Digital Storytelling transforms stories and ideas into a digital medium using images, sounds and voices. You can use still pictures, animation or video clips in a number of easy to use computer programs. I have played with Photo story 3 for Windows for the first time today and found it easy to use. There are some helpful tutorials and resources on line to help you and your students get to grips with it.
Here are some ideas I got from the Message Stick “Voices from the Cape” on ABC about digital storytelling as an authentic and engaging learning experience. A group of specialists went to Aurukun on the Cape to try and engage the students and reduce their poor attendance to school. I am teaching Year 2 and found the introduction used to teach the structure of a digital story to be simple and effective. The teacher wanted something that a student had. He put a chair and another student between him and the student holding the thing he wanted. The beginning - he started to go for the thing he wanted, the middle - he had to work around the obstacles and solve the problems to get through and the end - he got what he wanted. The students were engaged by the movement and the fact that it was funny watching the teacher bump into a chair and give $20 to the student in his way. They learnt a story has a beginning, middle where you come through obstacles and an end.
It was essential to create a safe atmosphere for the students to work in and they were given control to create the stories at their own pace. The outcome was authentic as the films produced were for a local film festival. Digital storytelling is an excellent tool to use in the relate-create-donate Kearsley and Shneiderman (1999) Engagement Theory. My inspired idea using digital storytelling with theis this:
Relate:
The task that needs a solution in my Year 2 class is multiplication.
Create:
In groups the students set up and take photos of different ways to show you how to multiply numbers. One group may take pictures of plates with apples on to show 2 x 3 for example. You can import PowerPoint slides into Photo Story 3 easily to build the story around the photographs. Now the students are looking at the process of multiplication rather than just the answers. The same could be done with addition and number facts.
Donate:
The resulting digital stories will be used for revision and to teach other children.
Really there are endless ideas and stories to tell. I like the idea of students presenting their work for peer review. This could be done on a star rating or comments on the positive and negative aspects with suggestions on possible improvements. For the students to then reflect on the reviews and then comment on any changes they might make is an excellent learning tool for creative and deeper thinking processes.
I look forward to trying this out with mu students.
Sunday, May 9, 2010
Thursday, April 29, 2010
ICTs for Learning Design - Reflective Synopsis (Assignment 2)
My learning journey began by discovering the changing role for teachers as Learning Managers discussed in the blog entry ‘Learning to be a Teacher’. We must profile our students, provide clear outcomes and design pedagogical strategies to reach the outcomes. This is supported by Lynch’s 8 Learning Manager questions (LMQs) used design learning experiences - ‘Learning to learn’.
Learning managers and learners can be supported by a range of ICTs to enable the learner to take control of their learning. Examples of these are discussed in ‘How do we use technology in the classroom’ . This introduces the Kearsley and Shneiderman (1999) Engagement Theory - learners work on a problem with a real life connection in a collaborative way using ICTs. The results are shared with the real audience. This theory encourages motivation and deep learning as discussed in ‘Wikis and Learning Design’. I have enjoyed working with this theory by experimenting with wikis and discovered you can embed forms and graphs created in Google Docs. Even my course lecturer Scot Aldred at CQU commented on this innovation in the course forum.
It seems the obvious thing to do when you see technology being used with practical data taken from the student's lives and their surroundings. In a world with so much information at their fingertips and gaming designed for them, why would students want to do problem solving with meaningless information. The ‘Integration of ICTs into the classroom‘ video from Edutopia demonstrates my point beautifully.
So ICTs can be used to support and enhance what students learn providing many options to discover and use knowledge. Knowledge is no longer just based around single disciplines from a blinkered source. Knowledge is multilayered and global. This is discussed in ‘Did you know Google Earth is a Web.2.0’. I am very motivated by web applications that facilitate collaborative learner-centred information sharing and am ready to use them in my pedagogical designs.
With internet access limited at school I have used PowerPoint the most. Uploading this into Slideshare upgrades it to Web.2.0, making it available for peer review. ‘The Power of PowerPoint ‘ shows an example of this and introduces my next point, how ICT based pedagogical strategies can support different learners. If you do not understand how your students learn, they may not understand you! I have looked at theories on how different learners understand in ‘Wicked WikiPedia’.
