ELMO Case Studies

St Philomena's Roman Catholic Primary School, UK

The lesson objective: To identify the various stages in the lifecycle of a frog. To use technology to enhance learning visualiser and digital camera

How the visualiser was used: The small fish tank containing the tadpoles was placed under the Visualiser, and the arm of Visualiser was bent over and turned towards the corner of the tank. The appearance of the tadpoles were highlighted and compared to how they looked before half term. The zoom button on the Visualiser was used to try to allow the children to see the froglet which had developed front and rear legs. We tried to encourage the froglet onto the rock in the tank so that the children could see how the froglet now moved. An ability to hop as well as being able to swim.

The benefits of the Visualiser to teaching & learning​:

  • All the children were able to share the excitement of seeing the developments of the tadpoles which we received as frog spawn several weeks ago.

  • Rekindled the interest in the tadpoles now that they had changed their appearance

  • Some views clearer than using the small magnifying glasses we have in class.

  • Allowed the children to experience a new form of technology.

Mahdavi Educational Complex, 

Iran

Mahdavi Educational Complex is a K-12 established, which was founded in 1989 as a holistic and multilingual education open to all Iranian girls, from pre-school to pre-university. Mahdavi community has also grown during those years and gathers today around 1400 students and 250 faculty and staff.

 

The images are from Biology lab demonstrating details of leaves, body functions, heart functions. An image is from a chemistry class, where there the Periodic Table is being discussed.

Rangebank Primary School, Australia

How the visualiser was used: The visualiser was used to measure and record the number of successfully completed runs made by the students running between two sets of cones. Students were then able to watch their recorded results and reflect on their technique and effort. Results were recorded electronically or on paper, then be shared with the class utilising the visualiser.

Slide 1: Students divide into groups of three and decide on a number for each e.g. 1 , 2 or 3. (Student 1 who is running first prepares to run. Student 2 organises the notebook and visualiser. Student 3 prepares to keep time with a stopwatch.)

Slide 2: Students look at photos of students demonstrating the beep test using the data projector on a wall or screen.

Slide 3: Student 1 begins to run when the stopwatch is pressed by Student 3. Student 2 is operating the notebook and visualiser.

Slide 4: Students review the data as the visualiser records the efforts of each student.

ASU Elementary, Mongolia

How the visualiser was used: The document camera is used to magnify an art project in which we use cut outs, color pens, glue, and A3 paper to create an interactive 4-D model of base-ten counting systems. Students were then able to use these to answer textbook questions, and to build a strong foundational understanding of the number counting system.

The students have enjoyed using their time on the document camera to display their work for the class to see during presentations, examples, and workbook answers.

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