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How to work SMARTER

not HARDER

E-LEARNING + WRITE-ON = SUCCESS

The innovative

learning approach

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Plan

1. Explain what Live-wire is and does, rationale, costs etc

2. Explore the text book/work book

3. Explore the eLearning site

4. Explain some additional functionality

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What is Live-wire Learning?

It is an interactive, adaptive web-based learning

management system that provides revision, study and

homework material in secondary school Science, Physics, English, Mathematics, and Accounting.

We now have accompanying work book resources.

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Benefits for STUDENTS

We believe the following elements are critical for your teenagers' success. Live-wire Learning:

• Helps students become self-directed/independent learners

• Provides structured class and homework during term

• Provides comprehensive end-of-year revision material

• Uses accelerated learning principles to improve learning

• Develops literacy and numeracy skills for Year 7-12 students

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Advantages for TEACHERS

The programme was designed to

• Help you meet the needs of student's different learning styles.

• Help you differentiate your learning programmes to meet the individual needs of students

• Provide a way for students to become more self-directed in their learning

• Strengthen your students' chances of success, if used effectively

• Provide a way of integrating IT into the teaching and learning programmes of school

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Why do students like using Live-Wire?

• It’s appealing: it engages and motivates students

• It allows them to work productively on the computer

• It lets them work at their own pace

• It provides variety

• They can see themselves improving

• It accelerates the learning process because it gives instant feedback

Subject Approx no. modules Approx. no. questions

Year 11 Science 72+ 2520

Year 12 Physics 37 1295

Year 13 Physics 44 1760

Total to date 153 4575

Scope of Live-wire Science

Scope of Live-wire Subjects

LIVE-WIRE WORK BOOKS

NEW DEVELOPMENT: WRITE-ON WORKBOOKS

The Work book contains:1. Full colour copies of the detailed Live-wire teaching and learning notes in an

ideal revision format . Includes helpful illustrations and diagrams.

2. Logs for students to note down their Live-wire scores.

3. Merit and Excellence level questions that students answer in the work book. These questions scaffold learning to enable students to achieve at those higher levels.

4. Answers at the back of the book.

5. Additional NCEA type practice questions and an assessment guide for teachers.

NEW DEVELOPMENT: WRITE-ON WORKBOOKS

The eLearning program provides:

1. Self-marking Achieved-Only quizzes to revise and apply knowledge and understanding.

2. Additional self-marking Merit and Excellence level questions to extend students, to develop critical thinking skills and thereby accelerate learning.

3. A Student Management Suite for teachers to track student progress.

Go to www.livewirelearning.co.nz

To view a Level 1 Physics module from the workbook, click here

To view a Level 2 Physics module from the workbook, click here

NEW DEVELOPMENT: WRITE-ON WORKBOOKS

The Recommended Approach is for teachers to teach the content then set the students to

1. Read and highlight the key points from the learning notes in their write-ons and make any additional notes in the spaces provided.

2. Answer the Achieved-only Live-wire quizzes twice to master the basic knowledge and skills, improve their raw scores and earn points on the leader boards. The instant feedback and explanations will accelerate their learning.

3. Answer the Merit and Excellence questions in the write-on booklet.

4. Check their answers at the back of the write-on.

5. Return to Live-wire and challenge their understanding by answering additional Merit and Excellence level questions in the full parallel version of the module.

6. Attempt the practice NCEA formatted question at the end of the write-on which the teacher can mark.

NEW DEVELOPMENT: WRITE-ON WORKBOOKS

D. BenefitsTeachers can now

• provide self-directed learning materials• integrate online learning more easily into their learning and revision

programmes• provide detailed revision notes for students• provide plenty of practice material at Achieved, Merit and Excellence levels• set students online questions to answer for homework• track their online answers via the Learning Management Suite and mark the

write-on answers• facilitate self-directed and independent learning• access additional NCEA-type questions to extend the more able students• promote critical thinking skills

Student Results

Live-wire revision results and NCEA Science results for student

Tammy 

Live-wire revision results and NCEA Science results:

Olivia - 2nd overall Revise for Rewards Challenge:

1. LOG IN to

http://my.livewirelearning.co.nz

2. Create your profile

3. Install Licence Code

4. Licence Activation

Licence Registration

ScienceScience NCEA Level 1 – VIX6MMOWPM (I and O are capitals)

Physics NCEA Level 2 – 47NX6SPCLU

Physics NCEA Level 3 - 55XL1I177H

Junior Secondary Science - 2BMUD6YDIW

Subjects Activated

Subject drill down

Access Learning Modules

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Teaching Points

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Teaching Points, Questions, Glossary

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Teaching Point and Question

Explanations and Summaries

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Final Results

Final Results

Leader Board Scores

Additional Functionality

Added Value

- Principles of accelerated learning- Links to Bloom's taxonomy as applied to Year

11 Science- Adaptive questioning

Principles of Accelerated Learning

1. Immediacy of feedback

- Live-wire marks instantly whereas teachers often take work home to mark and bring it back to students the next day.

- There is a 5 minute learning cycle vs. a 24 hour one. Livewire therefore has the ability to have multiple learning cycles in one period.

Principles of Accelerated Learning

2. Individualised and specific feedback.

Even if you have 20 students in a computer suite the feedback is specific to the student and to the content. This can never be achieved by a classroom teacher unless immediacy is sacrificed.

Principles of Accelerated Learning

3. Immediate reinforcement of appropriate cognitive strategy.

The green (correct) answers immediately reinforce correct thinking strategies. 

Adaptive Learning - Questions

Adaptive Learning Sample

SAMPLE QUESTIONS

In humans the allele for brown eyes (B) is dominant over the allele for blue eyes (b). Which of the following answers does NOT adequately explain how a couple, both of who are heterozygous for eye colour (Bb), can end up with 5 brown-eyed children.

A. Every time the woman gets pregnant, there is a 75% chance of brown eye colour occurring. Each pregnancy is an independent event and just because the first child has brown eyes does not mean the next has blue eyes. B. Both parents have the stronger brown-eyed allele so it shows up in the children who are homozygous and heterozygous for the trait. C. At every pregnancy there is a 75% chance of having a child with brown eyes because brown is the dominant allele. D. The brown-eyed children still have a blue-eyed allele but it is hidden because brown is dominant. Both parents would have to have blue eyes to produce a blue-eyed child.

Explanation: B. Both parents have the stronger brown-eyed allele so it shows up in the children who are homozygous and heterozygous for the trait.

BIOLOGY Merit level questionBlooms: Explain and Apply

Question type: multichoice

Question type: multi select

Discuss the gravitational potential energy of the balls, by selecting which two of the following statements are true.

1. The red and blue balls have the same amount of gravitational potential energy.

2. The red and green balls have the same amount of gravitational potential energy.

3. The combined gravitational potential energy of the red and blue balls equals the gravitational potential energy of the green ball.

4. The green ball has the least gravitational potential energy.

Explanation: Statements 1 and 3 and true. The balls have equal mass, so that their gravitational potential energy only depends on their height. The green ball is at twice the height of the red and blue balls and so has twice the gravitational potential energy.

Physics Excellence level questionBlooms: Analyse

Why this question type is used

To challenge students to think critically, more broadly and at greater depth.

Step1. Show question

Discuss the gravitational potential energy of the balls – which statements would you include in your answer.

Step 2. Work out possible answers on the white board with class.

Step 3. Show Live-wire options

Step 4. Select correct options and mark. Or get students to write paragraph answer.

How this question type can be used in class.

GRADED QUESTIONS IN

YEAR 11 SCIENCE

Iodine forms an ion by gaining one electron. The symbol for the iodide ion isa. I+

b. I3+

c. I–

d. I2–

Explanation: c. If iodine gains electrons, there will be more electrons than protons. Electrons have a negative charge so the ion will have an overall negative charge. If the iodine atom gains one electron, the charge will be 1 and is shown as I.

