Hi,
I have just finished watching the Matchstick presentation on the Aurukun community school project. I found this programme extremely moving. From the outset the hurdles that the children living within this community have to overcome just to get through their day is unfair and largely forgotten. The percentage of Australian society does not give the remote Aboriginal communities even the slightest thought as they progress through their daily lives. These communities have very few resources and very little support. Is there any wonder that the children are not attending school, why bother…..
When the film crew entered the community and school it was no surprise that they were sceptical. As it was stated, they were quite used to “white” people entering the community and making feeble attempts at change. However, this group did seem to engage not only the students, but also parents and community Elders. With a project such as this the chance to tell their own story, good and bad, gave them confidence and inspiration. The use of multimedia devices, creativity and the encouragement for students to determine their learning outcomes provided motivation and participation. Although this video was based in an isolated area, the teaching methods can be applied to all classrooms. The ability of the teachers and media professionals to motivate the students to participate was achieved through the use of technologies, most certainly, but also through their own pedagogy. The technology was the instrument for engagement, but pedagogy that allowed students to determine the future and direction of a project engendered ideals ownership and pride. This project is a tribute to both the people running the program, the teachers and the community. The use of technology, with a visual and auditory result, combined with effective and creative pedagogy, motivates and inspires.
Cheers,
Kylie
Wednesday, April 28, 2010
Tuesday, April 27, 2010
Tell me a story.....
Hello,
As I have talked about in previous postings the power that images,music and narration can invoke is undeniable. When two or more of these elements are used in conjunction with each other the result is even more compelling. The theory developed by Keirsley and Shneiderman of relate-create-donate can be applied to Digistories.
Digistories can be created and aimed at many levels of student capability and age. There are often, as I have found on my EPL, students working at different levels within the same class. In the grade 6 class that I am involved in, there is one student that is doing grade 3/4 standard. There are also a number of other students that due to other physical disabilities have varying capabilities too. Therefore, having a theme and allowing individuals and small groups creativity in the design and content of their story caters for the varying capabilities. Also, just because one child is academically less developed, does not mean that their creative or technological aptitude is equally deficient. Through teamwork and peer interaction, often all facets of the project can be covered. It is important that the teacher is aware of the students' strengths and weaknesses, and creating groups that compliment the various student capabilities. If this can be achieved then the results and performances should also reflect the dynamics of the group.
Another aspect to Digistories that I find encouraging, is the fact that there are a variety of different mediums through which they can be created. Even schools with relatively limited resources should have access to PowerPoint at a minimum. Although there are a multitude of devices that can enhance the story from the Internet, the reality is that not all students have access to this in the classroom. Even the opportunity to experiment on this level is motivating for students and teachers. What my have rather basic imagery in the beginning, with practice and exposure can develop into a meaningful and significant story.
Although in this unit I probably will not have the opportunity to develop a Digistory in the classroom, I sincerely hope that in the near future I do.
Cheers,
Kylie
As I have talked about in previous postings the power that images,music and narration can invoke is undeniable. When two or more of these elements are used in conjunction with each other the result is even more compelling. The theory developed by Keirsley and Shneiderman of relate-create-donate can be applied to Digistories.
Digistories can be created and aimed at many levels of student capability and age. There are often, as I have found on my EPL, students working at different levels within the same class. In the grade 6 class that I am involved in, there is one student that is doing grade 3/4 standard. There are also a number of other students that due to other physical disabilities have varying capabilities too. Therefore, having a theme and allowing individuals and small groups creativity in the design and content of their story caters for the varying capabilities. Also, just because one child is academically less developed, does not mean that their creative or technological aptitude is equally deficient. Through teamwork and peer interaction, often all facets of the project can be covered. It is important that the teacher is aware of the students' strengths and weaknesses, and creating groups that compliment the various student capabilities. If this can be achieved then the results and performances should also reflect the dynamics of the group.
Another aspect to Digistories that I find encouraging, is the fact that there are a variety of different mediums through which they can be created. Even schools with relatively limited resources should have access to PowerPoint at a minimum. Although there are a multitude of devices that can enhance the story from the Internet, the reality is that not all students have access to this in the classroom. Even the opportunity to experiment on this level is motivating for students and teachers. What my have rather basic imagery in the beginning, with practice and exposure can develop into a meaningful and significant story.
Although in this unit I probably will not have the opportunity to develop a Digistory in the classroom, I sincerely hope that in the near future I do.
