simple change in coding, the pictures which I had been making "appear" and "disappear" could also work with text.
It was the same time as I found a set of phrases and sayings.
All I needed to do was input more words than was necessary to create an activity.
If you clicked on all of the words the activity became a worksheet.
CREATING [PICTURES BY COLOURING] [instructions]
An old activity which I need to revisit and rework with what I know now.
CREATING [PICTURES BY COLOURING] [numbers of colours]
Having found some coding which allows you to change the background colour of frames I now had to find some educational activities to fit.
The difficullty was finding examples of pictures to copy that were coloured in squares.
CREATING [PICTURES BY COLOURING] [star signs]
Again, I found another set of pictures showing the positions of stars in the star signs.
I don't know if star signs are covered in the curriculum anywhere but it did seem a good way of "testing" the positional skills of learners.
CREATING [PICTURES BY COLOURING] [SYMMETRICAL DESIGNS]
The most obvious use of this was to create symmetrical designs.
By splitting the screen in two, a "screenshot" of a completed pattern can be put in the left hand frame and a "blank" in the right hand frame to be completed.
So either symmetrical or simply copies of each pattern can be made.
As with "creating pictures by colouring" you can add as many colours as you want.
CREATING [SENTENCES BY TYPING IN] [WITH TOOLTIPS]
This simple activity combines a number of pieces of coding I have found.
A picture, or in some cases an animation, is overlayed with informative text.
This is retyped or edited to create text in the frame below.
CREATING [SENTENCES FROM WORDS] [ON A WORKMAT]
A simply activity of rearranging words in a sentence, by drag and drop,
The idea is to see if learners can create sentences from give words from known information.
A sentence starts with a capital letter, ends with a full stop and must make sense.
CREATING [SENTENCES FROM WORDS ON A WORKMAT] [sentence analysis]
Again, a simply activity of rearranging words in a sentence, by drag and drop,
The idea is to see if learners can create sentences from give words from known information.
A sentence starts with a capital letter, ends with a full stop and must make sense.
However, to make the activity more difficult, learners also have to identify the parts of speech of each word.
CREATING [SENTENCES IN A GRID]
I thought it would be useful to use a story that learners were perhaps familiar with.
In version [1] parts of the story are already in place and learners simply drag and drop the missing words into the sentences.
In version [2] learners have to make the entire story up themselves.
A simple change in text colour could make this a "testing" activity.
CREATING [SENTENCES IN ROWS]
What you can do with a story you can do with academic facts as shown here.
The only difference being that I have kept the sentences in separate lines.
The same text can also be used in the "calculator sentences" activities.
A simple change in text colour could make this a "testing" activity.
CREATING [SENTENCES FROM WORDS] [ONTO A WORKMAT]
Again, using the same text as for "calculator sentences" you can simply copy and paste the information.
CREATING [WORDS FROM LETTERS] [using a calculator]
The concept here is to make learners aware of how words are created.
CVC [SPELLING WORDS ON A BLACKBOARD]
The concept here is to make learners aware of how words are created.
............and how many of them are simply made up of a consonant, a vowel and another consonant.
............and which combinations are more used than others.
DEMONSTRATION [ANIMATIONS]
These are not my creations but are so powerful as an educational tool I thought they needed to be catalogued.
These short animations explain concepts so easily and quickly it would be wrong not to include them.
DEMONSTRATION [PICTURES]
These are not my creations but are so powerful as an educational tool I thought they needed to be catalogued.
These pictures explain concepts so easily and quickly it would be wrong not to include them.
DEMONSTRATION [PICTURES] [with notes]
By simply adding a text box below each picture notes can be added which enhance, guide or question what is being shown.
For some learners text helps with the complete understanding of a picture.
DEMONSTRATION [VIDEO CLIPS]
These are not my creations but are so powerful as an educational tool I thought they needed to be catalogued.
These short video clips explain concepts so easily and quickly it would be wrong not to include them.
DROPDOWN INFORMATION [pictures]
This simple piece of coding opens up so many activity possibilities.
In essence, you simply write out some information which is linked to a picture.
Input the picture and the text becomes the link.
Simply click on the text and the picture "drops down."
Click on the text again and the picture "rises up".
In this example the pictures are bigger and the one column much wider.
In this example the pictures are smaller and there are 3 columns.
In this example the pictures are smaller and there are 3 columns which allows a comparision of 3 food chains.
In this example the pictures are smaller and there are 3 columns which allows a comparision of 6 food chains.
Placing 2 rows within the 3 columns is more complicated but shows the versatility of the activity.
DROPDOWN INFORMATION [words]
Obviously, what you can do with pictures you can also do with text.
It provides a neat format for filing notes or as a demonstration, inthis case defintions of parts of speech.
My thought was that to create a "visual" means of estimation, the use of a grid was a good starting point.
Also by creating one activity with a grid and one without there was an element of differentiation.
EXPAND AND COLLAPSE [PICTURES AND TEXT]
This is one piece of coding I have not yet found a really suitable activity for.
EXPAND AND COLLAPSE [TEXT]
This is one piece of coding I have not yet found a really suitable activity for.
EXPLAINING [MAP COORDINATES]
Not an activity as such, but a simple grid with the associated coordinates written in to help explain the concept.
Not an activity as such, but a simple grid with the associated coordinates written in to help explain the concept.
FILLING IN THE BLANKS [by typing in]
A number of animal names are difficult to spell, by removing the vowels this activity may give spelling a slight twist.
FILLING IN THE BLANKS [drag and drop]
Some other spelling activities may be more appropriate now.
Some other maths activities may be more appropriate now.
I need to revisit this type of activty. It has a function, ideas would be welcome.
FILLING IN [MISSING PICTURES] [compound words]
As a concept the idea of connecting pictures seems to be a good one.
I may need to revisit this activity to create more examples.
FINDING [ANSWERS TO A QUIZ]
There are many more examples that I could create using this format.
If I made a "visible" version of this activity it would provide differentiation and also a worksheet possibility.
FINDING [NUMBERS AS NUMBERS] [in a grid]
This simple activity is meant to help learners find numbers in a grid.
As such it can also be used as a worksheet.
However, the main function is to make learners familiar with this grid which is used in many other activities.
FINDING [NUMBERS AS WORDS] [in a grid]
This next set is to make learners familiar with numbers as "words".
This next set is to make learners familiar with numbers as "words" and make them "remain" by removing all the other numbers..
If the "words" were changed these could become odd, even, factors, multiple or primes.
This would highlight the patterns created by these groupings.
This next set is to make learners familiar with numbers as "words" but which are "invisible" and creates a level of differentiation..
FINDING [PAIRS OF PICTURES]
Using the topic of "rhyming words" means that finding the pairs are easier as there is a context.
"Disappearing" and "appearing" creates a level of differentiation.
In subsequent versions I have made the grid 5x5 creating 12 pairs with one "odd one out" as a means of "testing".
FINDING [PAIRS OF PICTURES AND WORDS]
Obviously what you can do with "pictures" you can do with "pictures and words".
Using the topic of "rhyming pictures and words" means that finding the pairs are easier as there is a context.
"Disappearing" and "appearing" creates a level of differentiation.
In subsequent versions I have made the grid 5x5 creating 12 pairs with one "odd one out" as a means of "testing".
FINDING [SENTENCES] [by removing letters]
The concept is simple. You have a row of letters within which there is a sentence.
Learners know that a sentence starts with a capital letter, ends in a full stop and must make sense.
I found that having to look for words required concentration, spelling and vocabulary.
FINDING [THINGS HIDDEN IN A PICTURE] [SKELETON]
I may have to revisit this set of activities now having more coding knowledge than I had at the time of creation.
FINDING [THINGS HIDDEN IN A PICTURE] [BONES]
I may have to revisit this set of activities now having more coding knowledge than I had at the time of creation.
FINDING [THINGS HIDDEN IN A PICTURE] [MAPS]
Using the same coding overlayed a map, countries can become a series of numbers
These numbers can be used to create a simple quiz.
FINDING [THINGS HIDDEN IN A PICTURE] [MAP SYMBOLS]
Using the same coding overlayed a map, map symbols can become a series of numbers
These numbers can be used to create a simple quiz.
By making one version "visible" and another "invisible" a level of difficulty can be created.
FINDING [THINGS HIDDEN IN A PICTURE] [PIRATE ADDITION]
Using the same coding overlayed a map, numbers can be used as sums.
These numbers can be used to create a simple quiz.
By making one version "visible" and another "invisible" a level of difficulty can be created.
FINDING [THINGS HIDDEN IN A PICTURE] [PLAYGROUND]
Using the same coding overlayed a picture, numbers can be used as questions.