‘Podcasts - learn to be word smart’ also discusses this and introduces the idea of student comfort and security with the teacher, peers and the classroom. Maslow’s Hierarchy of Needs gave us the idea that without self-esteem you cannot pursue your creativity. Once we understand our learners and they are comfortable we must engage them with active learning experiences like in ‘Vox + Loki =Voki ‘ . During students' learning experiences I have learnt that providing clear outcomes helps the student guide their learning. Outcomes are decided by looking at the curriculum and the type of knowledge. - ‘Learning Outcomes and ICTs ‘ shows the direct link between types of technology and knowledge/thinking. Using outcomes so students can assess each other is one of my favourite discoveries. You make it part of their learning experience and it saves us teachers time. Outcomes need to provide motivation for students and the teachers! I love my ‘Mahara (Electronic Portfolio)’ blog the most as it highlights the importance of teachers telling a story and the importance of lifelong learning. Since writing this I have made hyperlinks on my blog gadget bar to Community of Practice and forum/social book marking sites to keep up with changing technologies.
So far on this continual journey of lifelong learning with ICTs I have experimented with numerous technologies and re-discovered my creativity. Something that can be squashed by the traditional learning I experienced at school. ‘Image manipulation’ and ‘Creativity through pictures’ show how I have developed this. Allowing students to come up with creative ideas during teacher-centred learning can be invigorated when using an interactive whiteboard. ‘Interactive Whiteboards - value for money?’ touches on this and some hurdles when integrating ICTs into the classroom. I have discussed this with my peer Sally after reading her fantastic blog.
ICTs can enhance when and where students learn, and support learner-centred, self-paced work at home or at school - ‘YouTube in the classroom‘. You must consider not all students have internet access at home as discussed with my peer (Carolyne). Alvin Tofler who wrote Future Shock in the seventies talks about 24hr classrooms where children attend at different times and start at different ages. Would a class of the same level, but different ages work better than today’s model? However education is structured it is important to keep families informed so they can support learners and understand their learning. Though beware, check out ‘Reality Check’, not every parent will agree with using technology in the classroom unless they completely understand the reasoning and process.
When using technology at home or school we much teach students to operate safely, within copyright and socially responsibly. Remember there are differences between cultures and the Internet opens the classroom to the world. Locally it is advised to consider the beliefs of Indigenous Australians (example peer blog).
To conclude, here is my philosophy so far as a Learning Manager. To tell a story, let the students create and take control of their learning, make experiences real and provide a variety of learning experiences using technology as a tool. My favourite fact/theory so far has to be cognitive loading and it’s link with emotions. The emotional intelligence part of your brain triggers lots of elements into the short term memory where your brain has to process information before it reaches the long term memory. As the short term memory can only process a limited number of elements at a time, the very emotional learners find it harder to learn (Daniel Goleman). Meditation is the key!
Warm regards
Johanna Pettett
GDLT Primary (P/T) FLEX
References
Maslow, A. Motivation and Personality (2nd ed.) Harper & Row, 1970.
Authors@Google: Daniel Goleman
Learning managers and learners can be supported by a range of ICTs to enable the learner to take control of their learning. Examples of these are discussed in ‘How do we use technology in the classroom’ . This introduces the Kearsley and Shneiderman (1999) Engagement Theory - learners work on a problem with a real life connection in a collaborative way using ICTs. The results are shared with the real audience. This theory encourages motivation and deep learning as discussed in ‘Wikis and Learning Design’. I have enjoyed working with this theory by experimenting with wikis and discovered you can embed forms and graphs created in Google Docs. Even my course lecturer Scot Aldred at CQU commented on this innovation in the course forum.
It seems the obvious thing to do when you see technology being used with practical data taken from the student's lives and their surroundings. In a world with so much information at their fingertips and gaming designed for them, why would students want to do problem solving with meaningless information. The ‘Integration of ICTs into the classroom‘ video from Edutopia demonstrates my point beautifully.
