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Text Study in the Digital Age #ulearn13

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This is a presentation that summarises my experiment with student-inquiry learning with my year 13s in 2013. It was given on 11 October 2013 in Hamilton, NZ at the ulearn13 conference.

This is a presentation that summarises my experiment with student-inquiry learning with my year 13s in 2013. It was given on 11 October 2013 in Hamilton, NZ at the ulearn13 conference.

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  • ICT in English listserv
  • So I wondered…With the new standard just coming in, and a level 3 course with a free hand, what could I do?
  • Of course!
  • 3.2 Visual Text, 3.4 Selection of Writing, 3.9 Close Reading
  • Normally, I would provide my students with an entire workbook for the unit = control of content/learning
  • Revolutionary idea!
  • I limited myself to the role of facilitator, allowing them to find and synthesise their own resources in their creation of meaning.
  • I got lucky! Showing the first month at our local theatre – a great way to intro Tarantino themes/techniques/signatures
  • Used this opportunity as an intro to Tarantino: with review, techniques, and learning about “typically Tarantino” or “Tarantinoesque”
  • The rest of term 1 (since we no longer had the 4th external of Shakespeare), we spent on RD as an example – imagine, a whole term of just learning and not assessing!
  • 1: Ch
  • But it did improve slightly with our next set of classroom assignments for PF the following term.
  • Boys opted mostly for Reviews (easy) or fanfic (also “easy”)
  • Search terms; when whittling down to actually helpful articles; not just asking you!
  • Don’t get me wrong: slow, sometimes arduous, but eventually the learning pays off
  • Transcript