These numbers can be used to create a simple quiz.
By making one version "visible" and another "invisible" a level of difficulty can be created.
FINDING [WORDS HIDDEN IN A SENTENCE]
The concept is simple. You have a sentence within which there is a hidden specific topic word.
Learners know what that topic is but have to find the hidden word.
I found that having to look for specific words required concentration, spelling and vocabulary.
FINDING [WORDS IN A WORDSEARCH]
Wordsearches, love them or hate them, they are great for end of session fillers, homework, worksheets, extension activities or educational fun.
There are online wordsearch creators. Mine are all based on a 10x10 grid. I then wondered how many different versions you could create?
Using the coding I already had I created ones you could colour, ones that appeared or disappeared.
Ones where the words were given or simply the number of words. Those with clues and those with anagrams.
Any words of 10 or less letters, on any topic, for any subject. Easy to create and differentiated by format.
FINDING [WORDS WITHIN A ROW]
For some learners a wordsearch maybe too complicated so to address that issue I simply created a "row" wordsearch.
To differentiate the versions I created one where the letters disappeared, one where they appeared and one with a quiz using clues.
FLIP BOXES PICTURES [1 column]
This piece of coding is useful because it allows you to see both sides of a frame, whether it be a picture, text or a combination of both.
The possibilities are endless for demonstration, example or activity.
Below are some of the activities I have created for a number of differing reasons.
FLIP BOXES [PICTURES AND WORDS] [2 columns]
Using 2 columns opens up more opportunities.
FLIP BOXES [TEXT] [2 columns]
Using text rather than pictures creates other possibilities.
FLIP BOXES [PICTURES AND TEXT] [3 columns]
Combining pictures and text even more possibilities.
FLIP BOXES [PICTURES AND WORDS] [4 columns]
........and so on.
FLIP BOXES [PICTURES] [5 columns]
........and so on.
FLIP BOXES [PICTURES AND TEXT] [1x7 row]
........and so on.
FLIP BOXES [PICTURES AND TEXT] [2x3 grid]
........and so on.
FLIP BOXES [PICTURES AND TEXT] [4x5 grid]
........and so on.
FLIP BOXES [PICTURES AND TEXT] [4x6 grid]
The only restriction is your imagination.
FOLLOWING INSTRUCTIONS
Using a simple 3x3 grid, a set of "numbers" and "typewriterscript" instructions this is a very easy activity to create.
If a number is in the wrong place then obviously so is another so a quick visual check diagonally can easily spot mistakes.
Differing levels of difficulty can be easily created simply by making the instructions more difficult.
FOLLOWING INSTRUCTIONS [labelling]
Where detailed pictures are used the "numbers" can be used to simply label specific parts of the picture.
FOLLOWING INSTRUCTIONS [4 directions]
When the background picture is a street map then those "numbers" can become "compass directions" as with this activity.
FOLLOWING INSTRUCTIONS [8 directions]
..........and what you can do with 4 compass directions you can do with 8.
FOLLOWING INSTRUCTIONS [16 directions]
..........and what you can do with 8 compass directions you can do with 16.
FOLLOWING INSTRUCTIONS [compass points]
If you are trying to test the understanding of compass points, then the instructions have to be more specific.
I went back to the 3x3 grid for 8 compass points but a 5x5 grid for 16 compass points.
FOLLOWING INSTRUCTIONS [logic puzzle] [1]
Back to the 3x3 grid for a simple logic puzzle. Once you have worked out the puzzle simply reverse the steps to be able to create your own.
FOLLOWING INSTRUCTIONS [positional]
The more I look at this format the more I see how versatile it is.
Any set of 9 pictures, in any subject on any topic. A simple but effective way of "testing" information or understanding.
The level of difficulty determined by the complexity of the instructions given.
HIDDEN PICTURE GRID QUIZ
I wanted a way to have the notes of a whole topic visible, to encourage learners to read them and be tested on them in a single activity.
As much of the plant life cycle introduces learners to new words and meanings it seemed that a single question quiz was appropriate.
HIGHLIGHTING [IMPORTANT WORDS]
I wanted to create an activity in which learners took control of their own learning.
By having to highlight the words in a sentence which they thought were important perhaps there is a vehicle for learners to help each other.
What one learner thinks is important [perhaps because they don't know what it means] isn't necessarily the same as another learner.
I AM NOT A ROBOT [PICTURES}
The idea comes from Google, who sometimes ask you to prove that you are not a ro"bot" by clicking on a series of pictures with specific things in them.
This activity does much the same, but to make it different to the "Odd One Out" activity the instructions do not specify how many of the pictures you have to remove.
That is done by the instructions and the simple one answer quiz.
A 3x3 grid of pictures can become a simple "testing" mechanism, here checking the understanding a decimals, fractions and percentages.
I AM NOT A ROBOT [WORDS}
Obviously what you can do with pictures you can also do with words.
IDENTIFYING [PARTS OF A PICTURE] [drag and drop]
This is not disimilar to "labelling with a blue dot" but useful where more detailed pictures are used.
A specific frame is identified by "invisible" number and learners have to identify that particular part of the picture.
IDENTIFYING [PICTURES] [that slide out]
As I collected pictures around subjects and topics I thought how useful it would be to have lists of names which linked to the pictures associated with those names.
In this case, "armoured animals".
To "test" that identification I added a simple quiz.
IDENTIFYING [PICTURES BY NAME] [calculator click on]
This identification activity uses the "calculator" coding seen before.
I thought this might be more user friendly for younger learners.
To differentiate the activity I simply used more rows to make it more difficult.
IDENTIFYING [PICTURES BY NAME AND DESCRIPTIONS]
I think for older learners it would be appropriate if the descriptions were more detailed as in these examples.
However, they are easy to create and are only limited by the number of words you can fit into the display screen.
IDENTIFYING [PICTURES WITH TEXT]
Using the "jigword" coding in another larger format you can create a simple activity linking pictures and text.
You can make this into an instant "testing" activity simply by changing the background colour.
IDENTIFYING [PICTURES WITH VOWELS]
This activity combines a picture with a simple quiz.
I have added some "magnification" coding to each picture so learners can see a bigger version.
This may be useful in formats where the quiz asked more difficult questions and picture details were more important.
IN CODE
Using the "flip box" coding I created this format based on a Richard Osman [House of Games] activity.
All of the words are based on the code A=1........Z=26, learners have to do is decode the words.
Suitable for end of session, end of term or simply a fun way to connect words in a topic or subject.
An alternative would be to remove the title and get learners to connect the words.
INFORMATION [OVER PICTURES]
Using coding called "tooltips", allows you to put information over a picture.
Here the names of the fruits displayed.
Using coding called "tooltips", allows you to put information over a picture.
Here the names of the animals displayed along with more information about their classification.
Using the same coding but with less but bigger frames allows you to include much more detailed "notes".
The frames can include pictures, text, animations and video clips.
IT'S ALL IN A NAME
This is another activity based on an idea from Richard Osman's "House of Games".
The concept is based on making words from the letters in a person's name, in version [1] Isaac Newton.
The cross curricular activity develops skills in spelling and vocabulary as learners attempt to make words from the letters to fit the clues..
LABELLED PICTURES [WITH TOOLTIPS AND COMPREHENSION QUIZ]
This activity combines a number different aspects of coding.
It places a number of full screen pictures in order of presentation.
"Tooltips" of information appear beneath the hovering cursor.
A simple quiz at the end creates an instant check of understanding.
LABELLING PICTURES [by clicking on]
As you move your mouse over the picture the names of the animals will appear identifying what those particular animals are.
Simply click on these words if you want them to remain.
A quick way for learners to identify a number of specific items within a complex picture.
By giving a set of instructions down the right hand side learners can actually "label" those particular items themselves.
So rather than finding labels they are creating labels.
The same outcome but by a different means.
LABELLING PICTURES [by typing in]
By taking that same concept a stage further, learners can now create their own text box and type in their own labels.
LABELLING PICTURES [by typing in] [2]
The labels can of course be below the pictures, as in this example.
LABELLING PICTURES [MAPS] [WITH A BLUE DOT] [an island]
With this version I have used "blue dots" as the "labels" to mark where specific map symbols can be found on a map.
Version 2 is perhaps easier as the instructions are written down the right hand side.
Whereas in Version 1 the instructions run along the bottom of the screen.
Versions 3 & 4 are a little more specific as the blue dots are "numbered" and the instructions specify which number "labels" each map symbol.
LABELLING PICTURES [MAPS] [WITH A BLUE DOT] [a compass]
Obviously, numbered blue dots can become "lettered" blue dots making them suitable for compass points.