Cheers,
Kylie
Saturday, April 24, 2010
Assessment 2: Learning e.Journal
Teaching and education have undergone a vast transformation in the past 20 years. The ideas and strategies that were employed in the classroom throughout my education were largely “teacher-centric”. Methodologies such as “chalk and talk” and the traditional concepts of the 3R’s and a “mono-cultural” (Heath, 2001, p4) world view dominated in the classroom. As we train to be learning managers in a new era, pedagogy and technique have to embrace modern approach. The role of teacher is in constant flux as the increase and diversity of technological advances penetrate the classroom. Teachers may not be expected to know it all, but are required to know where and how to find the answers. This is a challenge for all teachers’, although the traditional responsibilities of competency, accountability, and information providers remain; it is an identity change within the profession. The abandonment of the “chalk and talk” approach and the creation of an innovative and student centred pedagogy, allowing decisions and direction to be learner guided, is the reality for all learning management environments.
Learning management pedagogy encompasses a whole range of ideas. The creation of effective strategies that develop new ways of learning, not one that is steeped in traditional values, but rather one that will generate capable, skilled, autonomous and competent members of society. How we do this involves risks and initiative in pedagogy. The mediums that are used to attain leaner outcomes, such as ICT’s, need to be relevant to the children and the society in which they are living. It is impossible to isolate ICT’s from learning design programmes. Students’ development as dynamic members of society is dependant on active and participatory learning design being central to their experience. The use of interactive whiteboards to the learning program is development that has further enhanced this ideal. My blog posting at http://kyliegupwell.blogspot.com/2010/04/interactive-whiteboards.html goes into further detail on this issue. Although in many areas access and availability to web based ICT’s is either minimal or completely absent, there are still opportunities for students to participate in classrooms with a technological base. A program, such as PowerPoint, although often enhanced by web gadgets, still has a range of possibilities without access, I have created a PowerPoint and posting regarding their use in the classroom it can be viewed at http://kyliegupwell.blogspot.com/2010/04/powerpoint.html
The use of ICT’s in the classroom is of paramount importance for effective pedagogy. One of the most significant issues that teachers face is engaging their students. Learners need to be able to connect with the topic, the method, the teacher and their peers. Technology and its various devices can be used to aid student engagement, education is now in an era of “technology based learning and teaching” (Kearsley & Shneiderman, 1999, p1). The theory developed by Kearsley and Shneiderman of “relate-create-donate” (1999) encompasses this ideal. The students must be able to “relate” both to the topic and each other. Through teamwork, communication, verbalisation of ideas and the ability to accept diversity in ideas and opinion students are empowered to and motivated to develop the topic. In the second stage, designing learning activities that have meaning, allows autonomy in determining the topic, future and management of their project, consequently increasing motivation to “create”. Finally, to “donate” their project through presentation to an “outside customer” (Kearsley & Shneiderman, 1999, p1-2), be it peers, parents, industry or the world, although daunting provides motivation and commitment to the project. Online blogs, chat rooms and e.Portfolios are ideal methods for engaging students in project based learning. They are interactive and encourage both individual and group responsibility. My blog postings http://kyliegupwell.blogspot.com/2010/03/mahara-reflection.html , http://kyliegupwell.blogspot.com/2010/04/in157s18-world-bank.html and http://kyliegupwell.blogspot.com/2010/04/picnik-in-education.html .
Lynch’s’ 8 Learning Management Questions and Marzano and Pickering’s Dimensions of Learning are valuable foundations for designing effective and creative pedagogy. The idea of a “one size fits all” teaching strategy cannot be applied to the modern classroom. As society is in constant flux and as we rapidly move from a local to global community, consequently, teaching pedagogies are diversifying. The three phases of “profiling, strategising and ascertainment” (Lynch, 2003, p31) provide a basis on which to plan for effective pedagogy. When meaningful questions are posed then the prospect of significant and creative solutions are increased. Dimension 1 “Attitudes and Perceptions” (Marzano & Pickering, 1997) and the profiling phase demand identification and awareness of the fact that both students and teachers have a variety of preconceived ideas, attitudes and prejudices, these will differ depending on race, gender, ethnicity, disability, socio-economic position, learning advantages and disadvantages and so on. If these questions are not adequately addressed in the early stages then designing effective pedagogy to engage the students embracing their differences will not occur. When considering ICT’s in this sphere, not all students will have or had the same exposure. It is important that the various abilities be recognised and catered for. For my EPL unit I have begun investigating the integration of ICT’s across KLA’s and student abilities, my blog posting http://kyliegupwell.blogspot.com/2010/04/my-epl-and-icts.html is an introduction to this topic.
