Using Multimedia to Support Learning in Literacy Tracey Mardell 0505744

  • View
    213

  • Download
    1

Embed Size (px)

Text of Using Multimedia to Support Learning in Literacy Tracey Mardell 0505744

  • Slide 1

Using Multimedia to Support Learning in Literacy Tracey Mardell 0505744 Slide 2 It has become something of a truism that ICT is essential to any definition of what it means to be literate in the 21st century. (Davies, H. and OSullivan, O. 2002 p103) Rose (2009) recommends, Literacy, numeracy and ICT should form the new core of the primary curriculum. (p21) Slide 3 Benefits of New Technologies Greatest benefits are had in aspects of learning that are not measured in National Curriculum levels: creativity, collaboration, cooperation, autonomy, self-motivation, self assessment and enjoyment of learning. (Lachs, 2000) Greatest benefits are had in aspects of learning that are not measured in National Curriculum levels: creativity, collaboration, cooperation, autonomy, self-motivation, self assessment and enjoyment of learning. (Lachs, 2000) Environments that have been found to be most conducive for learning are those that reflect the embedded use of ICT across the curriculum. (Yelland 2002 p93) Environments that have been found to be most conducive for learning are those that reflect the embedded use of ICT across the curriculum. (Yelland 2002 p93) New technologies enable children to present their information in diverse ways, producing high quality work. New technologies enable children to present their information in diverse ways, producing high quality work. Warning: By constantly seeing ICT as new we may unnecessarily be adding to its mystery and contributing to the fears of some primary teachers. Instead, we should welcome new technologies as extensions of familiar technologies. (Davies and OSullivan 2002 p103) Warning: By constantly seeing ICT as new we may unnecessarily be adding to its mystery and contributing to the fears of some primary teachers. Instead, we should welcome new technologies as extensions of familiar technologies. (Davies and OSullivan 2002 p103) Slide 4 Benefits of Using ICT in Literacy. ICT is a tool to support and enhance childrens ICT is a tool to support and enhance childrens literacy learning. (Rudd and Tyldesley 2006, p.30) literacy learning. (Rudd and Tyldesley 2006, p.30) Children prefer to write on a screen rather than paper, allowing them to be more creative and manipulative with the text, whilst building self esteem. (Observations) Children prefer to write on a screen rather than paper, allowing them to be more creative and manipulative with the text, whilst building self esteem. (Observations) ICT can support and scaffold childrens literacy development, especially that of the EAL child. (DCSF 2009) ICT can support and scaffold childrens literacy development, especially that of the EAL child. (DCSF 2009) Using multimedia enhances the childrens reading, writing, speaking and listening, whilst promoting active learning. Using multimedia enhances the childrens reading, writing, speaking and listening, whilst promoting active learning. Slide 5 Unit of Work: Traditional Stories Traditional Stories is the second narrative unit of work taught within Year 2. Traditional Stories is the second narrative unit of work taught within Year 2. The unit has two outcomes: The unit has two outcomes: 1. Children will work towards their own written version of a traditional narrative. 2. Children will create a multimedia presentation combining words, images and sounds using presentation software, such as Photo Story 3, in the form of a traditional story. Slide 6 How will new technologies, such as multimedia, support this unit? How will new technologies, such as multimedia, support this unit? Research suggests, a range of media leads to more effective learning through interaction with the childs preferred learning style. (Sharp et al 2002 p79) Research suggests, a range of media leads to more effective learning through interaction with the childs preferred learning style. (Sharp et al 2002 p79) Digital photographs can help the child understand sequencing of stories. Digital photographs can help the child understand sequencing of stories. Recording speech and sound allows the child to reflect on the process of oral communication. In return, it supports the emphasis on listening. Recording speech and sound allows the child to reflect on the process of oral communication. In return, it supports the emphasis on listening. The combined elements of a multimodal text helps the child to better interpret it. The combined elements of a multimodal text helps the child to better interpret it. Manipulation of the text, allows the child to experiment with its structure and organisation. Manipulation of the text, allows the child to experiment with its structure and organisation. Slide 7 Photo Story 3 Photo Story is a software program similar to Movie Maker. It allows users to create a presentation of digital photos