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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 <ul><li>Multimedia makes for good engagement. Engagement is essential for good learning </li></ul><ul><li>Multim...
The Rules of Engagement “ People learn best when they are interested, involved and appropriately challenged” (DfES) <ul><l...
One Lesson Movie
Tasks and examples:  www.innovativeICT.net/workshops
Students teach you a lesson
General Topics <ul><li>Life in the 1600s (incl. major events) </li></ul><ul><li>Origins of Witchcraft as a crime </li></ul...
Starter <ul><li>Asking the right questions </li></ul><ul><li>Getting them talking </li></ul>
What makes a challenging question? 1. Why did people in the Middle Ages believe in witchcraft? 2. Matthew Hopkins terrifie...
Lesson 1: What makes a challenging question? Who…? When…? Describe…  What can you learn…? What factors…? What conclusions ...
Structure of lessons <ul><li>Lesson 1:  What makes a challenging question? </li></ul><ul><li>Lesson 2: Discuss structure o...
What did… sound like? Task examples: www.innovativeICT.net/workshops
What did the Stalin sound like? <ul><li>Analysing sources </li></ul><ul><li>Inference </li></ul><ul><li>Interpretations </...
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/de...
 
Churchill, Roosevelt, Stalin:  What did they  want  to say? <ul><li>Tone </li></ul><ul><li>Accent </li></ul><ul><li>Backgr...
Plenary Ideas for regular use of  ICT & Multimedia
“ People learn best when they are  interested ,  involved  and  appropriately challenged ” (DfES)
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Engagement And Thinking In A Multimedia Classroom

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This workshop will present ideas which use multimedia to engage pupils and move their thinking on. “One Lesson Movie” uses Movie Maker to develop understanding of chronology and Thinking SKills with Key Stage 3. “When students teach you a lesson” hands over the Interactive Whiteboard to KS4 pupils to develop meta-thinking on questioning, learning styles and lesson plans. “What did Stalin really sound like?” uses a voice recorder and Audacity” to explore meaning and tone in primary sources with A Level students.

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Engagement And Thinking In A Multimedia Classroom

  1. 1. Engagement and Thinking in a Multimedia Classroom Johannes Ahrenfelt Neatherd & Neal Watkin Copleston High
  2. 2. What are the barriers to regular use of ICT & Multimedia?
  3. 3. Rationale <ul><li>Multimedia makes for good engagement. Engagement is essential for good learning </li></ul><ul><li>Multimedia has the potential to promote good quality learning </li></ul><ul><li>HOWEVER… </li></ul><ul><li>Tasks have to be carefully constructed in order to create the correct circumstances </li></ul>
  4. 4. The Rules of Engagement “ People learn best when they are interested, involved and appropriately challenged” (DfES) <ul><li>Activities have a clear purpose and relevance </li></ul><ul><li>New knowledge is related to old </li></ul><ul><li>Presentation is varied </li></ul><ul><li>Activities generate curiosity </li></ul><ul><li>Pupils ask questions and try new ideas </li></ul><ul><li>Pupils see their achievements and progress </li></ul><ul><li>Pupils analyse their thinking/learning </li></ul><ul><li>Pupils gain satisfaction and enjoyment from their work </li></ul><ul><li>Pupils get a positive image of themselves a learners </li></ul>
  5. 5. One Lesson Movie
  6. 6. Tasks and examples: www.innovativeICT.net/workshops
  7. 7. Students teach you a lesson
  8. 8. General Topics <ul><li>Life in the 1600s (incl. major events) </li></ul><ul><li>Origins of Witchcraft as a crime </li></ul><ul><li>Escalation </li></ul><ul><li>The End </li></ul><ul><li>Matthew Hopkins in East Anglia </li></ul><ul><li>Persecution of witches 1400-1600s </li></ul>
  9. 9. Starter <ul><li>Asking the right questions </li></ul><ul><li>Getting them talking </li></ul>
  10. 10. 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?
  11. 11. Lesson 1: What makes a challenging question? Who…? When…? Describe… What can you learn…? What factors…? What conclusions can you make…? How far…?
  12. 12. Structure of lessons <ul><li>Lesson 1: What makes a challenging question? </li></ul><ul><li>Lesson 2: Discuss structure of lessons </li></ul><ul><li>Lesson 3-4: Research & Plan lessons </li></ul><ul><li>Lesson 4-5:Teach the lesson </li></ul><ul><li>Evaluation </li></ul><ul><ul><ul><ul><ul><li>Connor speaks about the task set by his new ‘teacher’.[video removed] </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Plenary by Group Teachers where Ross explains the impact of Matthew Hopkins [video removed] </li></ul></ul></ul></ul></ul>
  13. 13. What did… sound like? Task examples: www.innovativeICT.net/workshops
  14. 14. What did the Stalin sound like? <ul><li>Analysing sources </li></ul><ul><li>Inference </li></ul><ul><li>Interpretations </li></ul><ul><li>Tone </li></ul><ul><li>Accent </li></ul><ul><li>Background + how that would affect the individual </li></ul><ul><li>Emotions </li></ul>
  15. 15. What did the ‘Big Three’ sound like?
  16. 17. 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?
  17. 19. Churchill, Roosevelt, Stalin: What did they want to say? <ul><li>Tone </li></ul><ul><li>Accent </li></ul><ul><li>Background + how that would affect the individual </li></ul><ul><li>Emotions </li></ul>Example Y9 students: www.innovativeICT.net/workshops
  18. 20. Plenary Ideas for regular use of ICT & Multimedia
  19. 21. “ People learn best when they are interested , involved and appropriately challenged ” (DfES)

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