Mazlow’s “Hierarchy of Needs” (Knuc, 1992) identifies that all children deserve the right to love, respect and inclusion. If they feel that they have a sense of “belonging” (Knuc, 1992, p3) within their school, peers, classroom, and playground they will have the belief that they can achieve and learn, as there will always be a support network there to help if they require it. Active and participatory learning is essential to all students’ sense of belonging. As students help each other they become aware of diversity, also of their own strengths and weaknesses. The more variables there are within a classroom, the more accepting of diversity the students will become. ICT’s are an interactive way for students to assist each other in their learning experiences, as they can cooperate on both a personal and impersonal level. Devices such as Voki avatars are great way for students to create a new voice, as my blog posting details http://kyliegupwell.blogspot.com/2010/04/vokis-in-education.html .
Through the effective and creative pedagogy, which includes the active incorporation of ICT’s, learning mangers will encourage students to develop positive and productive “Habits of Mind”. Although not every student will or can encompass all 16 Habits of Mind, the essential life skills of questioning, analysis and reflection can be cultivated, and ultimately higher order thinking will be achieved (Marzano & Pickering, 1997).
There is wealth of information that is accessible to both teachers and students, how we find and use that information is of paramount importance. However, using varying multimedia devices to engage learners is something that cannot be avoided in a learning management environment. The ability to create active learners generates an atmosphere of co-operation, shared experiences, cross curricular integration, the promotion of critical/analytical thought and ultimately fun. ICT’s and creative and effective pedagogy are intimately linked in a modern classroom.
References:
Smith, Richard. Lynch, David. & Mienczakowski, Jim. (2003, November).
The Bachelor of Learning Management (BLM and Education Capability:, 6(2), 23-37
Kiersley, G. & Shneiderman. B. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Heath, G. (2001). Teacher Education and the New Knowledge Environment. Freemantle. RMIT University.
Marzano, R. & Pickering. D. (1997). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Browlow Education.
Houghton, J. & Sheehan, P. (2000). A primer on the Knowledge Economy. Melbourne. Victoria University
Knuc, N. (1992). The Need to Belong: Rediscovering Mazlow’s Hierarchy of Needs.
Some blogs that I have posted on recently, there are more but I cannot remember what and where:
http://alicecatherine-alice.blogspot.com/2010/04/incompetech.html
http://anjalidatar.blogspot.com/2010/04/blog-post.html
http://huyiwell.blogspot.com/2010/04/first-week-epl-in-rockhampton-state.html
http://kylieslearningjourney.blogspot.com/2010/04/powerpoint-in-pedagogy.html
Learning management pedagogy encompasses a whole range of ideas. The creation of effective strategies that develop new ways of learning, not one that is steeped in traditional values, but rather one that will generate capable, skilled, autonomous and competent members of society. How we do this involves risks and initiative in pedagogy. The mediums that are used to attain leaner outcomes, such as ICT’s, need to be relevant to the children and the society in which they are living. It is impossible to isolate ICT’s from learning design programmes. Students’ development as dynamic members of society is dependant on active and participatory learning design being central to their experience. The use of interactive whiteboards to the learning program is development that has further enhanced this ideal. My blog posting at http://kyliegupwell.blogspot.com/2010/04/interactive-whiteboards.html goes into further detail on this issue. Although in many areas access and availability to web based ICT’s is either minimal or completely absent, there are still opportunities for students to participate in classrooms with a technological base. A program, such as PowerPoint, although often enhanced by web gadgets, still has a range of possibilities without access, I have created a PowerPoint and posting regarding their use in the classroom it can be viewed at http://kyliegupwell.blogspot.com/2010/04/powerpoint.html
The use of ICT’s in the classroom is of paramount importance for effective pedagogy. One of the most significant issues that teachers face is engaging their students. Learners need to be able to connect with the topic, the method, the teacher and their peers. Technology and its various devices can be used to aid student engagement, education is now in an era of “technology based learning and teaching” (Kearsley & Shneiderman, 1999, p1). The theory developed by Kearsley and Shneiderman of “relate-create-donate” (1999) encompasses this ideal. The students must be able to “relate” both to the topic and each other. Through teamwork, communication, verbalisation of ideas and the ability to accept diversity in ideas and opinion students are empowered to and motivated to develop the topic. In the second stage, designing learning activities that have meaning, allows autonomy in determining the topic, future and management of their project, consequently increasing motivation to “create”. Finally, to “donate” their project through presentation to an “outside customer” (Kearsley & Shneiderman, 1999, p1-2), be it peers, parents, industry or the world, although daunting provides motivation and commitment to the project. Online blogs, chat rooms and e.Portfolios are ideal methods for engaging students in project based learning. They are interactive and encourage both individual and group responsibility. My blog postings http://kyliegupwell.blogspot.com/2010/03/mahara-reflection.html , http://kyliegupwell.blogspot.com/2010/04/in157s18-world-bank.html and http://kyliegupwell.blogspot.com/2010/04/picnik-in-education.html .
