#ecl310deakin2017

This video would support students learning and understanding of how there so many different languages created and used by Aboriginal and Torres Strait Islanders - this video could could be presented with a range of words from the languages for students to then explore. The class could begin to develop a collaborative dictionary.

After much searching on Tumblr of #picturebooks and engaging with many inspiring posts, I came across one with a fascinating image embedded in it. Further exploration led me to an amazing page, I though would be great to share. While strictly speaking, it is not a picturebook, it does combine the elements of pictures and books and with a little imagination, a story. I wonder where the creative story of a student could take me using this piece? I love the way in which old, abandoned books have been given a new lease of life in the form of creative art. This Tumblr page is incredible, please have a look at the posts on this site and decide for yourself.

http://fromwithinabook.tumblr.com

The clip below, demonstrates how to create some simple book art pieces.

The link below shows some more examples of book art by four brilliant book sculpture artists. Their creations are astounding.

http://all-that-is-interesting.com/book-sculpture-artists

While searching for book art, I came across this cute owl book art sculpture GIF...

Picturebooks - Winch et al. (2016, p. 598) sums it up nicely...

‘Picturebooks are a unique literary form. They tell their stories through subtle mixes of multiple modes that can include words, drawings and paintings, maps and charts, cartoon elements, photographs, montage and collage. They are a generic hybrid, adapted from the novel but often with a very strong connection to poetry. They provide a rich resource for young children learning complex and diverse literate behaviours. They also provide sophisticated resources for analysing the telling of a story.’

References

Responding to the text Thai-Riffic! by Oliver Phommavanh, using Bloom’s Taxonomy of higher order thinking (see above).

CREATE –  How could we add to, improve, design, solve…?

Design a pocket money chart with all the jobs, hours and costs you think would be suitable for Albert to do in a week.

EVALUATING – What do you think about…? What are you assessing?

Do you think Mum feels like a slave? Why?

 ANALYSING – What is the evidence for?

What evidence suggests that Albert feels disappointed in his family life?

APPLYING –  What other examples are there?

Albert uses the saying ‘Same same, but different’. What other examples are there of sayings we use to help us get our message across?

 COMPREHENDING – What do we mean by…, explain.

What do we mean by “same same, but different”? Explain

KNOWLEDGE AND REMEMBERING – Who? What? How? Why? When?

What type of restaurant is the competition over the road?

Who is Albert?

How many siblings does Albert have?

Why does dad get a new neon sign?

When does Mum dice the vegetables?

Blooms taxonomy refers to the ‘hierarchical classification of behaviour important in learning’ (University of South Australia 2011) typically seen as a pyramid. The lowest and largest section represents the simplest behaviour (concrete), fact recall and recognition. Each higher section becomes more complex, through to the top, where thinking is challenged the most (abstract). This model is used in teaching to challenge learning goals and structure thinking and learning in such a way as to assist enhance cognitive abilities. According to Winch et al. (2016, p. 89), these approaches ‘provided teachers with a framework, a set of strategies, for discussion and questioning’.

 When reading, students ‘need to use a range of comprehension strategies to understand and use texts’ and comprehension ‘comes when we combine what we already know with what is presented in the text to arrive at new knowledge and understandings’ (Winch et al. 2016, pp. 91-92). Therefore, if we do not know what we have read, for one reason or another, we do not fully understand what is going on. To assist students improve their understanding of texts, teachers must include a range of strategies. These include ‘using and building on prior knowledge’, ‘predicting’, ‘generating and answering questions’, ‘monitoring comprehension’, ‘inferring’, ‘visualising’, ‘identifying and summarising information’, and ‘responding to texts’ (Winch et al. 2016, pp. 92-96).

References

Phommavanh, O 2010, Thai-Riffic!, Penguin Books Australia, Hawthorne, Australia.

Winch, G, Johnston, R, March, R, Ljungdahl, L & Holliday, M 2016, Literacy reading, writing and children’s literature, 5th edn, Oxford University Press, Melbourne, Australia.

Benjamin Bloom

Week 6 Prompt Response

(Above: Cover of ‘Dust’)

(Image sourced from ECL310Deakin)

(Image sourced from ECL310Deakin)

This year for placement I was in a high school, streaming in Mathematics.

Therefore I will do my best to reflect on an experience last years placement.

The students were in grade 1 and 2 - on a weekly basis after a lunch break students returned to the classroom for their BIG WRITE session. The classroom atmosphere was set for written creativity; candlelight’s and music. Students sat and wrote about absolutely anything they desired for 20 minutes. I thought this was a fantastic experience that I would enjoy bringing into my own classroom.