using images in the classroom (sandra partington) candi
DESCRIPTION
A presentation on using digital images in the classroom given by Sandra Partington of City and Islington College London, for the 4C InitiativeTRANSCRIPT
Teaching with Pictures
Aim: To inspire teachers to use images
• Engaging the visual learner
• What’s changed?
• What’s new?
• Approaches to teaching
• Digital Storytelling
• My name is Eunice Omowale
• I am a Key Skills Co‐ordinator (ICT) at City and Islington College.
It is particularly beneficial to the Visual Learners.
It arouses students’ interest in the topic.
Students are not passive during the lesson.
It is memorable than the spoken words.
It helps to reinforce learning through practice.
Feedback on students’ progress is instant.
Benefits
Name:Kathryn GordonRole:LectureCourse:Foundation Degree in Health Studies
• This leads from a question to a further slide that explains what is being communicated i.e. I am strong & to be mated with. This illustrates the role of appearance in communication
• This is to illustrate the role of gesture in communication
• This is to illustrate the role of Facial expression in communication
- Introduction
An online interactive reading practice task for teaching basic literacy
Franco Dognini
IT teacher to ESOL students and to students with learning difficulties
I like to create interactive resources for my IT classes.
I aim to provide learners with tasks that are stimulating, intuitive and “hands on”.
I believe that with interactivity the learner’s engagement with the task and hence the learning process is enhanced
- Evidence
For each picture the learner
is presented with a set of
3 possible slides
1 Task‐slide
The animated image enters the
slide and places itself in the
middle of the screen amongst a
number of boxed words.
- Evidence
The learner is asked to click
on the box containing the
correct word for the picture
shown.
The learner is aided visually
by the use of “rollover” effects
and acoustically by the playing
of relevant words whenever the
mouse hovers on a text box.
The learner is then asked to
click on a button to return to the
1 Task‐slide
- Evidence
3 Well‐done slide
The learner is shown the
Well‐done slide when the right
word is clicked.
The Well‐done slide re‐shows
the picture together with the
correct word which enters the
slide one letter at the time.
- Evidence
The learner is then asked to
Write the word in the
accompanying worksheet.
The learner is then asked to
click on a button to proceed to
the next Task‐slide that will
present a new picture.
- Evidence
The presentation continues untila picture has been shown for allof the words presented.
In practice the Task‐slide, Error‐slide and Well‐done slide can be seen as templates to bere‐used as needed. For examplethe task could be changed to cover a different topic withrelative ease.
- Evidence
- Evidence
- Evidence
- Evidence
• However a rational integration of established teaching practices in the use of ICT (and perhaps of image reach resources) for teaching and learning is far from being a reality with the greater emphasis being placed in adopting the technologies with little time for the underlying pedagogical issues.
• Access to suitable image banks is still problematic for different reasons and although an improvement of the resources available is ongoing it often remains difficult to find what’s “really” needed from the existing image banks made available to practinioners in education.
• There is also a need to develop more dedicated tools for enabling teachers to create image rich resources with more ease
Simona Candiolo
Modern foreign Languages teacher
6th Form College, The Angel
QProject Summer 2005:Powerpoint presentation with images and
hyperlinks, for A2 Italian class
Topic: Victims of Italian mafia
Topic: Italian mafia – two famous victims Powerpoint presentation:
images and links to short explanatory texts.
- Activity Plan
Topic: Two famous victims of Italian mafia
Powerpoint presentation:Introduction of the two judges who got killed (hyperlink to photos and there to short biography with additional images)
Images about the two attacks with hyperlinks to slides with more information.
- Learning Object
• Clicking on each image will lead to another slide with a short biography of each person, and more images (see next slide)
- Evidence
• The students will read a short biography of G.Falcone and will see more images relating to the short text (eg. the judge with his escort and the judge with his wife, all killed with him in the attack)
• Clicking on the “back” button will lead back to the first slide with the hyperlinks to the other slides (eg. image of the other judge and link to his biography)
- Evidence• The image is hyperlinked to a
short description of the attack, and more images(see next slide)
• The “back” button will take you back again to the first slide
- Evidence
• On this slide the short text gives more information about the image seen on the previous slide, and there are other photos with more details about the attack
• Clicking on the “back” button, will take you back to the first slide, and the hyperlinks to the other slides
- Evaluation
Images help me toremember things better
Images help me toremember things better
The images made the lesson more
interesting
The images made the lesson more
interesting
The photos made the lesson more real
The photos made the lesson more realGood choice
of photosGood choice
of photos
Some comments from students in the A2 class – 30.6.05
Introduction to Fractions
For adult learners at level E3 Numeracy
By Gity Malek Mohammadi
Use of fractions
Half a pint
12
One third off the price
13 Half price
Where to see fractions
Fraction as part of a whole
We divide the shape into 4 parts.
Fraction of a whole
• How many green square?
• What fraction is green square?
• What fraction are pink squares?
Fraction of a whole• What fraction is green squares?
• What fraction is green squares in the following shape?
• What 4/4 means?
Part of a whole
• Divide the shape into 4 parts and take 1 piece of that.
• We say 1/4 or one quarter
• 3/4 remained
Reading fractions
• 3/5 3 out of 5
• Or three fifth
• Or 3 divide by 5
• Or as ratio 3 : 5
Question
In a sale 1/3 is taken off the
price of £ 90 dress.
How much is the discount?
Answers
• 1/3 means 90 divide by 3
• 90/3 = £30 Discount
Students Comments
The shapes helped me The shapes helped me to understand betterto understand better
It helped me to calculate It helped me to calculate discount in a simple discount in a simple languagelanguage
The question and The question and answer was better to answer was better to me than a worksheet.me than a worksheet.
It was easy to understandIt was easy to understandand wasnand wasn’’t longt long
It shows me the use of It shows me the use of fraction in my daily lifefraction in my daily life
What’s changed?
What’s new?
• Modelling
• Assessment
• Multi sensory
• Experiential
• Differentiated
• Conversations
• Relating theory and practice
• Cooperative
• Embedding literacy, language and numeracy
• Modelling
• Assessment
• Multi sensory
• Experiential
• Differentiated
• Conversations
• Relating theory and practice
• Cooperative
• Embedding literacy, language and numeracy
What’s next?
Digital Story Telling
Sandra Partington30th March 2010