Lynch’s’ 8 Learning Management Questions and Marzano and Pickering’s Dimensions of Learning are valuable foundations for designing effective and creative pedagogy. The idea of a “one size fits all” teaching strategy cannot be applied to the modern classroom. As society is in constant flux and as we rapidly move from a local to global community, consequently, teaching pedagogies are diversifying. The three phases of “profiling, strategising and ascertainment” (Lynch, 2003, p31) provide a basis on which to plan for effective pedagogy. When meaningful questions are posed then the prospect of significant and creative solutions are increased. Dimension 1 “Attitudes and Perceptions” (Marzano & Pickering, 1997) and the profiling phase demand identification and awareness of the fact that both students and teachers have a variety of preconceived ideas, attitudes and prejudices, these will differ depending on race, gender, ethnicity, disability, socio-economic position, learning advantages and disadvantages and so on. If these questions are not adequately addressed in the early stages then designing effective pedagogy to engage the students embracing their differences will not occur. When considering ICT’s in this sphere, not all students will have or had the same exposure. It is important that the various abilities be recognised and catered for. For my EPL unit I have begun investigating the integration of ICT’s across KLA’s and student abilities, my blog posting http://kyliegupwell.blogspot.com/2010/04/my-epl-and-icts.html is an introduction to this topic.
Mazlow’s “Hierarchy of Needs” (Knuc, 1992) identifies that all children deserve the right to love, respect and inclusion. If they feel that they have a sense of “belonging” (Knuc, 1992, p3) within their school, peers, classroom, and playground they will have the belief that they can achieve and learn, as there will always be a support network there to help if they require it. Active and participatory learning is essential to all students’ sense of belonging. As students help each other they become aware of diversity, also of their own strengths and weaknesses. The more variables there are within a classroom, the more accepting of diversity the students will become. ICT’s are an interactive way for students to assist each other in their learning experiences, as they can cooperate on both a personal and impersonal level. Devices such as Voki avatars are great way for students to create a new voice, as my blog posting details http://kyliegupwell.blogspot.com/2010/04/vokis-in-education.html .
Through the effective and creative pedagogy, which includes the active incorporation of ICT’s, learning mangers will encourage students to develop positive and productive “Habits of Mind”. Although not every student will or can encompass all 16 Habits of Mind, the essential life skills of questioning, analysis and reflection can be cultivated, and ultimately higher order thinking will be achieved (Marzano & Pickering, 1997).
There is wealth of information that is accessible to both teachers and students, how we find and use that information is of paramount importance. However, using varying multimedia devices to engage learners is something that cannot be avoided in a learning management environment. The ability to create active learners generates an atmosphere of co-operation, shared experiences, cross curricular integration, the promotion of critical/analytical thought and ultimately fun. ICT’s and creative and effective pedagogy are intimately linked in a modern classroom.
References:
Smith, Richard. Lynch, David. & Mienczakowski, Jim. (2003, November).
The Bachelor of Learning Management (BLM and Education Capability:, 6(2), 23-37
Kiersley, G. & Shneiderman. B. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Heath, G. (2001). Teacher Education and the New Knowledge Environment. Freemantle. RMIT University.
Marzano, R. & Pickering. D. (1997). Dimensions of Learning. Teachers Manual (2nd ed.). Victoria. Hawker Browlow Education.
Houghton, J. & Sheehan, P. (2000). A primer on the Knowledge Economy. Melbourne. Victoria University
Knuc, N. (1992). The Need to Belong: Rediscovering Mazlow’s Hierarchy of Needs.
