Thursday, October 9, 2008
Web Awareness
I really enjoyed this project. I think it is very important for both teachers and students to be aware of potential and prominent Internet dangers and ways to prevent or deal with them. Creating a map such as this really helped me to lay everything out and figure out what was important and things I should pay attention to and monitor throughout my PS 1, 2 and 3, and teaching career.
Thursday, September 25, 2008
Comprehending and Experiencing Hamlet
References:
Royal Shakespeare Company. (2004). Exploring Shakespeare: Hamlet, Macbeth, and A Midsummer
Night’s Dream. Retrieved September 24, 2008, from
http://www.rsc.org.uk/exploringshakespeare/keyidea/hamletkeyidea.htm
GlobeLink. (2008). Adopt an Actor 2008. Retrieved September 24, 2008, from
http://www.globelink.org/adoptanactor/
Grade Level and Subject: English Language Arts 30-1 (Grade 12)
Brief Description of Activites:
These activities will be ongoing for the study of the play Hamlet. The students and teacher will adopt an actor, accessing , http://www.globelink.org/adoptanactor/ involved in the production of Hamlet at the Globe Theater. The adopt an actor project allows students to follow the production of the play while reading blogs/comments put up by “their actor” about the character he/she is playing, the plot, main themes and language within the play. Often, there are questions involved so, as a class, some of the questions this actor asks can be discussed an applied to the classroom study. Students will also be asked and encouraged to respond to “their actor” on a weekly basis with responses or opinions to the actor’s thoughts and the students’ own ideas/questions about the play and actor’s comments.
While following along and responding to aspects of the Hamlet production students will be asked to go to the website http://www.rsc.org.uk/exploringshakespeare/keyidea/hamletkeyidea.htm, where there are featured key concepts (revenge, secrets, lies, tragic hero, etc…) which are expanded upon as each area is explored, as a homework activity for each night. Each of these key ideas are demonstrated through video reenactments of the scenes, with questions as you go along, or explanations/theories in video form. Again, discussion about the questions/ themes will be taken up in small groups each class, focusing on the analyzing of questions and thinking about how the scenes apply to the key ideas. Students will also discuss what they think about the questions during the scenes (helpful or confusing?), what they believe the answers to be, and their opinion or thoughts on the “key ideas.
GLO:
1-Explore thoughts, ideas, feelings, experiences
2-Comprehend literature and other texts in print, visual and multimedia forms, and respond personally,
Critically, and creatively
5-Respect, support, and collaborate with others
SLO:
-1.2 Extend awareness: 1.2.1 Consider new perspectives
-2.1 Construct meaning from text and context: 2.1.1 Discern and analyze context
2.1.2 Understand and interpret content
-5.1 Respect others and strengthen community: 5.1.2 Appreciate diversity of expression, opinion,
perspective
5.2 Work within a group
ICT Outcomes: C.2 4.1 Consult a variety of sources that reflect varied viewpoints on particular topics
F.2.4.1 Use technology outside formal classroom settings
Rationale for Computer Integration:
By introducing students to a visual reproduction of a play and demonstration of concepts, it gets students excited about learning and willing to take the time to do so. By enabling them to go onto a website unaccompanied, students will be encouraged to learn in a non-school setting, independently, and learn how they can use technology to see visual representations of literature not just through television. By being in contact with someone through the internet, they are encouraged to communicate their thoughts and ideas about what they are learning and have learned. This, in turn, enables them to communicate in the classroom, while maintain respect for their peers as they would the actor they have “adopted”. The computer integration allows students to experience a different form of technology and encourages them to experiment with different contexts. This is also practice for interpreting language arts (reading, writing, speech, plays, stories) in a more exciting and virtual form as oppose to only reading it from a book. This enable students to actually experienc the play and ask questions about it from someone involved in Hamlet first hand. Students could create their own blogs later to discuss questions and comments about the play and ideas they have about it.
Royal Shakespeare Company. (2004). Exploring Shakespeare: Hamlet, Macbeth, and A Midsummer
Night’s Dream. Retrieved September 24, 2008, from
http://www.rsc.org.uk/exploringshakespeare/keyidea/hamletkeyidea.htm
GlobeLink. (2008). Adopt an Actor 2008. Retrieved September 24, 2008, from
http://www.globelink.org/adoptanactor/
Grade Level and Subject: English Language Arts 30-1 (Grade 12)
Brief Description of Activites:
These activities will be ongoing for the study of the play Hamlet. The students and teacher will adopt an actor, accessing , http://www.globelink.org/adoptanactor/ involved in the production of Hamlet at the Globe Theater. The adopt an actor project allows students to follow the production of the play while reading blogs/comments put up by “their actor” about the character he/she is playing, the plot, main themes and language within the play. Often, there are questions involved so, as a class, some of the questions this actor asks can be discussed an applied to the classroom study. Students will also be asked and encouraged to respond to “their actor” on a weekly basis with responses or opinions to the actor’s thoughts and the students’ own ideas/questions about the play and actor’s comments.
While following along and responding to aspects of the Hamlet production students will be asked to go to the website http://www.rsc.org.uk/exploringshakespeare/keyidea/hamletkeyidea.htm, where there are featured key concepts (revenge, secrets, lies, tragic hero, etc…) which are expanded upon as each area is explored, as a homework activity for each night. Each of these key ideas are demonstrated through video reenactments of the scenes, with questions as you go along, or explanations/theories in video form. Again, discussion about the questions/ themes will be taken up in small groups each class, focusing on the analyzing of questions and thinking about how the scenes apply to the key ideas. Students will also discuss what they think about the questions during the scenes (helpful or confusing?), what they believe the answers to be, and their opinion or thoughts on the “key ideas.