So ICTs can be used to support and enhance what students learn providing many options to discover and use knowledge. Knowledge is no longer just based around single disciplines from a blinkered source. Knowledge is multilayered and global. This is discussed in ‘Did you know Google Earth is a Web.2.0’. I am very motivated by web applications that facilitate collaborative learner-centred information sharing and am ready to use them in my pedagogical designs.
With internet access limited at school I have used PowerPoint the most. Uploading this into Slideshare upgrades it to Web.2.0, making it available for peer review. ‘The Power of PowerPoint ‘ shows an example of this and introduces my next point, how ICT based pedagogical strategies can support different learners. If you do not understand how your students learn, they may not understand you! I have looked at theories on how different learners understand in ‘Wicked WikiPedia’.
‘Podcasts - learn to be word smart’ also discusses this and introduces the idea of student comfort and security with the teacher, peers and the classroom. Maslow’s Hierarchy of Needs gave us the idea that without self-esteem you cannot pursue your creativity. Once we understand our learners and they are comfortable we must engage them with active learning experiences like in ‘Vox + Loki =Voki ‘ . During students' learning experiences I have learnt that providing clear outcomes helps the student guide their learning. Outcomes are decided by looking at the curriculum and the type of knowledge. - ‘Learning Outcomes and ICTs ‘ shows the direct link between types of technology and knowledge/thinking. Using outcomes so students can assess each other is one of my favourite discoveries. You make it part of their learning experience and it saves us teachers time. Outcomes need to provide motivation for students and the teachers! I love my ‘Mahara (Electronic Portfolio)’ blog the most as it highlights the importance of teachers telling a story and the importance of lifelong learning. Since writing this I have made hyperlinks on my blog gadget bar to Community of Practice and forum/social book marking sites to keep up with changing technologies.
So far on this continual journey of lifelong learning with ICTs I have experimented with numerous technologies and re-discovered my creativity. Something that can be squashed by the traditional learning I experienced at school. ‘Image manipulation’ and ‘Creativity through pictures’ show how I have developed this. Allowing students to come up with creative ideas during teacher-centred learning can be invigorated when using an interactive whiteboard. ‘Interactive Whiteboards - value for money?’ touches on this and some hurdles when integrating ICTs into the classroom. I have discussed this with my peer Sally after reading her fantastic blog.
ICTs can enhance when and where students learn, and support learner-centred, self-paced work at home or at school - ‘YouTube in the classroom‘. You must consider not all students have internet access at home as discussed with my peer (Carolyne). Alvin Tofler who wrote Future Shock in the seventies talks about 24hr classrooms where children attend at different times and start at different ages. Would a class of the same level, but different ages work better than today’s model? However education is structured it is important to keep families informed so they can support learners and understand their learning. Though beware, check out ‘Reality Check’, not every parent will agree with using technology in the classroom unless they completely understand the reasoning and process.
When using technology at home or school we much teach students to operate safely, within copyright and socially responsibly. Remember there are differences between cultures and the Internet opens the classroom to the world. Locally it is advised to consider the beliefs of Indigenous Australians (example peer blog).
To conclude, here is my philosophy so far as a Learning Manager. To tell a story, let the students create and take control of their learning, make experiences real and provide a variety of learning experiences using technology as a tool. My favourite fact/theory so far has to be cognitive loading and it’s link with emotions. The emotional intelligence part of your brain triggers lots of elements into the short term memory where your brain has to process information before it reaches the long term memory. As the short term memory can only process a limited number of elements at a time, the very emotional learners find it harder to learn (Daniel Goleman). Meditation is the key!
Warm regards
Johanna Pettett
GDLT Primary (P/T) FLEX
References
Maslow, A. Motivation and Personality (2nd ed.) Harper & Row, 1970.
Authors@Google: Daniel Goleman
Wednesday, April 28, 2010
Wicked WikiPedia.
Schoolgirls sit in the girls' section of a school in Bamozai, near Gardez, Paktya Province, Afghanistan. The school has no building; classes are held outdoors in the shade of an orchard, by Capt. John Severns.