The first two activities are based around the 4 main compass points.
To create an element of differentiation version [1] has a "clue" picture whereas version [2] doesn't.
Obviously, numbered blue dots can become "lettered" blue dots making them suitable for compass points.
The second two activities are based around the 8 main compass points.
To create an element of differentiation version [1] has a "clue" picture whereas version [2] doesn't.
LABELLING PICTURES [MAPS] [WITH A BLUE DOT] [continents]
Obviously, blue dots can become "numbered" blue dots making them suitable for identifying continents.
To create an element of differentiation version [1] has a "clue" picture whereas version [2] doesn't.
LABELLING PICTURES [MAPS] [WITH A BLUE DOT] [countries of Europe]
What you can do with map symbols, compass points and continents you can do with European countries.
The 3 versions create some form of differentiation.
LABELLING PICTURES [MAPS] [WITH A BLUE DOT] [UK and ENGLAND]
What you can do with map symbols, compass points and continents you can do with the countries of the UK.
What you can do with map symbols, compass points and continents you can do with the regions of the UK.
What you can do with map symbols, compass points and continents you can do with the English regions.
What you can do with map symbols, compass points and continents you can do with the English regional counties.
What you can do with map symbols, compass points and continents you can do with the African countries.
What you can do with map symbols, compass points and continents you can do with the South American countries.
What you can do with map symbols, compass points and continents you can do with the Asian countries.
What you can do with map symbols, compass points and continents you can do with the Central American countries.
What you can do with map symbols, compass points and continents you can do with the South American countries.
LABELLING PICTURES [WITH A BLUE DOT] [human body]
What you can do with map symbols, compass points and continents you can do with the human body.
LABELLING PICTURES [WITH A BLUE DOT] [animal habitats]
What you can do with the parts of the human body you can do with animal habitats.
LABELLING PICTURES [WITH A BLUE DOT] [spot the difference]
I came across a set of "spot the difference" pictures and thought how simple to use the "blue dots" to mark where the differences in the pictures were.
LABELLING PICTURES [WITH A BLUE DOT] [with quiz]
My final thought was what if you used the "numbered blue dots" to label a picture [in this case the planets], take a screenshot of the resulting picture and create a quiz based on that.
LABELLING [PICTURES WITH PICTURES]
Again following the logic through, what you can do with blue dots you can do with pictures, or in this first case weather symbols.
Again following the logic through, what you can do with blue dots you can do with pictures, or in this case "part pictures".
The concept of "part pictures" seemed to be a good one but the time and effort needed doesn't seem worth it.
LABELLING [PICTURES WITH TOOLTIPS] [with information] [description]
The next stage was to add text I needed some coding which allowed me to add text which did not involve taking "screenshots".
My first thought was adding descriptions which matched the pictures.
This was when I thought what is the difference between "matching" and "labelling". I have yet to resolve this.
LABELLING [PICTURES WITH TOOLTIPS] [with information] [3 words]
It was with this in mind that I decided to "split" the descriptions.
In this activity the pictures are animals, which have to be named and classified.
LABELLING [PICTURES WITH TOOLTIPS] [words]
It was with this in mind that I decided to "split" the descriptions.
In this activity the pictures are clocks, which have to be classified by words and times both 12 and 24 hour..
LABELLING [PICTURES WITH RED TOOLTIPS] [in a grid]
Some labelling activities are testing a learners knowledge or understanding but was there a way that labelling could be informative?
By putting an invisible numbered grid over a picture, specific parts of the picture can be identified by name or number.
Meaning the same format can be either a "learning", "practising" or "testing" activity.
MAGIC LETTERS
This is just an interactive version of an old puzzle used in magazines.
The 2 versions are for differentiation purposes.
This is just an interactive version of an old puzzle used in magazines but adding another dimension.
The 2 versions are for differentiation purposes.
Obviously by making this version a 4 letter word makes it slightly more difficult.
The 2 versions are for differentiation purposes.
Obviously by making this version a 5 letter word makes it slightly more difficult.
The 2 versions are for differentiation purposes.
Obviously by making this version a 6 letter word makes it slightly more difficult.
The 2 versions are for differentiation purposes.
MAGIC NUMBERS [1]
This is just an interactive version of another old puzzle used in magazines.
Once again, obviously what you can do with letters you can do with numbers.
MAGIC NUMBERS [2]
This version is more along the lines of a sudoku puzzle in that it works on the basis that in one row of numbers there is only one number missing to make up the total. Once this is inputted then other numbers become obvious additions until the whole grid is full.
MAP [QUIZ]
This is an obvious adaptation of a previous activity showing that as a template they can be used for many topics.
MAP [COORDINATES QUIZ] [WEATHER]
This is an obvious adaptation of a previous activity showing that as a template they can be used for many topics.
MATCH [THE SAME NUMBER] [English]
This is an obvious adaptation of a previous activity showing that as a template they can be used for many topics.
In the first set the numbers are 1-5.
In the second set the numbers are 6-10.
MATCH [THE SAME NUMBER] [Spanish]
This is an obvious adaptation of a previous activity showing that as a template they can be used for many topics.
In this case however I have added another dimension, that of another language [Spanish].
In the first set the numbers are 1-5.
In the second set the numbers are 6-10.
MATCHING [COMPOUND SENTENCES]
This is an obvious adaptation of a previous activity showing that as a template they can be used for many topics.
In this set the compound sentences are proverbs .
This is an obvious adaptation of a previous activity showing that as a template they can be used for many topics.
In this set the compound sentences are phrases.
This is an obvious adaptation of a previous activity showing that as a template they can be used for many topics.
In this set the compound sentences are to do with the sciences.
MATCHING [COMPOUND SENTENCES] [MAKE A FACT]
Using the same compound sentences format learners can "create" facts.
MATCHING [COMPOUND SENTENCES] [MAKE AN OPINION]
Using the same compound sentences format learners can "create" opinions, and perhaps understand the differences.
MATCHING [COMPOUND WORDS]
Obviously, what you can do with sentences you can also do with words.
An activity around the creation of compound words from "part" words was easy.
MATCHING [DESCRIPTIONS TO PICTURES]
The next step was to match "descriptions" to "pictures".
The first group are all about matching a specific number of facts to a specific number of pictures.
The second group are all about matching specific words [action verbs] to specific pictures.
MATCHING [LABELS TO PICTURES]
The next group are all about matching specific words [labels] to specific pictures.
This in part was limited by the number of pictures that I could put in a page and yet could still be identified [the size of each image].
MATCHING [MEANINGS TO WORDS]
An activity matching meanings to words by simple drag and drop.
Two versions [a] where there is a change of background colour when correct and [b] where there isn't.
MATCHING [3 PICTURES TO LABELS]
The next development was the matching of pictures to their labels.
MATCHING [4 PICTURES TO LABELS]
The obvious criteria was that of "order" [it happens].
Again with a simple text colour change this can be made into a quiz.
MATCHING [5 PICTURES TO LABELS]
The obvious criteria was that of "order" [dates] [alphabet] [length of time].
MATCHING [6 PICTURES TO LABELS]
Then matching pictures to "word endings" to check spellings.
MATCHING [7 PICTURES TO LABELS]
Then matching pictures to "story parts" to check the understanding of stories.
MATCHING [NUMBERS TO WORDS]
This can be adapted for "ordinal" and " cardinal" numbers in number and written form.
MATCHING [PAIRS OF PICTURES] [homonyms]
With "pairs of pictures" it is simply about pictures which have connections in this case homonyms.
MATCHING [PAIRS OF PICTURES] [time]
With "pairs of pictures" it is simply about pictures which have connections in this case the times shown on clock faces.
The "appear" and "disappear" element adds a level of differentiation.
MATCHING [PAIRS OF PICTURES] [WEATHER] [WIND] [labelled] [non-labelled]
With "pairs of pictures" it is simply about pictures which have connections in this case wind speeds.
The difference being that one set are labelled and the other not.
This in itself brings in another aspect of matching "labelled" to "non-labelled" pictures.
MATCHING [PART WORDS] [contractions]
With matching "part words" the obvious activity was around contractions.
MATCHING [PART WORDS] [prefixes]
Obviously, what you can do with "contractions" you can do with "prefixes".
MATCHING [PART WORDS] [to prefix]
Obviously, what you can do with "contractions" you can do with "prefixes".
MATCHING [PART WORDS] [BEGINNING WITH]
Obviously, what you can do with "contractions" you can do with "consonant blends".
MATCHING [PART WORDS] [to letters]
Obviously, what you can do with "contractions" you can do with "beginning letters".
