50 Creative Ways is a practical and inspiring guide
to using ClassVR as a teaching tool. You’ll find
out how students of all ages have explored a
wide range of content. Lessons used 360 degree
images, videos or interactive experiences as an
incredible stimulus across the curriculum, from
Antarctica to Ancient Maya and the Maldives to
the Moon. Others gave students the opportunity
to examine 3D models up close using Augmented
Reality; imagine holding a snowy owl, Roman
sword or distant planet in your hands!
www.classvr.com/50-ways
Our 50 Creative Ways booklet gives you a taster of the creativity we’ve seen
develop as schools worldwide explore the possibilities that Virtual and
Augmented Reality can offer in the classroom.
Sharks VR
ENGLISH
Age 10-11
Fairview Elementar
y
School,
Fairfield,
California, USA
Learning Aims:
• To write a personal narra
tive/journal entr
y of a
shark experience.
• To use descriptive words to explain their experience.
CONTEX
T
PRACTICAL SESSION
IMPACT ON LEAR
NING
Students ha
ve been r
esearching shark
s from all
over the world. W
e have gone over k
ey words and
vocabulary r
elated to shark
s and students ha
ve then
written an in
formational text about a specific shark
and have become shark experts.
Underwa
ter Playlist
I told my students tha
t they will be writing a journal entry on a shark experience. They pr
etended they wer
e divers looking
for shark
s. They used wha
t we saw thr
ough Class
VR and/or used wha
t we learned so far about shark
s. We reviewed k
ey
words related to shark lif
e, such as habita
t, coral r
eef, and pr
edator. I then walk
ed students thr
ough their first VR experience.
I played our first track “
Adventur
es in Na
ture” and ga
ve students thinking time to consider wha
t they saw in the video. They
paired up to shar
e and discuss wha
t they saw
. We move on to “
Diving with Shark
s in Cuba” and “Shark in New Caledonia.”
This time, students made a list o
f words (adjectives) tha
t described wha
t they saw
. Next, I played the “Shark Experience”
track. S
tudents then shar
ed with their gr
oup how they f
elt about wha
t they saw
. I gave students a graphic or
ganizer to help
them or
ganize their thoughts. The graphic or
ganizer includes: “Wha
t I saw”, “
Adjectives to describe wha
t I saw”, “
How I f
elt”
and “Vocab wor
ds to include.” S
tudents also had access to the “
Great White Shark” track in case they want to use tha
t shark
in their writing. Once they or
ganized their writing, they began to pr
ewrite and ended with publishing their journal entry
.
Seeing and being able to explor
e shark
s underwa
ter truly made this lesson much mor
e engaging f
or my students. They
were able to see first hand the lif
e of shark
s, all from land. My class was very engaged and immersed in this lesson. They
were quick to get their thoughts on paper and many students w
rote mor
e than they ever had. I truly believe without the VR
experience my many students would ha
ve struggled with this writing assignment. They wer
e able to be cr
eative and very
detailed thank
s to the VR experience.
Laura
Obando
Creating
3D Shapes
MATHEMATICS
Age 9-10
Chris
Bass
Educational
Specialist
Avantis Education
Learning Aims:
• To identify 3D shapes fr
om 2D representations.
• To draw shapes using given dimensions and angles.
• To create content using a range o
f programs.
CONTEXT
PRACTICAL SESSION
IMPACT ON LEAR
NING
Before I started working f
or Avantis I was a Y
ear
Five teacher for three years and I was always
looking for new ways to embed computing acr
oss
the curriculum.
One really exciting way
to do this is
using Paint 3D to cr
eate 3D models o
f shapes that
can then be viewed and check
ed using Class
VR
headsets. Giving students the ability to actually
create their own shapes using simple computer
software deepens both their understanding o
f the
properties of shape and their digital literacy skills.
Paint 3D
To start this session I talk with students about the diff
erences between 2D and 3D shapes and how they r
elate to one
another. We then look a
t how a net relates to its 3D counterpart using a printed cube net – I lik
e to use the ARCube net
for this, as it can then be used with the r
esultant 3D models! After intr
oducing the basics o
f using Paint 3D I then challenge
students to cr
eate 3D models o
f some pre-prepared nets. These can be gr
ouped to differentiate for varying abilities or
completed in mix
ed ability pairs. As the students complete their shapes, I can upload them to My Cloud on the Class
VR
portal and upload the model dir
ectly to them f
or evaluation. Does it look corr
ect? Is it symmetrical? Do you need to edit
it? The students can then use their ARCube to manipula
te their creation and study it fr
om all angles bef
ore deciding if they
need to do any further editing.
Exploring shape in a new and ex
citing way using Augmented Reality gives students a br
oader depth o
f experience and a
greater frame of reference when facing challenges in the futur
e. When it comes to solving pr
oblems relating to 3D shape
they will have a tangible first-hand memory o
f creating shapes fr
om nets. Even more importantly
, they are experiencing and
using new technologies to help them understand the world and
simultaneously impr
ove their overall digital literacy
. While
Paint 3D is a relatively simple modelling pr
ogram it can lead into all sorts o
f other digital f
orms of expression and allows f
or
creativity in an ex
citing and innova
tive new medium.
Inside
“El Quijote”
SPANISH
Age 15-18
MariSol
Padilla
New Braunfels
High School
,
Texas, USA
Learning Aims:
• To understand and compr
ehend
Spanish texts.
• To describe settings, characters and
atmospher
e skilfully
.
CONTEX
T
PRACTICAL SESSION –
Focus on immersing the pupils in Spanish cultur
e
IMPACT ON LEAR
NING
In my Advanced Placement Spanish Litera
ture and Cultur
e course,
students ar
e requir
ed to tackle a lar
ge quantity o
f requir
ed readings
in the tar
get language. An example o
f this is the r
equired chapters
to be cover
ed from Miguel de Cervantes’ El ingenioso hidalgo Don
Quijote de la Mancha. It is a daunting task f
or teenagers to r
ead and
interpr
et literary work
s in archaic Spanish. As such, being able to
incorpora
te virtual r
eality experiences such as those a
vailable in the
ClassVR Library
, combined with outside sour
ces tha
t I have f
ound
on my own and uploaded into my portal, allows me to customise
my anticipa
tory set to r
eally bring to lif
e the world tha
t inspir
ed
Cervantes’ gr
eat masterpiece.
Padilla / C
ervantes Pla
ylist
We began
by immersing
ourselves
in the
whimsical
surroundings
of authentic
360 degr
ee photos
from certain
Spanish
cities.
We wer
e also able to view a 360° 3D video narra
ted in beautiful Castilian Spanish inside the prison cell tha
t is claimed to be
where Cervantes cr
eated his work! Once the class had finished going over the “
Códigos” (pr
e-reading discussions designed
to provide historic and cultural back
ground and insight into the work
s befor
e we r
ead them) I led students on a VR journey
as described in my article. I then took my class amongst the wi
ndmills o
f La Mancha – another amazing VR experience –
which truly enabled them to f
eel, see and appr
eciate a part o
f the landscape.
To be able to tak
e my students to the sites tha
t inspir
ed Cervantes truly piqued their inter
est in the subject and allowed them
to mor
e effectively internaliz
e the challenging work o
f El Quijote. It should go without saying tha
t this type o
f experience is
beyond my wildest dr
eams o
f what I thought possible when teaching a unit on 17th century Peninsular litera
ture. Br
eadth o
f
descriptive vocabulary in the tar
get language incr
eased in both content discussions and essays.
Sharing Best Practice
Download
your copy
today