This picture is the 'picture of the day' in WikiPedia Commons. Thanks to the Commons licensing of pictures and information in WikiPedia reproduction on a educational bases is allowed. When reading or writing, pictures provide instant information about the text and can guide all types of learners.
WikiPedia is an free online encyclopedia that can be added to or modified by anyone. There are strict controls to keep the information accurate so this is a good information resource for everyone. It is built around a wiki so there is also discussion pages and history logs. It is very easy to use and has WikiProjects for eduction and books (there are more) to improve coverage on such topics.
Given the accuracy, ease of use, selection of foreign language, numerous hyperlinks to explain every word, contents and references this is an excellent resource for independent learning at home or at school. Students can work at their own pace and find authentic hyperlinks - for example if researching pollution you may come across Green Peace.
I have searched learning frameworks and other course content and now I am in school I have researched every topic I am teaching. It always provides a good base to work from and I have used the pictures, references and hyperlinks for further research and presentations. With the collated information I have created learning experiences that 'extend and refine knowledge' (Dimensions of Learning 3 - Marzano, R & Pickering, D 1997). Comparing and classifying information are the two I used most with my Year 2 class. Information I collected and distributed so the learner-centred experience comes from their group work to place the information in the correct spots and then choose their follow-up task.
To make sure my Year 2 students learn deeply, it is important to understand their learning styles. I have mentioned some of these in previous blogs and would like to focus on the Felder and Silverman model and link it to using WikiPedia. The bullet points below discuss their ideas that led to the Index of Learning Styles - a questionnaire to determine the type of instruction the student is most comfortable with and is most effective.
- What type of information does the student preferentially perceive?:
Sensory - sights, sounds and physical sensations OR
Intuitive - memories, thoughts and insights.
Verbal - written and spoken explanations.
Reflectively - through introspection.
Globally - in large 'big picture' jumps.
Intuitive - memories, thoughts and insights.
- What type of sensory information is most effectively perceived?:
Verbal - written and spoken explanations.
- How does the student prefer to process information?:
Reflectively - through introspection.
- How does the student characteristically progress towards understanding?:
Globally - in large 'big picture' jumps.
You can see that research using WikiPedia would help the visual and verbal learners, and the sequential and global learners. The learner-centred activity designed around WikiPedia as a resource should consider the other types of learners. Engaging in discussion and debate, and presenting your results as a podcast or video may assist. Working in mixed groups would allow the different learning styles to work together to complete the project.
Thinking about this model, the eight intelligences developed by Gardner, Jungs theory and Dimensions of Learning one and five (Marzano, R & Pickering, D 1997) there are lots to think about when asking yourself lynch's Learning Management Question no.3 - 'How does my learner best learn?'.
Look back at the picture of the school girls and reflect on how far we have come with education and the freedom of knowledge, but there are many who are without this. How long until technology reaches all and how much would it have changed by then to do so? any comments?
Thanks
Johanna
References
Felder and Silverman model (1988).
www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html
R.M. Felder and J.E. Spurlin, "Applications, Reliability, and Validity of the Index of Learning Styles," Intl. Journal of Engineering Education, 21(1), 103-112 (2005). A validation study of the Index of Learning Styles.
Marzano, R & Pickering, D. (1997). Dimensions of Learning: teacher's manual (2nd ed.). Alexandria : ASCD.
Tuesday, April 27, 2010
Did you know Google earth is a Web.20?
I have used Google Earth for a few years now and still enjoy looking at my mum's house in London and fly over the Cornish beaches that I used to swim. I still experience the wonder of having the world at my fingertips. There are many uses for Google Earth in the classroom as it provides a realistic base for learning and gives the freedom to choose a number of functions to investigate the globe. Basic hypothesis like 'does Poland have any beaches?' to 'what countries do I pass to arrive in London from Sydney?' This sounds simple, but you have the question, method, action, result and review - 'could I have done it better?'. This is teaching the skills to use your knowledge - a reflection on Mode 2 knowledge (Gibbons et al 1994).