Some blogs that I have posted on recently, there are more but I cannot remember what and where:
http://alicecatherine-alice.blogspot.com/2010/04/incompetech.html
http://anjalidatar.blogspot.com/2010/04/blog-post.html
http://huyiwell.blogspot.com/2010/04/first-week-epl-in-rockhampton-state.html
http://kylieslearningjourney.blogspot.com/2010/04/powerpoint-in-pedagogy.html
Friday, April 23, 2010
Incomptech
Hey,
Access to free music on line, FANTASTIC. I come from a background where music has been integral to my life, either through playing, learning, teaching, listening and appreciating. There was rarely a time throughout my life that music has not been central. My mother was a music teacher and my father was the director of Musical Theatre, both in schools and the community. I am therefore, exposing my own children to a similar environment. I have recently taken up guitar, for a couple of reasons, it is something I have always wanted to do, to show my children the benefits of learning/playing an instrument and to allow me to play and sing with them. At my first lesson my teacher asked me if I liked to sing, my response was "Who doesn't like to sing". Some people may not feel comfortable singing by themselves (like a solo), must most people generally enjoy the feeling that music and singing invokes in them, even if it just when they are in shower or car. I have a child that has asked me to record all his favorite tunes onto an ipod so that he can listen whenever he wants, he has realised that I begin to go hoarse after my 25th repeat of Puff the Magic Dragon.
The ability to access free music that can be played in the classroom is fantastic. There could be any number of reasons why you may want to use this as a device in the classroom. Often students need some time out, relaxation or distraction after an intense session. To play some music either to get them moving or to calm them down, even just for a couple of minutes can work wonders. There is also the capability of then using tracks from sources such as Incomptech to accompany other digital presentations, such as PowerPoint. This allows creativity, especially as content may have certain perimeters. If free range (to a certain degree) is given on musical accompaniment to a presentation, motivation will hopefully be increased.
I know I will be looking into this site a lot further, may even save my own voice a bit!!
Cheers,
Kylie
Access to free music on line, FANTASTIC. I come from a background where music has been integral to my life, either through playing, learning, teaching, listening and appreciating. There was rarely a time throughout my life that music has not been central. My mother was a music teacher and my father was the director of Musical Theatre, both in schools and the community. I am therefore, exposing my own children to a similar environment. I have recently taken up guitar, for a couple of reasons, it is something I have always wanted to do, to show my children the benefits of learning/playing an instrument and to allow me to play and sing with them. At my first lesson my teacher asked me if I liked to sing, my response was "Who doesn't like to sing". Some people may not feel comfortable singing by themselves (like a solo), must most people generally enjoy the feeling that music and singing invokes in them, even if it just when they are in shower or car. I have a child that has asked me to record all his favorite tunes onto an ipod so that he can listen whenever he wants, he has realised that I begin to go hoarse after my 25th repeat of Puff the Magic Dragon.
The ability to access free music that can be played in the classroom is fantastic. There could be any number of reasons why you may want to use this as a device in the classroom. Often students need some time out, relaxation or distraction after an intense session. To play some music either to get them moving or to calm them down, even just for a couple of minutes can work wonders. There is also the capability of then using tracks from sources such as Incomptech to accompany other digital presentations, such as PowerPoint. This allows creativity, especially as content may have certain perimeters. If free range (to a certain degree) is given on musical accompaniment to a presentation, motivation will hopefully be increased.
I know I will be looking into this site a lot further, may even save my own voice a bit!!
Cheers,
Kylie
WIKIPedia
Hi,
If only there had been a resource that was as available as Wikipedia when I was at school or even University. I find that I am regularly looking for information, concise definitions, historical backgrounds or links to other relevant topics. As I am studying Primary teaching the resources for me on any given topic are massive. As the scope of Primary education is so vast, information from Wikipedia can be taken from a basic to a more advanced level.
The science topic for my EPL is friction. Science is most definitely a wink link for me, having had extremely poor learning experiences and therefore interest in this subject. Wikpedia explains to me in a succinct interesting format about the basics of friction. Many of the definitions are accompanied by diagrams and graphs which make the topic easier to understand, therefore enabling me to discuss this issue with confidence.
The other benefit for both students and teachers are the links to related topics. Even if the subject matter that has been brought up is not exactly what is required often the link will emerge that you were looking for. This is especially the case as further development or investigation of a topic is required.
I am a fan of Wikipedia, it is an interactive way for both students and teachers to further their knowledge and to discover the previously unknown.
Regards,
Kylie
If only there had been a resource that was as available as Wikipedia when I was at school or even University. I find that I am regularly looking for information, concise definitions, historical backgrounds or links to other relevant topics. As I am studying Primary teaching the resources for me on any given topic are massive. As the scope of Primary education is so vast, information from Wikipedia can be taken from a basic to a more advanced level.
