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Ecl310 prompt 6

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ECL310-Prompt 5

I would present my multimodal via animation resources. it could be through  a prezi or animation makers and asking the questions in a pop up formation. this provides students with just one prompt to follow and will have undivided attention for each question. multiple questions on a page could filter the quality of answers students could present. I chose these questions as I feel students would be able to give me more ideas about how they view text and their relationship with the text. 

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ECL310 Prompt 7

http://education.abc.net.au/home#!/media/2582654/dougal-macpherson-on-the-power-of-illustration-in-storytelling

The above link discusses the use of illustrations in storytelling. It discusses colour, tone, line and expression. The story is about a teddy and it's identity. As the story goes on the illustrations change to match the emotions of the teddy or situation.

I find this resource extremely useful for students to understand and create text through illustration. Meaning making for children can be complex and any aides we can provide for them will be beneficial to their learning.

In constructing text, the use of illustrations provide alternatives for students to present their expressions and emotions. The limitation to this is that some students are not confident in illustrating and may not be able to express their true meaning.

This was useful when reading and constructing my assignment as the text i chose provided vague text and relied on illustrations to tell the story. This provided a great insight for me to understand the text greater and see it as an impactful resource to teach children for understanding text.

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Ducks are always yellow in cartoons and children’s picture books, but Iv never actually seen a real yellow duck.

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ECL310 PROMPT 8

In my search of #picturebooks, I came across this post. I found it interesting as a concept I have never thought about and invoted me to search why the are depicted as yellow? Reddit (2015) user PrionBacon discusses this is the case as it is because some baby ducks (ducklings) are yellow and by depicting them all yellow, it enhances their 'cuteness' factors.

Do we continue to depict ducks as yellow or drop the cuteness factor and go for a more realistic approach from here on to bridge questioning of students reflective practice?

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My last placement was GEP Vanuatu where the education structure is slightly different to what we have in Australia. the teachers are either not qualified or lack sufficient funding and resources to implement the same lessons we can here. in saying, our class and my mentor were different from what the others were. my mentor had poems, old donated books, and informal posters hanging from the class ceilings as learning tools for students to reflect on. 

Classwork involved a lot of copying from the board. In lessons, i would tell students not to copy  with a “DNC (Do Not Copy)” sign attached in red.

reading involved whole class reading from small books and discussion questions before and after text is read. Then they would do it again everyday for a week. I decided to change this by using students reflections to determine what ey gained from the book and highlighted activities for them to do with their own answers to encourage expressions and creativity in their writing.

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ECL310 Prompt 3: Handwriting

Before starting my rounds and being a teacher, I always thought that handwriting was very important. As a person that had terrible handwriting as a student and then into my trade career, I worked very hard to improve my handwriting. 

My views have slightly changed and that is largely due to viewing how students write. I am inclined to view the writing expressions rather than the neatness of the handwriting. teachers will learn more about the students in what they write than how they write at higher year levels. Handwriting can be seen as a challenge for those students that are excelling at class work.

In contrast though, if the teacher is unable to read what is written, then those messages can be lost in translation. For this, I believe a focus on handwriting as a lesson plan should be implemented at lower year levels as a way to recognize words and letters for memory retention. 

I remember being a student in higher primary year levels and being given a fail by a teacher on a piece of writing because my handwriting wasn’t neat enough. The reason was because I was so excited about what I was writing, that I failed to take enough care in my execution. This impacted my confidence to write as I was strongly focused on how I was writing not what I was writing which is an area I want to correct as a teacher as technology plays a large part in education handwriting has somewhat lost its importance. 

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This poster is to aide students to think and create predictions about text based off visual representations and prior knowledge through reading prompts. Eg. The man was feeling very ill and was thinking what he should do? 

Then expecting students to predict what he would do based off personal experience.

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I changed schools 6 times due to family separations and estate settlements. This created  problems reflecting novels as I would arrive to the school after commencing or leaving before we finished in class. 

One that springs to mind was The Magic Pudding by Norman Lindsay. Although, I missed the start of the book, which made engagement very difficult to follow. i was never given a copy of the book or a summary to catch up and was told to try and keep up. As a year 2 student, it was difficult to stay engaged. I struggled to follow content. Luckily, we were able to visit a local theater that presented a puppet show adaptation of the story which helped I enjoyed reflecting upon as it was a whole day excursion experience and I gained more comprehensive knowledge of the story.

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