Gibbons et al (1994) commented on the constant changes in the production of knowledge and use in the changing knowledge economy that we live in. He recognised that knowledge comes from multiple and diverse sites all over the world with the help of ICT. With the world wide web changing communication access and collaborative work, all knowledge is accountable and transdisciplinary. The quality control of market acceptability of knowledge as a commodity including peer reviews forces flexibility. Reflecting on this it is what you do with knowledge rather than how you get it. I do not need to know all the countries in Africa off by heart when I can fly there with Google Earth. I do need to know how to problem-solve to learn the steps to take me there so I can use the skills again to manage more knowledge. This highlights the importance of higher order thinking skills, creativity and social skills to succeed in an ever changing economy.
While investigating Google Earth and related blogs I discovered Web.2.0. As you realise from the blog title, Google Earth is a Web.2.0. This term is associated with web applications that "facilitate interactive information sharing, user-centred design and collaboration on the world wide web" (Wikipedia). You have control over the data on these web sites and can run software through the browser. All the applications I have reviewed and linked with Engagement Theory (Kearsley & Shneiderman 1999) are listed here - blogs, wikis, social-networking site and video-sharing sites. All encourage collaborative project-based tasks with clear outcomes for an authentic audience. There is a 'Learning with Technology Profile Tool' that engages with this theory and can guide your current practice through a series of questions. I found it useful to print out the questions and have as a guide to task ideas.
As I looked deeper into this technology I discovered Tag Cloud generation. I have seen it online before, but never tried. As a learning manager I have a commitment to actively search for new and changing technology. I made the tag cloud below by linking it to my blog. The software has chosen the words, but I have not set up any hyperlinks. You can choose on some sites rather than just linking. I like the feel my cloud gives about my blog though it does not have any obvious tag pattern. This may be a useful tool when considering the personalities and emotional styles of your students.
learning block template body background page wrapper url http blogblog dots gif repeat header main fix long text breaking sidebar float content bottom line link img post body footer uncustomized author right comment elements icon_comment_left blog pager bullet profile layout april youtube classroom school amazing world video photographs clips online students access internet authentic work presentations used topic tool may way time find teacher limited download first powerpoint posted johanna comments reactions image manipulation slide show together shot using great information essential having wiki memory working same cooper pictures learners pickering university education edutopia voki advisers solve complete report knowledge weather
When reflecting on Carl Jung's typology I wonder how different the Tag Cloud created by an extravert compared to an intravert, a pratical person compared to an imaginative and a thinker compared to a feeler? Asking them to use words that are relevent to how they feel or percieve themselves. It is essential to know your learners so you can provide the right learning experience.
At this stage in my blog I am starting feel comfortable with the theory and the technology's connections. I am starting to feel confident with uses ICTs in the classroom and want to experiement. To keep up with the changes in technology I will continue to read blogs, forums, wikis and find practical communities of practice.
Happy flying on Google Earth,
Johanna
Gibbons et al (1994) commented on the constant changes in the production of knowledge and use in the changing knowledge economy that we live in. He recognised that knowledge comes from multiple and diverse sites all over the world with the help of ICT. With the world wide web changing communication access and collaborative work, all knowledge is accountable and transdisciplinary. The quality control of market acceptability of knowledge as a commodity including peer reviews forces flexibility. Reflecting on this it is what you do with knowledge rather than how you get it. I do not need to know all the countries in Africa off by heart when I can fly there with Google Earth. I do need to know how to problem-solve to learn the steps to take me there so I can use the skills again to manage more knowledge. This highlights the importance of higher order thinking skills, creativity and social skills to succeed in an ever changing economy.
While investigating Google Earth and related blogs I discovered Web.2.0. As you realise from the blog title, Google Earth is a Web.2.0. This term is associated with web applications that "facilitate interactive information sharing, user-centred design and collaboration on the world wide web" (Wikipedia). You have control over the data on these web sites and can run software through the browser. All the applications I have reviewed and linked with Engagement Theory (Kearsley & Shneiderman 1999) are listed here - blogs, wikis, social-networking site and video-sharing sites. All encourage collaborative project-based tasks with clear outcomes for an authentic audience. There is a 'Learning with Technology Profile Tool' that engages with this theory and can guide your current practice through a series of questions. I found it useful to print out the questions and have as a guide to task ideas.
