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.

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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
  • Text Study in the Digital Age #ulearn13

    1. 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. 2. Are teachers really necessary in the 21st century classroom?
    3. 3. “What do you think would happen if [we] … let them find their own [way]?” --Hamish Chalmers
    4. 4. 3.9 - Close reading of a visual text =
    5. 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. 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. 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. 8. • Film Review • Techniques • Learning about trademark techniques
    9. 9. Rest of Term 1: • View Reservoir Dogs • Group Presentations (Docs) • Character Analysis • Technique Analysis • Excerpt Analysis • Lots of Modelling!
    10. 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. 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. 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. 13. Are teachers really necessary in the 21st century classroom? YES!
    14. 14. Little in the way of practical skills Need lots of encouragement/guidance Also need pushing  Sample
    15. 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. 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. 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. 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

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