MATCHING [PICTURES TO 4 PICTURE LABELS] [in 1 row]
The next section of activities was to match pictures to "labels" in a row.
Here, it is simply pictures of percentages of fluid volume.
Again differentiated by being "marked" or "unmarked".
MATCHING [PICTURES TO 9 PICTURE LABELS] [in 1 row]
This section of activities was to be able to compare percentages of fluid, people and pizza.
MATCHING [PICTURES TO 9 PICTURE LABELS] [in 3 rows]
Obviously, what you can do with one row you can do with 3, in an attempt to give a full understnding of the concept of percentage.
MATCHING [PICTURES TO 10 LABELS]
By making the "labels" letters [in this case vowels] a new type of activity is created,
MATCHING [PICTURES TO 3 LABELS]
It was now obvious that this type of "matching" activity could be both "instructional" and "testing".
The deciding factor was the size of the pictures.
The smaller the picture, the less detail, the more general the matching.
The bigger the picture, the more detail, the more specific the matching.
MATCHING [PICTURES TO 4 LABELS]
MATCHING [PICTURES TO 5 LABELS]
If "testing" is required, a simple change of background colour coding is all that is necessary.
MATCHING [PICTURES TO 6 LABELS]
MATCHING [PICTURES TO 7 LABELS]
MATCHING [PICTURES TO 3 DETAILED LABELS]
If "instruction" is required, a simple change of "labelling" space is all that is necessary.
MATCHING [PICTURES TO 4 DETAILED LABELS]
MATCHING [PICTURES TO 5 DETAILED LABELS]
MATCHING [PICTURES TO 7 DETAILED LABELS]
If the "instruction" is is a process [from farm to fork] or [how to wrap a present] then more precise insructions may be necessary.
MATCHING [PICTURES TO 10 DETAILED LABELS]
MATCHING [PICTURES TO 11 DETAILED LABELS]
MATCHING [PICTURES TO 12 DETAILED LABELS]
MATCHING [PICTURES TO 14 DETAILED LABELS]
MATCHING [PICTURES TO DETAILED LABELS] [as a topic] [erosion]
If the "instruction" is is a topic [erosion] or [sand spit formation] then more precise insructions may be necessary.
MATCHING [PICTURES TO DETAILED LABELS] [as a topic] [sand spit formation]
MATCHING [PICTURES TO DETAILED LABELS] [as a topic] [food chains]
MATCHING [PICTURES TO TEXT IN A STORY]
This is another version of the activity.
MATCHING [PICTURES TO WORD ENDINGS]
Back to the original for an activity matching pictures to word endings.
MATCHING [WORDS TO MEANINGS]
Back to the original for an activity matching words to word meanings.
MATCHING [WORDS TO NUMBERS]
Back to the original for an activity matching words to numbers.
MATCHING [WORDS TO WORDS]
Back to the original for an activity matching words to words.
MEMORY GAME [FINDING 4 PAIRS OF PICTURES]
This is one of the simplest activities to create, all you need are a number of pictures which you enter into the coding.
If you are only "testing" memory that's fine but I wanted it to "instructional" as well, so I added names, which takes time.
I also thought there may be a difference if the pictures "remained" or "disappeared".
So this is how I started this set of activities, named/unnamed, remain/disappear.
The number of pairs of pictures would also influence things in terms of differentiation
MEMORY GAME [FINDING 5 PAIRS OF PICTURES] [named] [remain]
MEMORY GAME [FINDING 6 PAIRS OF PICTURES]
MEMORY GAME [FINDING 8 PAIRS OF PICTURES]
MEMORY GAME [9 PAIRS OF PICTURES]
MEMORY GAME [10 PAIRS OF PICTURES]
MEMORY GAME [12 PAIRS OF PICTURES]
MISSING VOWELS
Once you have the template, creating these activities is simple.
All you need are a set of pictures which depict specific words and "piles" of "vowel" letters.
It was a strategic decision to put the exact number of vowels in each "pile" as a means of "testing".
You could also do this as a spelling activity for particular topic words.
NAMES [OVER A PICTURE]
I'm not sure about this activity as I'm sure there are others I have created which would develop the same skills.
I may need to revisit this in the future.
NEWSFLASH [CONTINUOUS TELEX FEED]
This was one of the first pieces of coding I found.
It has been invaluable and is the basis for giving instructions of every activity I have created.
NEXT IN SEQUENCE [to complete]
The concept for this activity is very simple but I found the number of pictures you had to use meant learners only had one or two sequence additions.
NEXT IN SEQUENCE [create your own]
However, the "create your own" version maybe more useful if learners can then exchange their creations.
By using two rows the possible uses grew to clock times, numbers, shapes and even the difficult facial expressions.
NOTES [OVER A PICTURE]
Again, I'm not sure about this activity as I'm sure there are others I have created which would develop the same skills.
I may need to revisit this in the future.
NOTES [WITH TOOLTIPS]
The possibilities of this type of activity are endless.
You can put "notes" over any picture or animation.
Easy to create and add to if you find other pictures which enhance the information.
NUMBERGRID
A simple grid of numbers which is easy to create.
Here they are factors, multiples or primes.
They could be odd, even, divisible by.................
NUMBER PUZZLES [1] [disappearing digits and operations]
This section includes a set of number puzzles which I have created into sets of generic activities.
In other words any sets of specific numbers could be used.
I have tried to create differentiated versions of each one to give levels of difficulty.
In this first section simply get rid of any unwanted numbers and + signs.
NUMBER PUZZLES [2] [disappearing digits]
In this second section simply get rid of any unwanted individual numbers and + signs.
NUMBER PUZZLES [3] [totals]
In this third section simply drag the correct answer into the totals column.
NUMBER PUZZLES [4] [4 rows] [PYRAMIDS]
In this fourth section simply click each ? and put in the number which when added to the number next door adds up to the number above.
Continue this until the pyramid is complete.
NUMBER PUZZLES [5] [grids]
In this fifth section simply drag a number from the "pile" and put it into the grid to make up the sums.
NUMBER PUZZLES [6] [in pictures]
In this sixth section the sums use pictures, in this case fruit, and you have to work out the value of a banana, an orange and an apple.
NUMBER PUZZLES [7] [broken calculator]
In this seventh section the concept is based on having a calculator on which only a few keys work.
You have to create a total using the working keys.
NUMBER PUZZLES [8] [calculator]
In this eighth section the concept is based on having a calculator on which the keys have been substituted with pictures.
You have to create a total following the instructions given and put the answer into the quiz question..
NUMBER PUZZLES [9] [sequences]
In this nineth section the concept is simply working out the sequence of numbers and adding the last number.
NUMBER PUZZLES [10] [mathematical operations]
In this tenth section the concept is working out what mathematical operation can fit in the centre square to make all of the vertical, horizontal and diagonal totals correct.
NUMBER PUZZLES [10] [operational signs]
In this tenth section the concept is working out what mathematical operation [+ - / x] can fit in each of the sums to make up the totals correct.
NUMBER SQUARES [1]
Here is a 5x5 grid with a 3x3 grid of blue squares forming a square of 16 white squares around the outside.
In these white squares are numbers, the math symbols for addition, subtraction, multiplication, and division or a ?
Fill in all of the missing numbers marked with a ? that completes the totals around the white square.
ODD ONE OUT [MISSING LETTERS TO PICTURES]
The concept of the "odd one out" in this type of activity is simply as a "testing" element.
In a 3x3 grid of nine frames, creating "pairs" leaves one frame as the answer.
ODD ONE OUT [PICTURES IN A LINE]
An activity of "odd one out" tests the understanding of specific aspects of knowledge..
In the row of pictures here it tests the understanding of animal classification and pictures of the seasons.
By a slight coding change the activity can be "marked".
Obviously what you can do with 3 pictures you can also do with 4.
ODD ONE OUT [PICTURES IN A GRID] [3x3]
Back to the 3x3 grid of pictures for more complicated activities but here you rely on the honesty of the learner.
ODD ONE OUT [PICTURES IN A GRID] [3x3 grid] [disappearing] [with quiz]
Back to the 3x3 grid of pictures for more complicated activities I have added a "quiz" element to "test" learners.
In this case the topic is "rhyming words".
What you can do for "rhyming words" you can do for "homophones".
What you can do for "homophones" you can do for "homonyms".
What you can do for "homonyms" you can do for "homographs".
ODD ONE OUT [PICTURES IN A GRID] [5x3]
In this version I have made the grid 5x3 and created 3 levels of differentiation.
In the first the pictures are labelled.
In the second there is just the meaning of the word.
In the third there is just the picture itself.