The science topic for my EPL is friction. Science is most definitely a wink link for me, having had extremely poor learning experiences and therefore interest in this subject. Wikpedia explains to me in a succinct interesting format about the basics of friction. Many of the definitions are accompanied by diagrams and graphs which make the topic easier to understand, therefore enabling me to discuss this issue with confidence.
The other benefit for both students and teachers are the links to related topics. Even if the subject matter that has been brought up is not exactly what is required often the link will emerge that you were looking for. This is especially the case as further development or investigation of a topic is required.
I am a fan of Wikipedia, it is an interactive way for both students and teachers to further their knowledge and to discover the previously unknown.
Regards,
Kylie
Google Earth
Hi,
I have had the opportunity over the past years with my son, who has an avid interest in wanting to "know where things are", of playing around quite a bit on Google Earth. Also for my EPL the next unit that the Grade 6 class are studying for maths is "Race around Australia"which is looking at maps, compass points, calculating distance and movement from one location to another. Therefore I think both Google Earth and Google Maps will be great devices for the students to become more active in their learning experience for this topic. I have had a look at the fly over application that is available and this will also be very useful in getting the students involved.
In the unit of work based on travel, again Google Earth will be of great assistance. As the students begin to explore where their country is actually situated, they will also be able to actively see where specific landmarks, cities even hotels are situated. Although it is still important that children have the ability to look at a map on a page, the reality for them as they progress though their education and life, digital imagery and voice overs, such as GPS, will tell/show them where they are going.
I love it and believe, that once again the possible applications for Google Earth in the classroom to engage and motivate the students is endless.
Kind Regards,
Kylie Gupwell
I have had the opportunity over the past years with my son, who has an avid interest in wanting to "know where things are", of playing around quite a bit on Google Earth. Also for my EPL the next unit that the Grade 6 class are studying for maths is "Race around Australia"which is looking at maps, compass points, calculating distance and movement from one location to another. Therefore I think both Google Earth and Google Maps will be great devices for the students to become more active in their learning experience for this topic. I have had a look at the fly over application that is available and this will also be very useful in getting the students involved.
In the unit of work based on travel, again Google Earth will be of great assistance. As the students begin to explore where their country is actually situated, they will also be able to actively see where specific landmarks, cities even hotels are situated. Although it is still important that children have the ability to look at a map on a page, the reality for them as they progress though their education and life, digital imagery and voice overs, such as GPS, will tell/show them where they are going.
I love it and believe, that once again the possible applications for Google Earth in the classroom to engage and motivate the students is endless.
Kind Regards,
Kylie Gupwell
YouTube, TeacherTube and Me
Hi Again,
For someone that 8 weeks ago had barely even looked at YouTube, let alone experimented with it, I have come along way. Until recently I thought that YouTube was simply a place where people who wanted to broadcast their silly or humorous videos to the world went, rather egocentric. How wrong could I be!!! YouTube, and TeacherTube, are fantastic devices that have an enormous amount of content. It is the moving visual picture that can capture and engage. Students, in the topic that I am developing need to find information on non English speaking country. YouTube is a fantastic way for them to be able to see what the sights, culture, food etc. are like in many different countries before they choose which one they are going to do for their project such as the below YouTubes on Peru and Kenya.
With these short videos students can experience what the country is like and what the main attractions are. As different students have different interests, many can be sparked and developed within a short lesson. Student input can be given as to which place they would like to next investigate, the dialogue between the students would determine the direction.
For someone that 8 weeks ago had barely even looked at YouTube, let alone experimented with it, I have come along way. Until recently I thought that YouTube was simply a place where people who wanted to broadcast their silly or humorous videos to the world went, rather egocentric. How wrong could I be!!! YouTube, and TeacherTube, are fantastic devices that have an enormous amount of content. It is the moving visual picture that can capture and engage. Students, in the topic that I am developing need to find information on non English speaking country. YouTube is a fantastic way for them to be able to see what the sights, culture, food etc. are like in many different countries before they choose which one they are going to do for their project such as the below YouTubes on Peru and Kenya.
With these short videos students can experience what the country is like and what the main attractions are. As different students have different interests, many can be sparked and developed within a short lesson. Student input can be given as to which place they would like to next investigate, the dialogue between the students would determine the direction.
Getting all students involved either in the actual typing of the destinations or simply the discussion would effectively allow them the autonomy in both direction, decision and execution.
Kind Regards,
Kylie Gupwell
Subscribe to:
Posts (Atom)
