Edition 6 professional development newsletter

Hey subscribers.

Welcome to the new iPad Monthly.

We have evolved!

The same creative ideas, but in a new intuitive format that I hope will be a pleasure to read. The new iPad Monthly was created on an iPad, with the intention of being viewed on an iPad. Why have we changed? As Pollard once said:

Learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow.

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The following lesson is based on the work of Cultures of Thinking, 2007 Project Zero / Harvard


Develop the CSI Thinking Routine on a historic event using the Book Creator App.


This lesson can target any age group. However colour and symbol representation can be a difficult concept for younger students.


Start with the context. For this activity we will be using it to think about a historic event. In Australia an event like the Eureka Stockade is a good example of a significant event, whilst in other country's any famous event that has had an impact on a countries specific landscape would also suit. This will allow students to reflect on, and make connections with, the facts and impact of the event. Before this is done, talk about how we can represent feelings, thoughts and information through colours, symbols and images. Ask your students what colours or symbols represent things in our world? What is the difference between a symbol and an image?

Examples of symbols
What role does colour play?

When students have completed the CSI, encourage them to justify their decisions. This can be done by text or multimodal form.

For it is in this justification that teachers get an idea of the learning.

Be careful not to assess artistic ability for this task.

What a student project may look like.


This is a thinking routine, therefore can be used in any curriculum area. It can also be used effectively as a formative assessment task or summative assessment task to measure deeper thinking and understanding.


Create a visual blog using Adobe Slate to demonstrate how language can have social effects and empower or disempower people.


13-18 years of age


Start discussing the power of words and the power of images. Look at examples through history where images, words and phrases have had an impact on people or created social change.

Introduce students to Adobe Slate for the iPad. Run through the basic functions, including the themes/styles and how they have an impact on font, images and transitions. It would be beneficial for students to look at some of the finished projects featured in the ‘EXPLORE' section.

Allow students to formulate an idea or concept they would like to use to produce a Blog on. Discuss images that may add value/impact to the words you use. Ask students to reflect on: Who is my target audience? What emotion/action do I want to illicit? How can I use the features and functions inside Slate to make greater impact with my content? Who might I share my published blog with?



ACELA1564 YEAR 10 | ENGLISH | LANGUAGE | LANGUAGE FOR INTERACTION -Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people Elaborations: creating texts that represent personal belief systems (such as credos, statements of ethical judgements, guidelines, letters to the editor and blog entries)

United States

Common Core. Year 8 - CCSS.ELA LITERACY.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-LITERACY.W.8.2.A Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-LITERACY.W.8.2.B Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-LITERACY.W.8.2.C Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

We appreciate our friends who have authored lessons and contributed to the success of iPad Monthly.

Leaders, trailblazers and passionate educators.
Drew Minock
Reshan Richards
Richard Wells
Troy Metcalf
Craig Smith
Michael Cohen
Steve Bambury


Create a comic demonstrating where 2D And 3D shapes exist in the world and explain their properties.


6-10 years of age


Introduce students to Comic Life and discuss how comics can be a way of telling stories but can also be used to present information. Pair students up to explore the App and discuss tips and hints they can share with other students. As a class, allow each student to share something that they have learnt. This way students see themselves as learners.

Refer to knowledge on 2D and 3D shapes from Math class.

Ask students to present this information by making connections with real life shapes, whilst outlining the properties of each shape. When students are taking photos or Google searching, ensure that students look for specific shapes, and that they know the properties of these shapes.



Year 2 - Shape - Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042) Describe the features of three-dimensional objects (ACMMG043)

United States

Year 3 - Reason with shapes and their attributes. CCSS.MATH.CONTENT.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.


Using accessibility tools to support all learners with research and project production skills.


All year levels


Speak with students about what they would like support with at school. What do they struggle with? In my experience topics such as researching the Internet, editing my own work....are common responses. This may be something you have noticed as a teacher.


Applies to all curriculum learners. The accessibility options can support learners, specifically students with low level literacy.


Use the Explain Everything App to deliver a scientific explanation.


7-18 years of age


The main skills students require for this task are selecting, cutting, setting/locking backgrounds and recording. So that students can focus on the learning, explicitly teach these skills. This may come either from the teacher or be more of a peer instruction.

Take students outside and allow them to take different photos of a person kicking a ball.

Discuss with students what forces are being applied to the ball at different stages. An understanding of forces (including push/pull) needs to be taught before students can demonstrate understanding.



Year 2 - Physical sciences - A push or a pull affects how an object moves or changes shape (ACSSU033)

United States

Year 6-8 Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.


Create an interactive publication with the Keynote App.


8-12 years of age


The main skills students require for this task (Keynote) are shapes, layers, grouping and interactive links. Students will design an interactive publication with a menu bar to demonstrate knowledge on a specific topic. Begin discussing the content you want the students to demonstrate.

In the video tutorial we will look at creating the interactive Menu bar. This can be applied to anything, depending on what you are studying at the time. Explicitly teach how to create a working menu bar (see video tutorial). Some teachers may provide this video as a flipped learning technique. Students are quite capable of following a video tutorial like this, often preferring this over a teacher standing at the front of the class demonstrating. This way students can pause and rewind when required.



Year 4 -Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

United States

Year 4 - Production and Distribution of Writing: CCSS.ELA-LITERACY.W.4.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

We have had lots of requests regarding some of the promotional posters we place online. So here they are. Feel free to save or screenshot and post!

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Have a great week everyone. And don't forget:

It is not the device or the Apps, but what we do with them!



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Paul Hamilton

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