    • 1. Join the conversation by using #ulearn13 @ulearnnz TEXT STUDY IN THE DIGITAL AGE Kelly Faulkner Napier Boys’ High School @kiwispouse neoblog-teachersadventure.blogspot.com
    • 2. Are teachers really necessary in the 21st century classroom?
    • 3. “What do you think would happen if [we] … let them find their own [way]?” --Hamish Chalmers
    • 4. 3.9 - Close reading of a visual text =
    • 5. 1 2 3 4 5 6 7 8 9 10 11 12 Jan 28 - Feb 1 Feb 4 - 8 Feb 11 - 15 Feb 18 - 22 Feb 25 - Mar 1 Mar 4 - 8 Mar 11 - 15 Mar 18 - 22 Mar 25 - 29 Apr 1 - 5 Apr 8 - 12 Apr 15 - 19 Short/Unfa miliar Text Short/Unfa miliar Text Reservoir Dogs - View Reservoir Dogs - View RD – Character Analysis RD – Character Analysis RD – Technique Analysis RD – Technique Analysis Writing Folio Writing Folio Writing Folio Unfamiliar Text 3.3 3.1/3.2 Practice 3.1/3.2 Due 3.4 3.4 Due Mark 3.4 May 6 - 10 May 13 - 17 May 20 - 24 May 27 - 31 June 3 - 7 June 10 - 14 Jun 17 - 21 Jun 24 - 28 Jul 1 - 5 Jul 8 - 12 Pulp Fiction – View Pulp Fiction - Viewing PF – Narractive Structure PF – Narrative Structure PF – Extract Close Reading - Extracts Close Reading Close Reading Close Reading Unfamiliar Text Mod 3.4 3.9/3.8 3.9/3.8 3.93.8 Due Mark 3.93.8 Jul 29 - Aug 2 Aug 5 - 9 Aug 12 - 16 Aug 19 - 23 Aug 26 - 30 Sept 2 - 6 Sept 9 - 13 Sept 16 - 20 Sept 23 - 27 A Clockwork Orange ACO ACO ACO Oral Presentation (TOURN WK) Oral Presentation Oral Presentation Oral Presentation EXAMS Mod 3.9 Practice 3.1 Due 3.5 Due Moderate 3.5 Oct 14 - 18 Oct 21 - 25 Oct 28 - Nov 1 Nov 4 - 8 Nov 11 - 15 Nov 18 - 22 Nov 25 - 29 Dec 2 - 6 Dec 9 - 13 Exam Feedback & Revise Un Txt Revise Pulp Fiction Revise Clockwork Orange Study Leave (Conferences) NCEA Exams NCEA Exams NCEA Exams NCEA Exams NCEA Exams NCEA NCEA NCEA NCEA NCEA
    • 6. Shaun of the Dead Directed by Edgar Wright Study Guide and Exam Revision Booklet – Revised 2011 Created by Kelly Faulkner, Napier Boys’ High School Contents: •Assignment , page 2 •A Note on Horror and Horror Films, page 3 •Background and Setting, page 4 •Narrative Structure and Plot Overview, page 6 •Character Analysis and Development, page 8 •Themes, page 11 •Key Quotes, page 13 •Production Techniques, page 19 •Additional Notes, page 23 •Glossary, page 24 •Director’s Commentary Worksheet, page 29 •Character Shots and Angles, page 30
    • 7. Term 1: prepare two group presentations on character development and technique analysis, linking both to theme(s). 3 4 5 6 7 8 Feb 11 - 15 Feb 18 - 22 Feb 25 - Mar 1 Mar 4 - 8 Mar 11 - 15 Mar 18 - 22 Reservoir Dogs - View Reservoir Dogs - View RD – Character Analysis RD – Character Analysis RD – Technique Analysis RD – Technique Analysis
    • 8. • Film Review • Techniques • Learning about trademark techniques
    • 9. Rest of Term 1: • View Reservoir Dogs • Group Presentations (Docs) • Character Analysis • Technique Analysis • Excerpt Analysis • Lots of Modelling!
    • 10. Our first assignment – not worth any credits! Character Analysis Our second assignment – also, no credits. Technique Analysis Our third assignment – this is where the analysis really started showing Close reading of an extract sample
    • 11. Was it successful? Not horribly! Assignment 1 (Character) – they did on their own accounts instead of docs. Mistake. Sample Assignment 2 (Technique) Second sample Sample Close Reading mostly done on paper – cut & paste of shots But it did get better in the next round.
    • 12. End of Term 1: • Writing Folio – QT Magazine • Formal Writing • Film Review Django Unchained or Reservoir Dogs • Technique Analysis – a critical discussion of one or more Tarantino-esque techniques • Comparison/Contrast essay between two Tarantino films • Essay on filmmakers who influenced Tarantino • Optional – ask me if you have another idea that suits formal writing • Creative Writing • Django/Reservoir Dogs Fanfic • Interview with the Quentin Tarantino • Behind the Scenes: A Detailed Analysis of the Storyboard (RD) • Mr Blonde – the Myth, the Legend (backstory for Mr Blonde) • The Life and Times of Mr Orange: a journal of my undercover exploits Students composed in Docs, then submitted for feedforward & feedback.
    • 13. Are teachers really necessary in the 21st century classroom? YES!
    • 14. Little in the way of practical skills Need lots of encouragement/guidance Also need pushing  Sample
    • 15. It is worth changing? Yes • The quantity and quality of their exams has improved. • The sum total of their articulated knowledge has improved. • Their presentation skills have vastly improved.
    • 16. To reiterate: What I changed was this: • Students had to create their own notes via group presentations (which continued in Term 2 with our actual film study) • Students had to refine their knowledge of technique, also via group presentations • Students had to be able to articulate their learning – via written work (standard assessment and presentations)
    • 17. Now for the interactive part: Letting Go 1. I’ve opened a preso in Docs. http://tinyurl.com/samplepreso 2. I’ve organised Groups in Docs. http://tinyurl.com/bo7groups 3. Get together with your group and create a presentation that discusses the 5 most common Quentin Tarantino techniques. 4. A member from your group must email me kelly.m.faulkner@gmail.com with your chosen technique. No double ups – first come, first served! 5. You will present your technique to the whole group at the end of the session. The presentation you made is live! Same link. *you will share the same doc (1 preso doc); just add slides as you need them.
    • 18. Thank you for attending this session! I am happy to share files/answer any questions. I can be reached at: kelly.m.faulkner@gmail.com @kiwispouse Neoblog-teachersadventure.blogspot.com