ODD ONE OUT [PICTURES IN A GRID] [5x5 grid]
One of the benefits of such activities is that learners have to look carefully at all of the pictures.
They also have to concentrate especially when the pictures are "appearing".
With this version I incorporated a "marking" element".
By being able to create "pictures" of numbers and letters it adds another dimension to the activity..
ODD ONE OUT [PICTURES IN A GRID] [7x3 grid]
You can obviously make the grid different sizes and this often depends on the size of the pictures and the importance of being able to see specific details in the pictures.
In this version I have incorporated both "named" and "unnamed" pictures in the grid.
In this version I have made the task more difficult by adding the dimension of "anagrams" so learners have to really concentrate on the pictures.
In this version I have incorporated both "actual" pictures and "map symbol" pictures to make the "pairing" more difficult.
ODD ONE OUT [PICTURES IN A GRID] [now and then]
It now seemed that every set of pictures I found that had some sort of "matching pairs" element were now obvious candidates to be included into "Odd One Out" acivities.
ODD ONE OUT [WORDS IN A GRID] [3x3]
Obiously what you can do with pictures you can do with words.
ODD ONE OUT [WORDS IN A GRID] [7x5 grid]
ODD ONE OUT [WORDS AND PICTURES IN A GRID] [5x5 grid]
Obviously what you can do with pictures or words you can do with both pictures and words combined.
ORDERING [DATES]
The next concept I wanted to create activites for was that of "putting things in order".
My first attempt was that of "ordering dates" chronologically and therefore monarchies came to the for.
Technology seemed to be another ideal candidate for this type of activity.
ORDERING [LETTERS]
For younger learners I thought about alphabetical letters.
ORDERING [NUMBERS ON A NUMBERLINE]
Obviously numbers on numberlines developed..
ORDERING [PARAGRAPHS IN A STORY]
Other "chronological" orders began to form, ideas like "paragraphs in a story".
ORDERING [PARAGRAPHS IN A STORY] [some given]
Other "chronological" orders began to form, ideas like developments around "story planning".
Other "chronological" orders began to form, ideas like "paragraphs in a story" without help and with help [typewriterscript].
ORDERING [PICTURES AND TEXT] [IN A ROW]
Other "chronological" orders began to form, ideas like "food chains".
Again I used "pictures" and "pictures of text".
ORDERING [PICTURES IN A GRID] [ALPHABETICALLY] [3x3]
The "ordering" of pictures in "alphabetical order" lends itself to most sets of pictures.
ORDERING [PICTURES IN A GRID] [5x5] [TO A STORY]
The "ordering" of pictures in "known stories" lends itself to most sets of pictures.
ORDERING [PICTURES IN A GRID] [numerically] [9x3]
The "ordering" of pictures in "numerical order" lends itself to most sets of pictures.
ORDERING [3 PICTURES IN A ROW]
The "ordering" of pictures in this version relies on "instructional labels".
ORDERING [4 PICTURES IN A ROW]
The "ordering" of pictures in this version also relies on "instructional labels" and you may argue that this is more "matching" than "ordering"..
ORDERING [5 PICTURES IN A ROW]
The "ordering" of pictures in this version relies on "instructional labels".
ORDERING [5 PICTURES IN A ROW] [ALPHABETICALLY]
The "ordering" of pictures in this version also relies on "instructional labels".
ORDERING [6 PICTURES IN A ROW]
The "ordering" of pictures in this version relies on "criteria", in this case "shortest to tallest".
ORDERING [7 PICTURES IN A ROW]
ORDERING [7 PICTURES IN A ROW] [ALPHABETICALLY]
The "ordering" of pictures in this version relies on "alphabetical order".
ORDERING [9 PICTURES IN A ROW] [NUMERICALLY]
The "ordering" of pictures in this version relies on "numerical order".
ORDERING [PICTURES IN 2 ROWS]
The "ordering" of pictures in this version relies on "reading and understanding".
The "ordering" of pictures in this version relies on "understanding how things are done sequentially".
The "ordering" of pictures in this version relies on "understanding how things are done sequentially".
The "ordering" of pictures in this version relies on "understanding how things are done sequentially".
The "ordering" of pictures in this version is determined by the learner in that they determine the "order" based on their knowledge.
The "ordering" of pictures in this version is determined by the learner in that they determine the "order" based on their knowledge.
The added dimension is that they have more pictures than is necessary and they have to discard and/or retrieve pictures.
The "ordering" of pictures in this version is determined by "alphabetical order".
ORDERING [PICTURES WITH INFORMATION]
The "ordering" of pictures in this version is determined by the "time".
ORDERING [7 SENTENCES]
The "ordering" of sentences in this version is determined by the "sequence of the process".
ORDERING [10 SENTENCES]
The "ordering" of sentences in this version is determined by the "sequence of most to least important".
ORDERING [13 SENTENCES]
The "ordering" of sentences in this version is determined by the "instructions".
ORDERING [14 SENTENCES]
The "ordering" of sentences in this version is determined by the "the sense of the food chain".
ORDERING [15 SENTENCES]
The "ordering" of sentences in this version is determined by the "readabilty of the story".
ORDERING [17 SENTENCES]
The "ordering" of sentences in this version is determined by the "instructions".
ORDERING [20 SENTENCES]
The "ordering" of sentences in this version is determined by the "instructions".
ORDERING [23 SENTENCES]
The "ordering" of sentences in this version is determined by the "sense of the story".
PICTURE GRID MATHS [SEASONS] [addition] [1-10]
I wanted to create a simple mathematical activity, initially around additional sums which had a cross curriculum element to it.
A picture overlayed by a number grid seemed to be a possibilty.
The advantage being was that was easy to change the background picture [the cross curricular element] and to change the number grid [to create differentiated activities].
Adding a calculator meant that the activity could be done as a worksheet or online.
Some pictures are just invaluable for a learner's understanding of a topic.
This set on food chains are a case in point. By making them larger and putting a text box below turns this activity into a "powerpoint/slide" presentation.
Putting all of the pictures [with notes] one after the other provides learners with a complete overview of the topic.
PICTURES [IN A GRID] [3x3]
This activity perhaps should be in the "following instructions" section as learners are asked to place items at specific compass points.
This obviously lends itself to other cross curricular topics as the pictures could be on any topic.
Obviously what you can do for 8 compass points you could do with 4 or 16 compass points.
Again the same cross curricular elements apply.
PREDICT [THE LAST PICTURE IN THE SEQUENCE]
The predicting of outcomes is another skill which is useful to develop.
In this activity, in version 1, leaners have to look at the "ending" letters and then predict which might be the final picture in the alphabetical row.
In version 2, learners have to work out the "connection" between the pictures and predict the outcome.
PROCESS OF ELIMINATION [by reading clues] [descriptions]
Another skill worthy of development is that of the "process of elimination" in this case by the reading of clues.
I have tried to create a number of different versions which develop other skills besides.
PROCESS OF ELIMINATION [by reading clues] [information] [1]
PROCESS OF ELIMINATION [by reading clues] [prepositions] [1]
PROCESS OF ELIMINATION [by reading clues] [problem solving]
Another skill worthy of development is that of "problem solving" and using "lateral thinking" to think "outside the box".
In this set there is an added dimension, that of "scrambled tetters", so learners have to unscramble the letters to form a word before they can eliminate it using the clue.
There is also a timer just in case learners wanted to compete.
PROCESS OF ELIMINATION [by reading tooltips]
I developed this activity as a means of "testing" whether learners could tell the time on a clock face.
The concept is simple. The "tooltip" eliminates a time, as they hover over that time to eliminate it another "tooltip" appears to eliminate another, and so on.
READING AND FOLLOWING INSTRUCTIONS [directions]
These activities are based on a grid overlaying "picture" of a map.
The majority are screenshots of playmats taken from Amazon.
Learners have to create a route from "start" to "finish" using the directions in the piles above.
This is my version of the BBC bitesize "Park the Pods" where learners are given instructions where to place certiain items.
In this case animals into a numbered grid.
In this version I have added a cross curricular element, that of using prepositions to describe to position of the animals.
READING AND RECORDING DATA [by colouring]
This is a very simple version of a bar chart.
READING AND RECORDING DATA [by tooltips] [tally sheet]
These are two simple versions of tally sheets.
READING AND UNDERSTANDING [INFORMATION]
The concept here was to create information which could be used for a number of different activities.
I'm not sure about this activity and would like any feedback on how it could be improved.
The simple part is to create the story by copying and pasting in any text you like.
The difficulty I found was creating questions with 3 possible/probable answers to make it into a quiz.
RHYME TIME
This is an adaptation of a game from Richard Osman's "House of Games" [BBC 2 6pm].
