#310prompts

[michaelbest-blog1]

I remember when I was in prep with my teacher reading the very hungry caterpillar to our grade. This was a big moment in my schooling as I was struggling to read at the time and this was the first book that I was able to understand. 

[ari-multiterature-blog]

Prompt 6

Frontloading Activity:

Watch the video. In a group of 3, see how many Warrgamay words you can use in a conversation. See if you can create a play with a story using the Warrgamay words you have learnt.

http://splash.abc.net.au/home#!/media/1264203/learning-some-warrgamay-words 

[ecl310f12jk-blog]

Week 8 Prompt

When researching the hashtag of #picturebooks on Instagram, I came across an abundance of posts to scroll through. Through these posts, people were provided with the opportunity to share their thoughts and opinions about particular picture storybooks with others, all around the world. The hashtag, #picturebooks, however, is significantly broad, and therefore, may not provide people with the specific posts in which they are seeking. In order to be provided with posts that are more specific, it would be beneficial to use more explicit hashtags. For example, if I was seeking a picture storybook about sustainability, it would be more advantageous for me to search for #sustainabilitypicturebooks or #picturebooksaboutsustainability.

 I believe that the use of the hashtag is a viable alternative to everyday, online modes of research, including websites found through Google. Incorporation of the hashtag provides students with the opportunity to further extend in their methods of research, and in addition, has the ability to influence and encourage students to partake in the process of researching, through the utilization of the modern-day hashtag.  

[ecl310f12jk-blog]

Week 7 Prompt

In conducting research on the hashtag #picturebooks, I came across the quote from Mac Barnett (reblogged below). He explains that an effective picture storybook presents students with opportunities to deeply engage with the story, through the relationship between pictures and words. ‘Good’ storybooks enable students to develop an understanding of the story through, in accordance with the illustrations provided, their own interpretations and visualisations of the words. This means that the illustrations do not simply provide students with what it is exactly that they should be visualising. I believe that it is important for students to understand and comprehend sets of words, and from this, provide themselves with a visual. In order to meet this need in my future teaching, I will ensure that throughout reading, I provide students with opportunities to close their eyes, listen to the text, and in turn, create their own visuals. Students can then communicate their visualisations, and a discussion about the reasons for different visualisations can occur. This will incorporate students’ prior learning and experiences. Through researching the hashtag of #picturebooks and locating this quote, I believe I formed a new understanding in the aspects of a ‘good’ picture storybook.

[ecl310f12jk-blog]

Week 6 Prompt

The video that I watched on ABC Splash was Dancing the Torres Strait winds to life: Kuki. This video incorporated the natural environment, and through dance,  demonstrated the wet season experienced by Torres Straight Islanders, occurring from January to April. Before I read students a story about the weather seasons experienced by Indigenous and Torres Strait Islander peoples, they are required to, in groups, represent our experiences in regards to the change of seasons throughout the year. This being from summer, to autumn, to winter and, finally, to spring. Students are to effectively represent this through the incorporation of multimodal forms, including singing and dancing.

[ecl310f12jk-blog]

Week 5 Prompt

Sentence using the Wordle... “Those who died on the cold night felt transparent; they lived in silence, they were hollow inside, and were left alone with no food and no strength.” Sentence for the Image... “They took a blind eye, and went about their daily lives...” Before reading DUST to my students, I will begin with a frontloading activity. I will show students the front cover of the book, and open a discussion about it. Then I will read the blurb aloud. We will then discuss and brainstorm the DIFFERENCES between us, as people living in Australia, in comparison to people living in poorer countries. Following this, we will discuss the SIMILARITIES between us. This may prove to be more difficult for students to comprehend and grasp, and if this is the case, I will prompt the students with questions in order to get them thinking. This frontloading activity will encourage students to consider those in poorer countries, and to be aware that although we may have many differences, we also share similarities, and for that reason, it is important that we help those in need.

[ecl310felicityelliott-blog]

Prompt 8

This week, I researched the hashtag #picturebooks on Instagram. In my search I came across various books, on assorted displays and settings. The main difference I noted between the Tumblr search and the Instagram search is that Intsagram did not provide any worded posts and or documents, simply due to the fact that Instagram is strictly a photo and video platform. Therefore, I think if you are wanting to search for more than just photos, Tumblr would be more appropriate.

Both platforms provided a vast array of relevant content and could definitely be used as a tool within the classroom for several topic searches, rather than using a standard Google search. But just like any type of online search, it is important to sift through what is relevant and what is irrelevant, in order to positively assist your search in sourcing the correct information.

[ecl310myeap-blog]

WEEK TEN REFLECTION

By researching ‘#picturebooks’ on other social media platforms including Facebook and Instagram, I found that there are similarities to the ones on Tumblr. I noticed that Facebook had a filtering option for users to select the content they would like to see in their results. For example, you are able to select who it is posted by, the tagged location and dates posted. Furthermore, these forms of social media enable users and producers to interact with each other. I enjoy scrolling past posts like videos, images, etc. on the hashtag results.

Although I do not think it is a sole and reliable source for a classroom to rely on when researching online information, I believe it is a great springboard to begin a research. Using a hashtag in relation to a topic provides various ideas for students to look, interact and browse. Through this research stage from using the hashtag, students begin to formulate their ideas, opinions and thoughts while keeping an active and critical thinking mind. However, teachers need to be mindful of what can be included in this hashtag as it is a tool that the general public of users are able to hashtag in their posts.

I also found this GIF from using entering ‘#picturebook’ in the Tumblr search bar when wanting to insert a GIF. I thought this process of researching a hashtag relates well to this week’s prompt too! :)