CHEMISTRY Achieved level question

Blooms: Description

Merit level Question - Chemistry

Merit Level – requires an ‘explain’ type of question.

An element X has the ion X2–. Explain which group on the Periodic Table it would be in. a. It would be in Group 16 because the atom has gained two electrons.b. It would be in Group 16 because it is a non-metal.c. It would be in Group 2 because it has two extra electrons.d. It would be in Group 2 because it has a charge of 2.

Explanation:a. It would be in Group 16 because it has gained two electrons. It is a non-metal but non-metals can also be in other groups on the Periodic Table. It is not in Group 2 as it has gained two electrons and elements in Group 2 lose electrons to form positive ions.

Discuss why sodium metal is stored under oil whilst aluminium metal is kept open to the air.

A. Sodium metal reacts readily in air whereas magnesium ribbon only reacts when heated. The oil keeps the air away from the sodium. a

B. It is very active so it needs to be kept away from air. Under the oil it cannot rust.

C. Sodium metal reacts readily in air and the oil keeps the air out.

D. It does not react with air very quickly so does not need to be kept away from oil.

Explanation:

Sodium metal reacts readily in air whereas magnesium ribbon only reacts when heated. The oil keeps the air away from the sodium. For excellence questions you must mention both items you are asked to compare. Avoid the use of the word 'it'.

CHEMISTRY Excellence level question

Blooms: Discuss

Student Management SuiteThis is able to:

• Enrol students en masse or allow them to create their own profiles

• Assign students to classes for each subject• Activate a subject for a whole class• Check on individual student or whole class progress• Print off individual and/or class progress reports for

reports or parent interviews• Transfer student data to new schools

Kerry Ryan, Hod Science, St Kevin's College, January 2009:

"We had very good results in our Level 1 Science: 21 Excellence grades up 6 from 2007 and up 10 from 2006. I am sure our use of Livewire is a contributor."

Responses from Teachers

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“If you are prepared to put up to 20 minutes into setting this program up with your students, the time you will save in the long run is immense.

The NCEA students can do self directed work towards both their internals and their externals, and I have found that there are activities in there which would take me weeks to create.

The students are best served by their ability to access every resource they may need to help them to progress, and as every teacher knows, we can only do so much!

This program helps both the eager students to excel and also the reluctant students to see results and feel good about their learning. Students can access the program from anywhere where they can get on the net, and many will surprise you by choosing to work on it from home or during spare time at school.”

Holly Higgins: Lecturer, School of Secondary-Tertiary Studies, Manukau Institute of Technology

Some schools using Live-wire for Science and or Physics

James Cook High SchoolDiocesan Girls’St Kevin’s CollegeWakatipu High SchoolTokoroa High SchoolWestmount School

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Integrating into the Teaching Programme• Set as homework

- Align to current teaching program. - Track completion via management suite.- Assign Achieved level then normal modules. - Encourage goal setting: repeat modules and gain 80% = an acceptable score.

• Use in computer suite- Take class into the computer suite to login and set a couple of modules as a pre-test on a topic. Each week/fortnight have a session where students work on relevant modules.

• Use in class- Log in on data projector or electronic white board. - Use teaching notes as part of lesson. - Have whole class quizzes using the time function.- Differentiate through group work: set each group a module at an appropriate level while you work with other groups.

IN-CLASS GAMES

Play Casino

Knowledge Net Resource?

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Live-wire’s Benefits for Teachers

The programme is designed to

• Give you peace of mind. Access to this high quality learning and revision material means this programme will supplement not supplant their teaching programme.

• Save class time. Live-wire handles the skills revision and practice aspect of learning. It also provides challenging extension material and extends student's higher order thinking skills both for class and home work.

• Save preparation time. Preparation of resources and marking is already done for teachers. You do not have to reinvent the wheel.

• Save reporting time. Individual printouts of results are available and teachers can track and individual student's and a class's progress.

www.livewirelearning.co.nz