It could be used as a "fun" end of session activity where learners write down their answers to the whole list and mark them as the answers are revealed.
I chose fruit and vegetables as there were enough rhyming words.
Other topics may be more difficult.
SLIDER PUZZLE GAME
I spent ages trying to find the coding for this activity and even longer trying to find the solution to be able to complete it.
I obviously started with numbers and letters.
SLIDER PUZZLE GAME [2]
After spending all this time finding the coding for this I think the puzzle is too hard and would put some learners off.
It is however such a good activity I decided that if the instructions were changed so that numbers could simply follow each other around the "blank" space in the middle the ordering concept would not be lost.
Hence version [2] came into play.
If you can do it with letters then you should be able to do it with alphabetical animals [or any other topic].
So decimals, fractions and percentages came next.
The next development were words in alphabetical order but around the blank square.
I have to admit I couldn't do this without planning it out on a piece of paper and using the original set of instructions.
Like with all things some learners will struggle with this whereas others won't.
You may be surprised who though.
The final version had to be rearranging a mixed up map.
Good luck with this one!!!
SLIDESHOW [AUTOMATIC] [continuous]
You can't create a catalogue of online activities without including the "slideshow".
What I hadn't realised was how you can take "screenshots" of video clips and save them as "slides".
The also provide you with an excellent bank of "pictures" for other activities.
This first set are on an automatic continuous loop, perhaps for demonstration purposes.
SLIDESHOW [AUTOMATIC] [ends]
The second set are automatic and continuous but end with the last "slide".
SLIDESHOW [MANUAL]
This set is manual and is controlled by clicking on the coloured number buttons at the bottom of the screen.
The advantage with this version is that you can click on any "slide" in any order if you were wanting to use it as a demonstration tool.
SLIDESHOW [MANUAL] [with notes]
This version simply has added notes.
SOLVING [A BROKEN CALCULATOR]
I used a couple of these activities as examples in a previous section but thought they were useful as a section of their own.
There are so many skills being used here and most of them are not mathematical as you would perhaps expect.
SOLVING [A MAZE BY COLOURING IN] numbers]
Whilst creating the bar charts activity, I found coding which allowed me to change the background colour of the frame a number of times.
I also worked out how to make the frame circular instead of square or rectangular.
So once I had worked out how to get across the screen with four different colours I was set to create a maze type activity.
SOLVING [A MAZE BY COLOURING IN] [pictures]
With the pictures I realised that if I made the images smaller than the frame it would turn a colour when clicked on.
SOLVING [A MAZE BY COLOURING IN] [words]
Obviously what you can do with "pictures" you can also do with "word pictures" [screenshots].
SOLVING [CALCULATOR PICTURE PUZZLES]
Going back to the "calculator" coding I just wanted to make some "fun" maths puzzles.
This could be in the problem solving section as well as it combines a number of pre-used coding finds.
Again, as a template with the letters A-Z behind the "pictures" any criteria could be used instead of "disliking animals".
In this case it's "compound words" but it could be anything.
SOLVING [NUMBER PUZZLES]
This took me more time than I expected but again can be easily adapted.
SOLVING [PICTURE PUZZLES]
The final activity in this section combines a number of pieces of coding but I need more examples to adapt.
SOLVING [SPOT THE DIFFERENCE]
This again is more about skill development rather than accumulating and understanding knowledge.
Leaners have to study the pictures carefully and identify where there are differences.
It is easier to screenshot examples than try to create your own "differences".
SOLVING [PICTURE PUZZLES] [jigsaw] [coordinates]
I thought I would try to create a version of my own but the time it took would make it impossible as a "template".
It may be worth a revisit at some time in the future.
SOLVING [PICTURE PUZZLE SUMS] [counting]
I think other activities have now made this redundant.
I think that logic puzzles have a place in education which we often do not address.
We all learn in different ways and yet we tend to teach in similar ways often due to the structure of the National Curriculum.
Anyway, here is a simple logic puzzle which could be adapted for all kinds of uses.
SORT AND CONNECT [DOMINOES] [pictures] [numbers]
Following this logic puzzle theme I thought about the game of dominoes [no logic there].
I thought that if I started with one pile of "picture" dominoes, which allowed learners to place them in the grid and/or put them in other piles, then they would have to come up with a strategy of using, disgarding or moving dominoes around the board.
SORT AND CONNECT [DOMINOES] [pictures]
Obviously what you can do with domino numbers you can do with domino fruit and domino prepositions.
SORT AND CONNECT [PICTURES] [spelling] [vocabulary]
If you are sorting "things" then there has to be a "criteria" for sorting and that in itself is a "connection".
Spellings was an obvious "criteria" and in these activities specific rules became the "connection".
In this case the ruling of "double consonants".
SORTING [BY COLOURING WORDS]
Another simple means of sorting is by colour. Having already used the coding changing background colours this seemed an obvious answer.
Fruit and vegetables [using two colours] and animal classification [using five colours] became the obvious choices.
SORTING [BY COMPARING PICTURES]
Comparing pictures in terms of size, weight, length and age was also an obvious choice.
Finding appropriate pictures was more difficult than I expected because there is an assumption of knowledge.
SORTING PICTURES [IN A FOOD ENERGY PYRAMID]
I took the same coding I had used for the "number pyramids" and adapted it for "food energy pyramids".
This is a simple activity which hopefully explains what a food energy pyramid is.
By using the same pictures in each of the rows perhaps learners will begin to understand that losing one row will destroy the pyramid.
SORTING PICTURES [HOMOPHONES] [SOUND THE SAME/DIFFERENT SPELLING]
An activity of sorting 8 pictures into 2 frames, that sound the same but have different spellings.
Learners have to study the pictures and determine what words they represent. Then find a picture that is a homophone but has a different spelling.
SORTING PICTURES [PARTS OF SPEECH]
An activity of sorting 8 parts of speech pictures into 2 frames.
Learners have to study the pictures and determine which words they represent. Then decide which part of speech frame they need to go into.
SORTING PICTURES [RHYMING WORDS] [SOUND THE SAME/DIFFERENT SPELLING]
An activity of sorting 8 rhyming pictures into 2 frames, that sound the same but have different spellings.
Learners have to study the pictures and determine what words they represent. Then find a picture that rhymes but has a different spelling.
SORTING PICTURES [IN A GRID]
I have used this before in another section. This is where the terms sorting, matching, ordering etc sometimes get blurred.
SORTING PICTURES [IN A GRID] [WITH INFORMATION]
This 3x3 grid activity is about as simple as I can create to explain the concept of a food chain.
Learners have to sort six pictures into 3 that eat the animal and 3 that the animal eats.
The picture on the left hand side gives that information if the learner can understand the information given.
Learners have to sort six pictures into 3 that eat the animal and 3 that the animal eats.
By taking away the information the activity becomes a little harder.
SORTING PICTURES [IN ALPHABETICAL ORDER]
The skill of sorting things in alphabetical order is a classic activity.
I started here with cartoon animal pictures as I thought they would be what everyone would know and recognise.
In contrast to parts of the digestive system which many might not be familiar with or recognise.
The point being that to be able to sort "pictures" you also have to have a basic knowledge of the topic beforehand.
The coding for this type of sorting activity was the original coding I started with.
The one negative aspect is that the "picture" has to be moved by picking up by the frame above [number/label].
This makes the action more precise and perhaps difficult for some learners.
However, the real difficulty was trying to make the same pictures "smaller".
It was much easier to do shapes.
SORTING [PICTURES FROM BELOW] [TO 3 BACKGROUND PICTURES] [with clues]
Obviously what you can do with two pictures you can do with three.
I found some pictures of shelving which I used as a background for an activity called "Put it on the Shelf".
This was an alternative to a simple blank frame.
SORTING PICTURES [FROM BELOW TO 6 COLUMNS] [alphabetical]
An adaptation of the "frames" was to create "columns".
I started with "columns" with one row and then extended it to two rows, then three and finally four..
SORTING PICTURES [FROM BELOW] [WITH TOOLTIPS TO 6 COLUMNS]
I added "tooltips" as a means of giving extra information for sorting purposes.
One of the disadvantages of "pictures from below" was that you couldn't see all of the pictures you were sorting.
In some cases this was an advantage in that learners had to make decisions with what they could see.
However, having them at the side meant that all the pictures were visible.
This first activity seemed a little difficult without some prior knowledge.........
In order to give some aspect of differentiation I created three versions of the same activity.
Version 1 has clues and pictures are dropped into a "picture background".
Version 2 has no clues but the same "picture background. Version 3 has no clues and a blank background.