As I looked deeper into this technology I discovered Tag Cloud generation. I have seen it online before, but never tried. As a learning manager I have a commitment to actively search for new and changing technology. I made the tag cloud below by linking it to my blog. The software has chosen the words, but I have not set up any hyperlinks. You can choose on some sites rather than just linking. I like the feel my cloud gives about my blog though it does not have any obvious tag pattern. This may be a useful tool when considering the personalities and emotional styles of your students.
learning block template body background page wrapper url http blogblog dots gif repeat header main fix long text breaking sidebar float content bottom line link img post body footer uncustomized author right comment elements icon_comment_left blog pager bullet profile layout april youtube classroom school amazing world video photographs clips online students access internet authentic work presentations used topic tool may way time find teacher limited download first powerpoint posted johanna comments reactions image manipulation slide show together shot using great information essential having wiki memory working same cooper pictures learners pickering university education edutopia voki advisers solve complete report knowledge weather
When reflecting on Carl Jung's typology I wonder how different the Tag Cloud created by an extravert compared to an intravert, a pratical person compared to an imaginative and a thinker compared to a feeler? Asking them to use words that are relevent to how they feel or percieve themselves. It is essential to know your learners so you can provide the right learning experience.
At this stage in my blog I am starting feel comfortable with the theory and the technology's connections. I am starting to feel confident with uses ICTs in the classroom and want to experiement. To keep up with the changes in technology I will continue to read blogs, forums, wikis and find practical communities of practice.
Happy flying on Google Earth,
Johanna
Sunday, April 25, 2010
YouTube in the classroom.
This term I have started teaching Year 2 in a Primary School and we are studying mini-beasts. Fascinating little creatures living in an amazing miniature world of their own. To investigate this world within the classroom when I was at school we would look at books and maybe a video. The video would bring the photographs and drawings to life. Now we have video clips online and advanced technology to get down into the insect world. Students can search for clips for their own learning if access is available through the school internet connection and upload their own, providing an authentic audience for their work. Many videos can be downloaded and embedded into presentations.
On a pedagogical theme, videos can be used to introduce a topic acting as an authentic hook. It can be used as a topic synopsis or revision tool. Some videos may provide a different point of view or a way of living. The video I chose has been used in another GDLT blog, but is the best of many on that theme. It is time consuming to find an appropriate video on YouTube and Teacher Tube appears to be more limited. The most reliable way for a teacher to use this resource is to download the video first and then embed into a PowerPoint presentation or Publisher. Live embedded links are sometimes not fast or reliable enough to use in the classroom. Keeping the attention of 7 - 8 year olds is challenging enough without a slow download to add.
YouTube has another amazing resource other than bringing topics to life. Some clips I have used recently are learning to play the guitar, surf and draw. I find this tool amazing and it opens up lifelong learning to anyone with internet access. In most cases if you are stuck with something, you can find it on YouTube.
Happy Watching
Johanna
Tuesday, April 20, 2010
Image manipulation
There are many software programs out there now that allow you to manipulate your own or other's photography. Features include changing light levels, colour, cropping and resizing, not to mention the cool special effects and technical alterations. These are available on your PC, online and even on gaming consoles like the Wii, making it fun and accessible for all ages.
The slide show I put together on Green Ants was shot in my garden, manipulated and published using Picasa. I tried Picnik first and found the manipulation features easy to use and fun, but I found the time for uploading and linking to Flickr frustrating. Not to mention I have now consumed my broadband limit this month already! This sends me back into the slow world of dial-up and oh how painful it is. So I have concluded that the online services for photo manipulation are great, but if you have limited download or have many users on one network like at a school, it may be less frustrating to use software on the PC first.
How can image manipulation be used in the classroom in an authentic collaborative way with clear outcomes? How authentic is photography? How much information and emotion can you capture in the right shot? Manipulating the images allows student to produce a great shot keeping motivation high and providing the understanding of what a good photo is by creating a new image. In art - media, this is an essential tool for discovering many of the Essential Learnings.
