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Engagement And Thinking In A Multimedia Classroom

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This workshop will present ideas which use multimedia to engage pupils and move their thinking on. One Lesson Movie uses Movie Maker to develop understanding of chronology and Thinking SKills with Key Stage 3. When students teach you a lesson hands over the Interactive Whiteboard to KS4 pupils to develop meta-thinking on questioning, learning styles and lesson plans. What did Stalin really sound like? uses a voice recorder and Audacity to explore meaning and tone in primary sources with A Level students.

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Engagement and Thinking in a Multimedia Classroom Johannes Ahrenfelt Neatherd & Neal Watkin Copleston High
What are the barriers to regular use of ICT & Multimedia?
Rationale Multimedia makes for good engagement. Engagement is essential for good learning Multimedia has the potential to promote good quality learning HOWEVER Tasks have to be carefully constructed in order to create the correct circumstances
The Rules of Engagement People learn best when they are interested, involved and appropriately challenged (DfES) Activities have a clear purpose and relevance New knowledge is related to old Presentation is varied Activities generate curiosity Pupils ask questions and try new ideas Pupils see their achievements and progress Pupils analyse their thinking/learning Pupils gain satisfaction and enjoyment from their work Pupils get a positive image of themselves a learners
One Lesson Movie
Tasks and examples: www.innovativeICT.net/workshops
Students teach you a lesson
General Topics Life in the 1600s (incl. major events) Origins of Witchcraft as a crime Escalation The End Matthew Hopkins in East Anglia Persecution of witches 1400-1600s
Starter Asking the right questions Getting them talking
What makes a challenging question? 1. Why did people in the Middle Ages believe in witchcraft? 2. Matthew Hopkins terrified and destroyed East-Anglia. Discuss. 3. What were the main factors that influenced the decline of women being hanged for witchcraft? 4. To what extent was Matthew Hopkins backed by the Government? 5. How much has the perception of women changed since the 1600?
Lesson 1: What makes a challenging question? Who? When? Describe What can you learn? What factors? What conclusions can you make? How far?
Structure of lessons Lesson 1: What makes a challenging question? Lesson 2: Discuss structure of lessons Lesson 3-4: Research & Plan lessons Lesson 4-5:Teach the lesson Evaluation Connor speaks about the task set by his new teacher.[video removed] Plenary by Group Teachers where Ross explains the impact of Matthew Hopkins [video removed]
What did sound like? Task examples: www.innovativeICT.net/workshops
What did the Stalin sound like? Analysing sources Inference Interpretations Tone Accent Background + how that would affect the individual Emotions
What did the Big Three sound like?
油
Lesson 1 Lesson 2 Lesson 3 What were they thinking at the time of the photo? http://www.learningcurve.gov.uk/coldwar/G2/default.htm Was the wartime alliance between Britain, the USA and USSR as strong as the media said it was? What was the temperature of the international relations at the time of the Yalta Conference?
油
Churchill, Roosevelt, Stalin: What did they want to say? Tone Accent Background + how that would affect the individual Emotions Example Y9 students: www.innovativeICT.net/workshops
Plenary Ideas for regular use of ICT & Multimedia
People learn best when they are interested , involved and appropriately challenged (DfES)

More Related Content

Engagement And Thinking In A Multimedia Classroom

  • 1. Engagement and Thinking in a Multimedia Classroom Johannes Ahrenfelt Neatherd & Neal Watkin Copleston High
  • 2. What are the barriers to regular use of ICT & Multimedia?
  • 3. Rationale Multimedia makes for good engagement. Engagement is essential for good learning Multimedia has the potential to promote good quality learning HOWEVER Tasks have to be carefully constructed in order to create the correct circumstances
  • 4. The Rules of Engagement People learn best when they are interested, involved and appropriately challenged (DfES) Activities have a clear purpose and relevance New knowledge is related to old Presentation is varied Activities generate curiosity Pupils ask questions and try new ideas Pupils see their achievements and progress Pupils analyse their thinking/learning Pupils gain satisfaction and enjoyment from their work Pupils get a positive image of themselves a learners
  • 6. Tasks and examples: www.innovativeICT.net/workshops
  • 8. General Topics Life in the 1600s (incl. major events) Origins of Witchcraft as a crime Escalation The End Matthew Hopkins in East Anglia Persecution of witches 1400-1600s
  • 9. Starter Asking the right questions Getting them talking
  • 10. What makes a challenging question? 1. Why did people in the Middle Ages believe in witchcraft? 2. Matthew Hopkins terrified and destroyed East-Anglia. Discuss. 3. What were the main factors that influenced the decline of women being hanged for witchcraft? 4. To what extent was Matthew Hopkins backed by the Government? 5. How much has the perception of women changed since the 1600?
  • 11. Lesson 1: What makes a challenging question? Who? When? Describe What can you learn? What factors? What conclusions can you make? How far?
  • 12. Structure of lessons Lesson 1: What makes a challenging question? Lesson 2: Discuss structure of lessons Lesson 3-4: Research & Plan lessons Lesson 4-5:Teach the lesson Evaluation Connor speaks about the task set by his new teacher.[video removed] Plenary by Group Teachers where Ross explains the impact of Matthew Hopkins [video removed]
  • 13. What did sound like? Task examples: www.innovativeICT.net/workshops
  • 14. What did the Stalin sound like? Analysing sources Inference Interpretations Tone Accent Background + how that would affect the individual Emotions
  • 15. What did the Big Three sound like?
  • 16. 油
  • 17. Lesson 1 Lesson 2 Lesson 3 What were they thinking at the time of the photo? http://www.learningcurve.gov.uk/coldwar/G2/default.htm Was the wartime alliance between Britain, the USA and USSR as strong as the media said it was? What was the temperature of the international relations at the time of the Yalta Conference?
  • 18. 油
  • 19. Churchill, Roosevelt, Stalin: What did they want to say? Tone Accent Background + how that would affect the individual Emotions Example Y9 students: www.innovativeICT.net/workshops
  • 20. Plenary Ideas for regular use of ICT & Multimedia
  • 21. People learn best when they are interested , involved and appropriately challenged (DfES)