SORTING PICTURES [FROM A PILE] [TO 4 BACKGROUND PICTURES] [BOXES]
I found some pictures of shelving which I used as a background for an activity called "Put it on the Shelf".
Within these "pictures" I created some "invisible" frames into which items can be dropped from a "pile of pictures".
This now gives "Sorting Pictures" another vehicle for development.
I have created two versions of the same activity, one with an example picture as a clue, and the other totally blank.
This creates a level of differentiation.
I had problems creating circular venn diagrams because of the size of pictures I had to use.
The smallness if the pictures made it sometimes difficult to see what the items were.
SORTING PICTURES [TO RECTANGULAR VENN DIAGRAM]
I opted to change the format to rectangular frames as that was what most of my pictures were.
If the concept of a venn diagram is two shapes which overlap giving three distinct areas then this format still fits that criteria.
SORTING NUMBERS [TO RECTANGULAR VENN DIAGRAM]
"Pictures" of numbers can also be used.
SORTING PICTURES [FROM A PILE] [INTO 4 BACKGROUNDS] [WITH ONE ODD ONE OUT]
As always you are relying on the honesty of learners but sometimes you need to check that they have understood a concept.
So in these versions there is an "extra" picture which I have "labelled" the "odd one out".
As the concept of "double letter spellings" is quite difficult I have included one picture as a clue.
You could easily remove these pictures and put them back in the pile to make it harder.
SORTING SENTENCES [INTO FACT or OPINION]
"Sorting Sentences" seemed to fit nicely into two categories
"Fact or Opinion" and "True or False". The format seemed easy to create with three columns.
The first containing all of the statements, the second and third labelled with the opposing titles.
The more I got into this the more it became "fake news" or "truth".
SORTING SENTENCES [INTO TRUE or FALSE]
"Sorting Sentences" seemed to fit nicely into two categories
"Fact or Opinion" and "True or False". The format seemed easy to create with three columns.
The first containing all of the statements, the second and third labelled with the opposing titles.
The more I got into this the more it became "fake news" or "truth".
SORTING STATEMENTS
"Sorting Statements" seemed to fit nicely into two categories
The format seemed easy to create with three columns.
The first containing all of the statements, the second and third labelled with the opposing titles.
SORTING WORDS [by colouring]
With "Sorting Words" I began to realise what a useful this format could become.
The example I have given here is a simple one of fruit or vegetables. It would be just as easy for any set of topic words.
Parts of speech, types of energy, forces, countries of continents, bones of the skeleton.
Obviously as I have done with other "colouring" activiities more colours, and therefore more categories, could be added.
One other thing became apparent was that if specific words were is a specific pattern to create a letter or shape, marking would be simple glance.
SORTING WORDS AND PICTURES [IN A GRID] [4x4 grid]
Again, by mixing "pictures" with "text" screenshots, it becomes easier to create "word and picture" activities.
The 4x4 grid could be extended but the pictures would need to be smaller and perhaps less identifiable.
SORTING WORDS FROM BELOW [TO A BACKGROUND PICTURE]
Now I have revisited this activity, perhaps I have tried to be too clever.
The words could perhaps be in a sentence rather than a list that way learners would "see" how the part of speech is used.
I would value any feedback on this.
SORTING WORDS [FROM BELOW] [TO 3 BACKGROUND PICTURES]
The obvious next development was to include more than one "background picture".
SORTING WORDS [FROM BELOW] [TO 4 BACKGROUND PICTURES]
The more I thought about the format the more I realised just how versatile it was.
Almost any topic or subject could be covered, all it needed was a little imagination and to find suitable "background" pictures.
SORTING WORDS [FROM BELOW] [TO 6 BACKGROUND PICTURES]
The words could be very specific in terms of information as here.
Again, the size of the picture can be a crucial factor in identification.
SORTING WORDS [FROM BELOW] [TO 12 BACKGROUND PICTURES]
I continued to increase the number of pictures to see if there was a maximum.
Again, it came down to the clarity of the picture. Here, a clockface was quite recogniseable.
SORTING WORDS [FROM BELOW] [TO 18 BACKGROUND PICTURES]
At 18 it seemed that the number of pictures and the number of words was perhaps at the limit.
SORTING WORDS [FROM THE SIDE] [TO 4 BACKGROUNDS]
Going back to the larger pictures, I decided words from the side was easier for "picture screenshots".
SORTING WORDS [TO 5 LABELLED WORKMATS]
Another version of the activity involved the "workmats" coding which I have used before.
Whilst creating this activity I realised that there were some animals I couldn't classify with certainty.
This led me to create a "workmat" that I labelled "I am not sure".
This maybe an aspect that I look at when I revisit other activities I have created.
SORTING [WORDS TO 6 LABELLED WORKMATS]
What you can do with "5 labelled workmats" you can obviousl do with 6.
SORTING [WORDS TO 7 LABELLED WORKMATS]
What you can do with "6 labelled workmats" you can obviousl do with 7.
SPELLING [3 LETTER PICTURE WORDS] [BEGINNING WITH...........]
There was something very satisfying about creating this activity with all of the possible developments it suggested.
Based on the well used format of "picture" piles at the top of the screen and an invisible grid into which pictures and letters can be dropped.
Two activities in each set one with a "picture" clue and one without to create an element of differentiation.
SPELLING [4 LETTER PICTURE WORDS] [BEGINNING WITH.......]
What you can do with 3 letter words you can obviously do with 4.
SPELLING [5 LETTER PICTURE WORDS] [BEGINNING WITH]
What you can do with 4 letter words you can obviously do with 5.
SPELLING [6 LETTER PICTURE WORDS] [scrambled letters]
When I got to 6 letters there was no room in the same format of two rows of 6.
So the activity became one row and "scrambled letters" rather than letters in "piles".
The clues came in picture and written format, again to create some form of differentiation.
SPELLING [7 LETTER PICTURE WORDS] [scrambled letters]
What you can do with 6 letter words you can obviously do with 7.
SPELLING [8 LETTER PICTURE WORDS] [scrambled letters]
What you can do with 7 letter words you can obviously do with 8.
SPELLING[ 9 LETTER PICTURE WORDS] [scrambled letters]
What you can do with 8 letter words you can obviously do with 9.
SPELLING [ASSORTED LETTER PICTURE WORDS] [anagrams] [topic based]
I wanted to see if I could create a "topic" based activity around the same format.
From the "scrambled letters" format I came up with "anagrams".
Some of the words are now up to 10 letters long.
The clues still came in picture and written format, again to create some form of differentiation.
SPELLING [coordinates that spell]
I wanted to create a spelling activity which developed some cross curricular skills also.
My old standby of coordinates seemed to fit the bill especially as the spelling activities could be topic based.
Again, once you have the format it is easy to create multiple versions with any number of letters being used.
SPELLING [WORDS FROM 7 LETTERS]
A simple change of format led me to this spelling activity.
Perhaps there were some words which learners found difficult to spell.
This format provided a picture clue, a "pile" of letters and a row of frames into which the letters could be placed and moved around.
SPELLING [WORDS FROM 8 LETTERS]
SPELLING [WORDS FROM 9 LETTERS]
SPELLING [WORDS FROM THE LETTERS] [IN THE WORD] [topic]
This is just an online version of an old paper activity of making words from the letters in one word.
It was when I was working on other types of activities when these words came up and so did the idea.
Easy to create by putting the coding for "piles" of letters in a grid.
SPELLING [WORDS WITH MISSING VOWELS]
Obviously this is based on a previous activity but this time the missing letters are specifically vowels.
A very easy activity to create especially if you started with large "piles" of all the vowel letters.
Here the only vowel letters are those which are missing.
SPOT THE DIFFERENCE [comparing two pictures]
By placing two "Spot the Difference" picures into this coding you actually place them on top of each other.
By moving the blue dot in the middle of the picture you can reveal both pictures of help you find the differences.
STORYBOARDS [WITH TOOLTIPS]
Using this coding learners are able to see a picture taken from a story and as they hover over the picture text of the story is revealed.
SUDOKU [numbers] [topics]
Sudoku is a marmite activity, you either love it or hate it.
When I found some coding with which to create these I didn't know whether it was going to be worthwhile.
Finding some instructions of how to solve the puzzles did help. So I have included the "answers" to each section first.
What you will notice is that I have taken the "maths" numbers out of some examples and placed other "pictures" in their place.
The pictures with the "blue" frames are those which are missing.
So you can now make sudoku puzzles out of any set of pictures on any topic.
SUMS
I found some sets of pictures I just had to use.
At the same time I came across some worksheets which were "mental arithmetic".
The coding I used you will be familiar with, pictures with frames overlayed with "toolpics" information.