Having started my placement in school last week I have discovered that internet access is not what I presumed. Having planned to use a wiki I developed for class, I discovered the 'internet block'. To access this wiki I have to contact QCAR and have their permission for it to be unblocked. Obviously this blocking system is there to protect the students, but it pays to try out your ideas long before the lesson arrives.
Thanks
Johanna
The slide show I put together on Green Ants was shot in my garden, manipulated and published using Picasa. I tried Picnik first and found the manipulation features easy to use and fun, but I found the time for uploading and linking to Flickr frustrating. Not to mention I have now consumed my broadband limit this month already! This sends me back into the slow world of dial-up and oh how painful it is. So I have concluded that the online services for photo manipulation are great, but if you have limited download or have many users on one network like at a school, it may be less frustrating to use software on the PC first.
How can image manipulation be used in the classroom in an authentic collaborative way with clear outcomes? How authentic is photography? How much information and emotion can you capture in the right shot? Manipulating the images allows student to produce a great shot keeping motivation high and providing the understanding of what a good photo is by creating a new image. In art - media, this is an essential tool for discovering many of the Essential Learnings.
Having started my placement in school last week I have discovered that internet access is not what I presumed. Having planned to use a wiki I developed for class, I discovered the 'internet block'. To access this wiki I have to contact QCAR and have their permission for it to be unblocked. Obviously this blocking system is there to protect the students, but it pays to try out your ideas long before the lesson arrives.
Thanks
Johanna
Monday, April 19, 2010
Creativity through pictures.
The Eagle Nebula (M16): Peering Into the Pillars of Creation (A nearby star-forming region about 7,000 light years from Earth.)How amazing is this photograph taken from flickr. There are many words to explain this phenomenon without the picture, but not many to describe the wonder with. How does photography and illustrations fit within the teaching frameworks I have introduced throughout this blog?
I have found myself searching long and hard for pictures for lesson planning. Creating active learning experiences like think-pair-share with comparing and classifying pictures and producing interactive PowerPoint presentation with mainly pictures. Keeping in mind the licensing as some photos have copyrights and cannot be used. It is frustrating not to be able to scan in and use pictures from books, but again, copyright stands in the way.
This strategy of inquiry based learning (excellent for special needs learning too), using the students prior knowledge to examine evidence and formulate answers can also be called problem solving. Problem solving is an excellent way to utilise the deeper thinking skills like analysis, synopsis and evaluation, and can be done in exciting authentic ways. Providing students pictures to sort into categories enables students to Extend and Refine knowledge and then making conclusions or answering a question with what you have discovered enables the students to use Knowledge Meaningfully (DoL 3 & 4, Marzano, R & Pickering, D 1997). Both working towards realistic Learning Outcomes.
Problem solving and reasoning reflects the Cognitive Learning Theory - as we learn the information is stored in schema in our brains. As we develop intelligence the information is either accommodated or assimilated into existing schema, hence building upon previous experience (Piaget). From this the theory of cognitive loading (Sweller 1988; 1994) tells us that in order for our long term memory to store the information, our working memory must process it first. Our working memories can only handle between seven and nine elements of information at a time. To help we can chunk information - put lots of information into fewer elements. For example, learning a phone number in number pairs instead of individual numbers. The same applies to labelling a diagram/picture. This chunks the information together allowing for the limited working memory to process it together (Cooper 1998). Pictures are invaluable.
Obviously for the visual learners, pictures are essential for learning, but I think essential for all types of learners. Pictures can be used to assist learning on many levels by telling a story, showing intense emotion and express social and cultural feelings. You can decorate the classroom with pictures to make classmates feel comfortable, allow the students express themselves and interests, the list is endless.
I will be using photographs and pictures throughout my lessons and will encourage my students to take their own.
Happy snapping,
Johanna
References
Marzano, R & Pickering, D. (1997). Dimensions of Learning: teacher's manual (2nd ed.). Alexandria : ASCD.
Cooper, Graham (1998) Research into Cognitive Load Theory and Instructional Design at UNSW. University of New South Wales, Australia.
http://dwb4.unl.edu/Diss/Cooper/UNSW.htm
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