Present day students are submerged in technology and they are very comfortable and excited about new applications. Teachers on the other hand, are being exposed to new and novel ways of integrating technology into the teaching learning process in our local classrooms. Some years ago, the principal of a private secondary school in Port of Spain had the foresight to insist that his students be equipped with a laptop for classes. Now with the advent of every first form student having access to a laptop for the 2010- 2011 academic year, teachers can be assured that their training will not go in vain.
Recently I was alerted to the digital story board that can assist students in develop critical reading and writing skills. This tool gives students the opportunity to write detailed scripts that can later be produced as a movie. The greatest challenge for students creating story boards will be ensuring that enough information is supplied to the producer so that the movie is a reflection of the ideas which are documented on paper.
Story boards closely resembles comic strips, however detailed notes about the scenes, characters and camera manipulation are included so that the producer embraces the authors thoughts. The script is written then the student selects key points to highlight the essence of the story. These key points are drawn as panels and additional information about sounds, emotions, props and the story elements supplied so that the appropriate animations can be applied. These panels can then be made into a movie by using real characters or animations. Story Planner and Story Planner Pro are just two applications that can be sourced to assist students in achieving their goal.
Story boards challenge the students’ to develop meaningful stories and also promote critical thinking.
Sunday, July 18, 2010
Saturday, July 10, 2010
Helping Students to Choose Books
It is important as a teacher of reading to stimulate students' interest in books and reading. One sure way is by getting students to take charge of their reading. The more autonomy the student has in being able to select reading level appropriate material, the more likely that student will develop good reading habits.
Wistrom (2010) stated that one such way was by getting students to understand their reading abilities. The students can then be guided to choose material based on a colour chart describing the content of each book contained in the class library. She also stated that time must be taken to familiarize students with the meaning of the colours represented on the books. This strategy is very similar to the "Goldilocks Strategy" which was highlighted in Tompkins (1995) as an ideal tool to help students to select books. Both authors emphasised the need for students to select books that they would be able to read to encourage them to become engaged readers.
Students selecting preferred reading material would be interested in performing the act of reading. I must also point out that students of all ages can participate in this exercise. I have engaged my students in the First Year Primary class in this activity which allowed me to track their progress over time. I observed that by getting students to report on what they have read made them select books they can actually read. Students were also able to implement the reading process.
This strategy is an exceptional way to make students responsible for their learning. It fosters healthy reading habits and removes the responsibility of choosing books for the student from the teacher. This makes the activity more meaningful to the student. Individual selection of the appropriate reading material moves struggling readers to engaged readers.
Wistrom (2010) stated that one such way was by getting students to understand their reading abilities. The students can then be guided to choose material based on a colour chart describing the content of each book contained in the class library. She also stated that time must be taken to familiarize students with the meaning of the colours represented on the books. This strategy is very similar to the "Goldilocks Strategy" which was highlighted in Tompkins (1995) as an ideal tool to help students to select books. Both authors emphasised the need for students to select books that they would be able to read to encourage them to become engaged readers.
Students selecting preferred reading material would be interested in performing the act of reading. I must also point out that students of all ages can participate in this exercise. I have engaged my students in the First Year Primary class in this activity which allowed me to track their progress over time. I observed that by getting students to report on what they have read made them select books they can actually read. Students were also able to implement the reading process.
This strategy is an exceptional way to make students responsible for their learning. It fosters healthy reading habits and removes the responsibility of choosing books for the student from the teacher. This makes the activity more meaningful to the student. Individual selection of the appropriate reading material moves struggling readers to engaged readers.
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