adding effects, narration, music and text to create a multimedia presentation, a movie. Photo Story is a software program similar to Movie Maker. It allows users to create a presentation of digital photos adding effects, narration, music and text to create a multimedia presentation, a movie. Easy to use, one click options. Easy to use, one click options. Powerful tool for learners to express themselves. Powerful tool for learners to express themselves. Its free! Its free! Small selection of music. Small selection of music. Confident, prior experience. Confident, prior experience. http://www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx http://www.youtube.com/watch?v=iijfL55Biy8http://www.youtube.com/watch?v=iijfL55Biy8 (Demonstration of how to use Photo Story 3) http://www.youtube.com/watch?v=iijfL55Biy8 http://www.youtube.com/watch?v=q_Am4JbMnR8http://www.youtube.com/watch?v=q_Am4JbMnR8 (Example of personal use) http://www.youtube.com/watch?v=q_Am4JbMnR8 Slide 8 Learning Objectives for Unit of Work Speaking; To tell real and imagined stories using conventions of a familiar story language. To listen and respond. To respond to presentations by describing characters, repeating some highlights commenting constructively. Drama; Present part of a traditional story or their own story for members of their own class. Word recognition: decoding and encoding; To read independently, with increasing fluency longer and less familiar texts. To spell with increasing accuracy and confidence, drawing on word recognition, knowledge of word structure and spelling patterns. To know how to tackle unfamiliar words that are not completely decodable. To read and spell less common alternative graphemes and trigraphs. To read high and medium frequency words independently and automatically. Word structure and spelling; To spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters. To read and spell less common alternative graphemes and trigraphs. Understanding and interpreting texts; To gather ideas and information from across a whole text, using simple signposts in the text. To give reasons why things happen and or characters change. Creating and shaping texts; To draw on knowledge and experience of texts in deciding and planning what and how to write. To select from presentational features to suit particular writing purposes on paper and on screen. Text structure and organisation; To use planning to establish clear sections for writing. Sentence structure and punctuation; To write simple and compound sentences and begin to use subordination in relation to time and reason. Presentation; To word process short narrative and non-narrative texts. To plan and produce a multimedia presentation. Slide 9 Phase 1: Reading, capturing text, immersion in the text-type. Introduce children to the traditional story of Little Red Riding Hood. Introduce children to the traditional story of Little Red Riding Hood. (IWB shared reading texts) (IWB shared reading texts) Identify the features of a traditional story: How does the story begin/end? What are the characters like? (Highlight clues in text) Identify the features of a traditional story: How does the story begin/end? What are the characters like? (Highlight clues in text) Discuss opposing characters from the narrative. (IWB model characteristic chart for good/bad) Discuss opposing characters from the narrative. (IWB model characteristic chart for good/bad) Discuss and compose dialogue for different characters. Discuss and compose dialogue for different characters. Use role play, hot seating, freeze framing. (Digiblue, Easi-speak) Use role play, hot seating, freeze framing. (Digiblue, Easi-speak) Building connective work, discuss alternative words or phrases that can be used to add more tension to the story. (Connective word bank) Building connective work, discuss alternative words or phrases that can be used to add more tension to the story. (Connective word bank) Assessment opportunities: Assessment opportunities: Teacher observation, questioning and discussing. Teacher observation, questioning and discussing. I can describe and reverse the characters from a traditional tale. I can describe and reverse the characters from a traditional tale. http://nationalstrategies.standards.dcsf.gov.uk/node/64916?uc=force_uj http://nationalstrategies.standards.dcsf.gov.uk/node/64916?uc=force_uj http://nationalstrategies.standards.dcsf.gov.uk/node/64916?uc=force_uj Slide 10 Phase Two: Planning, writing and re-drafting Return to the traditional tale of Little Red Riding Hood (IWB shared reading texts) Discuss how characters behave if their roles in a narrative are exchanged. (Saved characteristic chart, role play reversal) Discuss how characters behave if their roles in a narrative are exchanged. (Saved characteristic chart, role play reversal) Plan an alternative traditional story, using identified features but reversing characters role. (IWB, story map model plan) Plan an alternative traditional story, using identifie