GLO:
1-Explore thoughts, ideas, feelings, experiences
2-Comprehend literature and other texts in print, visual and multimedia forms, and respond personally,
Critically, and creatively
5-Respect, support, and collaborate with others
SLO:
-1.2 Extend awareness: 1.2.1 Consider new perspectives
-2.1 Construct meaning from text and context: 2.1.1 Discern and analyze context
2.1.2 Understand and interpret content
-5.1 Respect others and strengthen community: 5.1.2 Appreciate diversity of expression, opinion,
perspective
5.2 Work within a group
ICT Outcomes: C.2 4.1 Consult a variety of sources that reflect varied viewpoints on particular topics
F.2.4.1 Use technology outside formal classroom settings
Rationale for Computer Integration:
By introducing students to a visual reproduction of a play and demonstration of concepts, it gets students excited about learning and willing to take the time to do so. By enabling them to go onto a website unaccompanied, students will be encouraged to learn in a non-school setting, independently, and learn how they can use technology to see visual representations of literature not just through television. By being in contact with someone through the internet, they are encouraged to communicate their thoughts and ideas about what they are learning and have learned. This, in turn, enables them to communicate in the classroom, while maintain respect for their peers as they would the actor they have “adopted”. The computer integration allows students to experience a different form of technology and encourages them to experiment with different contexts. This is also practice for interpreting language arts (reading, writing, speech, plays, stories) in a more exciting and virtual form as oppose to only reading it from a book. This enable students to actually experienc the play and ask questions about it from someone involved in Hamlet first hand. Students could create their own blogs later to discuss questions and comments about the play and ideas they have about it.
Thursday, September 11, 2008
Brevity, Clarity, Humanity, and Simplicity...
*My 5 Major Changes*
I tried to stick with the module suggestions of clarity, brevity,humanity, and simplicity:
1. The first major change I made was to put some colour to the backgrounds, and to create an appropriate font colour to match consistently with each slide. I found that the last two slides were REALLY difficult to read due to the colours of the background and font.
2. I made all the font the same size and large enough to read on the power point presentation. Again, I found the last two slides of the original difficult to read due to font size.
* Both of these changes were made to ensure clarity to read and take notes if required.
3. I changed all of the transition and affects so that they were quicker and more attention grabbing then the original power point. I found it really hard to pay attention to the slides before and have patience with them because they were so slow. It would be really difficult to keep a student's, attention if the information is not quickly attainable.
4. I added pictures to each slide which, I thought, related to what each slide addressed to maintain the viewer's attention and illustrate the point. I find it is much easier to understand and pay attention to information if there is an illustration to accompany it :)
I also thought that including some of the pictures would enable the viewer to relate to the information, such as the map of the location of Crowsnest Pass in relationship to Lethbridge.
5. Lastly, I rearranged all the information, and thus slides, in a way which I thought best relayed information. In connection to this, I removed a good chunk of information that I felt was irrelevant and did some research to expand upon the ecological points a little.... for clarity and relevance sake. Some of the information I found to be a little bit redundant.
Other then these 5 main points I added a couple of transitions or affects,but none that I felt were overly distracting or intimidating, just onesthat I thought would make the presentation a bit more enjoyable for theviewers. Overall, I just tried to keep the presentation as simple andclear as possible, while making it interesting.
I tried to stick with the module suggestions of clarity, brevity,humanity, and simplicity:
1. The first major change I made was to put some colour to the backgrounds, and to create an appropriate font colour to match consistently with each slide. I found that the last two slides were REALLY difficult to read due to the colours of the background and font.
2. I made all the font the same size and large enough to read on the power point presentation. Again, I found the last two slides of the original difficult to read due to font size.
* Both of these changes were made to ensure clarity to read and take notes if required.
3. I changed all of the transition and affects so that they were quicker and more attention grabbing then the original power point. I found it really hard to pay attention to the slides before and have patience with them because they were so slow. It would be really difficult to keep a student's, attention if the information is not quickly attainable.
4. I added pictures to each slide which, I thought, related to what each slide addressed to maintain the viewer's attention and illustrate the point. I find it is much easier to understand and pay attention to information if there is an illustration to accompany it :)
I also thought that including some of the pictures would enable the viewer to relate to the information, such as the map of the location of Crowsnest Pass in relationship to Lethbridge.
5. Lastly, I rearranged all the information, and thus slides, in a way which I thought best relayed information. In connection to this, I removed a good chunk of information that I felt was irrelevant and did some research to expand upon the ecological points a little.... for clarity and relevance sake. Some of the information I found to be a little bit redundant.
Other then these 5 main points I added a couple of transitions or affects,but none that I felt were overly distracting or intimidating, just onesthat I thought would make the presentation a bit more enjoyable for theviewers. Overall, I just tried to keep the presentation as simple andclear as possible, while making it interesting.
Thursday, September 4, 2008
Hello : )
Hello there everyone ! Hope everyone is enjoying their PS I experiences thus far.
My name is Kaitlin Jackson and all I was writing to say was "Hi" and I will see you around for the semester
Kaitlin : )
My name is Kaitlin Jackson and all I was writing to say was "Hi" and I will see you around for the semester
Kaitlin : )
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