Engagement And Thinking In A Multimedia Classroom

Engagement and Thinking in a Multimedia Classroom Johannes Ahrenfelt Neatherd & Neal Watkin Copleston High

What are the barriers to regular use of ICT & Multimedia?

Rationale
Multimedia makes for good engagement. Engagement is essential for good learning
Multimedia has the potential to promote good quality learning
HOWEVER…
Tasks have to be carefully constructed in order to create the correct circumstances

The Rules of Engagement “ People learn best when they are interested, involved and appropriately challenged” (DfES)
Activities have a clear purpose and relevance
New knowledge is related to old
Presentation is varied
Activities generate curiosity
Pupils ask questions and try new ideas
Pupils see their achievements and progress
Pupils analyse their thinking/learning
Pupils gain satisfaction and enjoyment from their work
Pupils get a positive image of themselves a learners

One Lesson Movie

Tasks and examples: www.innovativeICT.net/workshops

Students teach you a lesson

General Topics
Life in the 1600s (incl. major events)
Origins of Witchcraft as a crime
Escalation
The End
Matthew Hopkins in East Anglia
Persecution of witches 1400-1600s

Starter
Asking the right questions
Getting them talking

What makes a challenging question? 1. Why did people in the Middle Ages believe in witchcraft? 2. Matthew Hopkins terrified and destroyed East-Anglia. Discuss. 3. What were the main factors that influenced the decline of women being hanged for witchcraft? 4. To what extent was Matthew Hopkins backed by the Government? 5. How much has the perception of women changed since the 1600?

Lesson 1: What makes a challenging question? Who…? When…? Describe… What can you learn…? What factors…? What conclusions can you make…? How far…?

Structure of lessons
Lesson 1: What makes a challenging question?
Lesson 2: Discuss structure of lessons
Lesson 3-4: Research & Plan lessons
Lesson 4-5:Teach the lesson
Evaluation
Connor speaks about the task set by his new ‘teacher’.[video removed]
Plenary by Group Teachers where Ross explains the impact of Matthew Hopkins [video removed]

What did… sound like? Task examples: www.innovativeICT.net/workshops

What did the Stalin sound like?
Analysing sources
Inference
Interpretations
Tone
Accent
Background + how that would affect the individual
Emotions

What did the ‘Big Three’ sound like?

Lesson 1 Lesson 2 Lesson 3 What were they thinking at the time of the photo? http://www.learningcurve.gov.uk/coldwar/G2/default.htm Was the wartime alliance between Britain, the USA and USSR as strong as the media said it was? What was the temperature of the international relations at the time of the Yalta Conference?

Churchill, Roosevelt, Stalin: What did they want to say?
Tone
Accent
Background + how that would affect the individual
Emotions
Example Y9 students: www.innovativeICT.net/workshops

Plenary Ideas for regular use of ICT & Multimedia

“ People learn best when they are interested , involved and appropriately challenged ” (DfES)

Engagement And Thinking In A Multimedia Classroom

by ahrenfelt on Dec 06, 2008

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Engagement And Thinking In A Multimedia Classroom — Presentation Transcript