User Guide

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 oer in the classroom.
Sharks VR
ENGLISH Age 10-11
Fairview Elementary
School, Fairfield,
California, USA
Learning Aims:
• To write a personal narrative/journal entry of a
shark experience.
• To use descriptive words to explain their experience.
CONTEXT
PRACTICAL SESSION
IMPACT ON LEARNING
Students have been researching sharks from all
over the world. We have gone over key words and
vocabulary related to sharks and students have then
written an informational text about a specific shark
and have become shark experts.
Underwater Playlist
I told my students that they will be writing a journal entry on a shark experience. They pretended they were divers looking
for sharks. They used what we saw through ClassVR and/or used what we learned so far about sharks. We reviewed key
words related to shark life, such as habitat, coral reef, and predator. I then walked students through their first VR experience.
I played our first track “Adventures in Nature” and gave students thinking time to consider what they saw in the video. They
paired up to share and discuss what they saw. We move on to “Diving with Sharks in Cuba” and “Shark in New Caledonia.”
This time, students made a list of words (adjectives) that described what they saw. Next, I played the “Shark Experience”
track. Students then shared with their group how they felt about what they saw. I gave students a graphic organizer to help
them organize their thoughts. The graphic organizer includes: “What I saw”, “Adjectives to describe what I saw”, “How I felt”
and “Vocab words to include.” Students also had access to the “Great White Shark” track in case they want to use that shark
in their writing. Once they organized their writing, they began to prewrite and ended with publishing their journal entry.
Seeing and being able to explore sharks underwater truly made this lesson much more engaging for my students. They
were able to see first hand the life of sharks, 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 wrote more than they ever had. I truly believe without the VR
experience my many students would have struggled with this writing assignment. They were able to be creative and very
detailed thanks 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 from 2D representations.
• To draw shapes using given dimensions and angles.
• To create content using a range of programs.
CONTEXT
PRACTICAL SESSION
IMPACT ON LEARNING
Before I started working for Avantis I was a Year
Five teacher for three years and I was always
looking for new ways to embed computing across
the curriculum. One really exciting way to do this is
using Paint 3D to create 3D models of shapes that
can then be viewed and checked using ClassVR
headsets. Giving students the ability to actually
create their own shapes using simple computer
software deepens both their understanding of the
properties of shape and their digital literacy skills.
Paint 3D
To start this session I talk with students about the dierences between 2D and 3D shapes and how they relate to one
another. We then look at how a net relates to its 3D counterpart using a printed cube net – I like to use the ARCube net
for this, as it can then be used with the resultant 3D models! After introducing the basics of using Paint 3D I then challenge
students to create 3D models of some pre-prepared nets. These can be grouped to dierentiate for varying abilities or
completed in mixed ability pairs. As the students complete their shapes, I can upload them to My Cloud on the ClassVR
portal and upload the model directly to them for evaluation. Does it look correct? Is it symmetrical? Do you need to edit
it? The students can then use their ARCube to manipulate their creation and study it from all angles before deciding if they
need to do any further editing.
Exploring shape in a new and exciting way using Augmented Reality gives students a broader depth of experience and a
greater frame of reference when facing challenges in the future. When it comes to solving problems relating to 3D shape
they will have a tangible first-hand memory of creating shapes from nets. Even more importantly, they are experiencing and
using new technologies to help them understand the world and simultaneously improve their overall digital literacy. While
Paint 3D is a relatively simple modelling program it can lead into all sorts of other digital forms of expression and allows for
creativity in an exciting and innovative new medium.
Inside
“El Quijote”
SPANISH Age 15-18
MariSol
Padilla
New Braunfels
High School,
Texas, USA
Learning Aims:
• To understand and comprehend
Spanish texts.
• To describe settings, characters and
atmosphere skilfully.
CONTEXT
PRACTICAL SESSION –
Focus on immersing the pupils in Spanish culture
IMPACT ON LEARNING
In my Advanced Placement Spanish Literature and Culture course,
students are required to tackle a large quantity of required readings
in the target language. An example of this is the required chapters
to be covered from Miguel de Cervantes’ El ingenioso hidalgo Don
Quijote de la Mancha. It is a daunting task for teenagers to read and
interpret literary works in archaic Spanish. As such, being able to
incorporate virtual reality experiences such as those available in the
ClassVR Library, combined with outside sources that I have found
on my own and uploaded into my portal, allows me to customise
my anticipatory set to really bring to life the world that inspired
Cervantes’ great masterpiece.
Padilla / Cervantes Playlist
We began by immersing ourselves in the whimsical surroundings of authentic 360 degree photos from certain Spanish cities.
We were also able to view a 360° 3D video narrated in beautiful Castilian Spanish inside the prison cell that is claimed to be
where Cervantes created his work! Once the class had finished going over the “Códigos” (pre-reading discussions designed
to provide historic and cultural background and insight into the works before we read them) I led students on a VR journey
as described in my article. I then took my class amongst the windmills of La Mancha – another amazing VR experience –
which truly enabled them to feel, see and appreciate a part of the landscape.
To be able to take my students to the sites that inspired Cervantes truly piqued their interest in the subject and allowed them
to more eectively internalize the challenging work of El Quijote. It should go without saying that this type of experience is
beyond my wildest dreams of what I thought possible when teaching a unit on 17th century Peninsular literature. Breadth of
descriptive vocabulary in the target language increased in both content discussions and essays.
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