I created a series of online "mental arithetic" activities where learners can throw "wrong answers" in the bin.
TEACHER TOOLS
I have called this section "Teacher Tools".
It is a collection of of activities that I have created or found which would have become my "go to" toolkit and backup resources.
The things I would have always wanted to hand. Those "if only,,,,,,,,,,,,,,," bits of kit.
THE ELEPHANT IN THE ROOM
This is an adaptation of a game from Richard Osman's House of Games [BBC 2 6pm weekdays].
The "Elephant in the Room" are the two letters which cannot be said when you are answering the quiz questioin.
It is harder than you think but often quite fun.
THEN AND NOW [comparing two pictures]
This is the best example of how to use this coding but finding the pictures to use is almost impossible.
I will try to revisit this and make it more accessible.
THINKING ABOUT [ALTERNATIVE USES FOR......]
As things are now in the world with war, famine, poverty and climate change this type of thinking has to be more important than ever.
It fits with the Edward de Bono "Thinking Skills" which young learners should be aware of.
Whether you show the video first to give them some ideas or see if some of the things they have thought of appear in the video.
THINKING SKILLS [Edward de Bono]
This series of skills were important developments in my teaching and are still important to me now.
The format I have created is very basic and I need to revist it to give it the importance it deserves.
TYPEWRITER SCRIPT [information]
This was one of the first pieces of coding I found and used.
You simply cut and paste any text into the coding and it fits into the "frame" you have created, wherever you have positioned it.
It runs as a continuous "tickertape"/"telex" stream of text which makes it difficult to ignore.
The background colour can be changed as with the text colour.
It is one of those resources which is only limited by your imagination.
TYPEWRITER SCRIPT [instructions]
It is incorporated into every activity I create and forms the basis of all the instructions needed to use each activity.
It runs as a continuous "tickertape"/"telex" stream of instructions along the bottom of the screen.
TYPEWRITER SCRIPT [stories]
You simply cut and paste any text into the coding and it fits into the "frame" you have created.
It runs as a continuous "tickertape"/"telex" stream of text which makes it difficult to ignore.
It is one of those resources which is only limited by your imagination.
My immediate thought was of stories, simply copy and paste a range of stories for learners to read.
The fact you can change the background and text colour, the font and the font size means you can make resources for most types of learners..
USING PICTURES TO MEASURE AREA
The idea for this activity came from "Pictures in a Grid".
The idea of having a grid over a picture meant that specific items within the grid could be measured.
The fact that it was a 10x10 grid automatically made me think of decimals, fractions and percentages.
USING PICTURES TO MEASURE AREA [Africa]
I just thought I would try this out with the continent of Africa.
If I get any other requests there maybe more later.
VIDEO CLIPS [appearing picures with questions]
I have always been a fan of video clips. They are short, precise and usually very informative.
When they are used within an activity learners can pause them, rewind and play sections they are unsure about, fast forward or simply continue.
They are in control of the pace at which they learn. Something which happens rarely.
In these activities you have a short video clip.
I have taken a number of "screenshots" from the video and created a series of questions to match the screenshots.
As learners hover over the questions the appropriate screenshot appears and answers the question.
Again learners are in total control of the pace at which they learn. They can always go backwards and relook at a particular screenshot.
This next section are not actual activities but are short "video clips" which are potentially the visual input for many of the activities.
They are another version of "teacher tools", those resources to have at hand.
"Screenshots" of specific parts of the video are used as visual pictures used in many of the activities.
VIDEO CLIPS [FROM FARM TO FORK] [where food comes from]
VIDEO CLIPS [HISTORY]
VIDEO CLIPS [HUMAN BODY]
VIDEO CLIPS [LIFE CYCLES]
VIDEO CLIPS [GEOGRAPHY]
VIDEO CLIPS [SCIENCE]
VIDEO CLIPS [SPACE]
VIDEO CLIPS [TIME LAPSE]
VIDEO CLIPS [RECYCLING]
VIDEO CLIPS [COMPREHENSION QUIZ]
Some of the videos, although very good, are also very detailed.
I thought that by adding a quiz, learners would have to stop the video clip at specific points to answer the question.
This would "break up" the video into manageable "chunks".
WHERE AM I [in the UK] [pictures enlarged]
I found some coding which allowed me to "enlarge" the pictures I had found and catalogued.
This was a "game changer" as one of the problems I always had was that pictures had always needed to be big enough to be identifiable.
Now the pictures could be small enough to fit into the activities but able to be enlarged for specific details to be seen.
Maps and specific landmarks were an obvious choice to use.
The invisible grid of 300 "blue numbered dots" provided the basis for the quiz element.
WHERE AM I [in the World] [pictures enlarged]
Obviously what you can do for the UK you can do for the world.
WHERE AM I [marked with a blue dot] [in the UK] [countries]
The concept of the invisible grid of 300 "blue numbered dots" providing the basis for a quiz element then led me to one of my "pet" concerns.
The number of people on TV quiz shows that have no idea where many countries, regions or towns are.
So here is my small attempt to help offset that. My apologies to those not in the UK but if you use the template you can create your own.
Or contact me to help with your region.
WHO AM I [drag and drop numbers] [famous leaders]
Following on from "Where am I?" the next development had to be "Who am I?"
Using the tried and tested 3x3 picture grid and the "piles" of numbers these are easy activities to create.
This could also be a simple labelling activity.
The obvious next development would be "What am I?"
WORD LADDER
I came across a worksheet version of this type of activity and was determined to create an online version.
These are brilliant as "extension" activities for those learners who have finished their work.
I would have had a file full of these, just in case.
The examples here are all copies of actual worksheets I have found on the internet, so I cannot claim any credit for these and my thanks go to the actual authors.
WRITING A STORY [TEXT TO PICTURES] [type in]
Writing stories for some learners is difficult so this activity was designed to help with this process.
A series of pictures in a "pile" provide learners with a "structure" for a simple story.
If they only "type in" what they "see" in the picture a basic story could be created.
These activities are to develop the skills of "scene setting".
WRITING A STORY [TO PICTURES] [story planning]
These activities are to develop the skills of "story planning".
WRITING A STORY [TO RANDOM PICTURES] [story planning] [4]
The previous activities used the same pictures based around a story that takes place in space.
In this activity there are more pictures than are needed and a complete set of random topics which learners have to weave together to create a story.
WRITING A STORY [TO PICTURES] [story planned] [type in]
In contrast these pictures are of a well known story which learners have to recreate.
The skill here is that they only have a limited space into which to type their words so brevity is required.
WRITING AN EXPLANATION [TO A PICTURE BY TYPING IN] [with tooltips]
WRITING AN EXPLANATION [TO A PICTURE] [by typing in]
Using the "tooltips" coding this activity allows the "placing" of notes over a picture for learners the precis.
This combines a number of skills even if learners simply copy the text they are given.
WRITING AN EXPLANATION [TO A PICTURE] [with a calculator]
If the skill you wish to encourage is not specifically "writing" but "sentence creation", then this maybe for you.
A picture depicts a scene which they are familiar with [a habitat].
Below are a series of jumbled words which make up quite a complex sentence.
By clicking on the words in turn they can "type" a sentence into the display at the top.
There are many simple sentences which can be created from the words.
Adding to the "Story Planned" section here are some other examples that can be used.
The first couple being fairy stories which learners will be familiar with and the second couple of historical figures.
ZOOMING CLUES [short sentences]
When I first came across this coding I wondered what I could do with it.
There seemed to be so many possibilties once I realised you could add a picture at the end.
The examples below are just a fraction of the potential uses. Individual letters, words and sentences.
The font, font colour and font size can be changed and the position on the screen.
The speed of the "zooming" can also be changed.
The activity is not continuous but copying and pasting the text numerous times could make it this.
ZOOMING DESCRIPTIONS [What Am I] [with picture]
ZOOMING DESCRIPTIONS [When was this] [with picture]
ZOOMING DESCRIPTIONS [Where Am I] [with picture]
ZOOMING DESCRIPTIONS][Who Am I] [with picture]
ZOOMING SENTENCES
ZOOMING TEXT [WITH QUIZ] [topic]
It is very difficult not to read the text as it emerges from the screen.
So obviously of no use with those learners who have reading difficulties.
I was interested to know just how much learners retained from this information giving technique.
I devised a simple quiz to test information retention.
Your feedback would be interesting.
ZOOMING WORDS [in alphabetical order]
Another use I thought maybe to put all of the words used in a topic into alphabetical order.
ZOOMING WORDS [in sentence order]
ZOOMING WORDS AND SENTENCES] [sight words]
When I came across this set of worksheets they seemed suitable for "zooming".