20 effective ways to use digital comics in the classroom
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Digital comics are a great way to practise language learning in the classroom. Presentation given at AGIS 2013 in Hanover.
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Language learning and digital comics
Victor González discusses using online comics in the classroom. Comics can represent complex material in a way that reduces cognitive load while portraying sophisticated concepts. Some benefits of using comics in education include converting stories, poems, interviews or current events into comic form. González provides 20 ideas for student comic projects, such as creating comics from class lessons, biographies, instructions or discoveries. When using online comics, teachers should set clear learning goals, challenge students without overloading them cognitively, and ensure high quality content and effective assessment. Comics can bring youth culture into the classroom in an engaging way.
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The document discusses the use of digital comics in education. It notes that comics were first used in language learning books in the 1940s and were starting to be brought into classrooms in the 1970s as a visual and popular medium. Comics can represent complex material in a way that reduces cognitive load while portraying sophisticated concepts. The document lists benefits of using comics for assignments such as capturing gameplay, interviews, adapting stories, and more. It emphasizes that effective use of digital comics in education requires clear goals, challenging content appropriate for the audience, assessment, avoiding overload and distraction, and incorporating diverse approaches.
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The document discusses the value of using graphic novels and comics in the classroom. It argues that comics can motivate students and address different learning styles through their combination of words and images. Some benefits highlighted include helping reluctant readers, supporting ESL students, and acting as a stepping stone to more advanced texts. Examples are given of comics that could be used in various subject areas like science, history, and current events. The document encourages teachers across disciplines to consider how comics may benefit their students.
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Language learning and digital comics
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- Creative non-fiction which uses literary techniques to create factual narratives.
The document provides examples and characteristics of these emerging 21st century literary genres.
Sample learning plan in English 1
The document summarizes a sample learning plan for teaching the basic features and elements of narrative to English students. It outlines the desired learning outcomes, assessments, lesson plan, and resources used. The goal is for students to understand that narratives provide insights into a culture's ideas, feelings, and values, and to learn to proficiently write and illustrate their own narrative.
Classics to Comics Part 2
This document discusses using comics and graphic novels in the classroom. It provides background on comics through history and defines them as a format rather than a genre. Theories are presented on the educational benefits of comics, including engagement, efficiency, and effectiveness of learning from text and images. Reasons for using comics in the classroom are given, such as fun and variety in reading material. Responses are provided for concerns that comics are not classics or do not teach literary skills, citing research about developing reading comprehension. The goal is not to replace classics but to consider educational goals and how best to instruct and assess students.
Comics as an Educational Tool
Using comic books and graphic novels to teach academic subjects is one of the many potentials that the medium of comics has. This presentation highlights the benefits of using such material in class, using as an example English Language as a subject.
Visual Communication Presentation
This document discusses integrating comic books into academic settings to teach visual literacy and technical communication. It outlines how comic books have existed since the 1930s in various formats around the world. It also lists some key principles of technical communication that relate to comic books, such as visual design, information design, and audience appeal. Furthermore, it addresses the perceptions of comic books among academics and non-academics and how comics have been incorporated into classrooms to engage students and improve literacy.
Stand Alone Presentation
This project focuses on another interest of mine: using high-quality comic literature to engage and teach literacy. Over the past ten years, I have worked with many boys who are reluctant readers and writers.
In the 21st century, literacy means more than just reading novels and textbooks. Boys of the 21st century turn to other outlets, such as television, video games, and the Internet for pleasure. Any teacher can tell you that the boys in his or her class have an average of five to fifteen hours of screen time per week. There is obviously a high level of engagement for this media. However, if teachers can adequately harness this engagement to images and redirect it towards academic means, gaps in achievement will begin to disappear.
Comic literature significantly and positively impacts the reading motivation, reading skills of students, and leads to reading of other modes such as novels, short stories, and poetry. Using visual media, such as comic books and graphic novels, as supplemental literacy instructional tools is a creative and innovative way to reach any struggling student and simultaneously challenge advanced readers with rigor.
In completing this project, I learned that presentation design is essential for communicating one’s message to an audience. The more reluctant the audience, the more engaging the message must be. I tested this principle when delivering my presentation to colleagues. I truly believe that the effort I spent designing this presentation not only engaged my audience but opened up discussion around comic literature.
Stand Alone Presentation
In order to effectively teach reading and writing, a teacher must have student engagement. Too many students are not engaged during literacy instruction and therefore are only skimming the surface, and not experimenting with various reading strategies. I would like to change the way teachers look at literacy instruction, especially for boys. Using this presentation, I want to inform teachers and parents that comic books and graphic novels are not just dumbed-down, disposable literature. Graphic novels possess a great deal of academic integrity and often engage the imagination more using panel to panel inferencing.
Indianmyth comics
This document summarizes a presentation given by Ilaxi Patel on Indian mythology comics and the visual magic of comics. The presentation discussed popular comics featuring Indian gods like Bal Ganesh and lessons to be learned from Chhota Bheem. It provided background on Amar Chitra Katha comics and analyzed comics like Archie, Tarzan, and Popeye. Patel encouraged using comics to foster creative writing, critical thinking, and visual learning in children. She demonstrated how to make comic strips and suggested activities like scrapbooking that integrate comics in a fun, educational way.
Comics in Education
The document discusses the use of comics and webcomic creation tools in education. It provides definitions of comics and their history. It explores the strengths of using comics for learning and discusses digital comics and webcomics. The document demonstrates several tools for creating educational comic books and comic strips online, comparing their features. It proposes topics for discussion about the future of webcomics and their creation tools.
Fantasy Genre Study: Fables
This document summarizes a fantasy genre study on fables conducted with students. It included three lessons: 1) identifying characteristics of fables, 2) learning about story mapping elements using an interactive read-aloud of a fable, and 3) applying story mapping by reading and presenting their own fables. Students were assessed based on their participation, completed story maps, and puppet presentations of an original fable applying the same moral. The study addressed reading comprehension and fiction elements standards.
Lessons for diversity unit
The document discusses a lesson plan on diversity that will have students read and compare different versions of the Cinderella story from around the world, such as French, Egyptian, Native American, and Chinese versions. Students will also learn about the cultures the stories come from and have a cultural festival at the end of the unit where they can share foods, music, clothing from their own cultural backgrounds. Parents are asked to help their children learn about their cultural backgrounds and read with them.
Sample learning plan in english -slide
The document provides a sample learning plan for a lesson on the basic features and elements of narratives. The lesson aims to help students understand that narratives are interesting accounts that provide insights into a culture's ideas, feelings, and values. It outlines essential understandings, questions, objectives, assessments, and learning activities. The plan includes analyzing different narratives, identifying elements such as plot and characters, and creating an original narrative in the form of an anime comic strip.
Graphic novels
This document discusses graphic novels and their use in the English classroom. It begins by defining graphic novels as fictional, novel-length stories that combine visual elements like comics with text. It then outlines how to read graphic novels by considering both language and visual elements, as well as the relationship between text and images. The document argues that graphic novels can help develop narrative competence, visual literacy, and multiliteracy skills for students. It provides several examples of reading tasks that can support using graphic novels, such as taking notes, reconstructing plots, and identifying themes. Finally, it notes some pros of graphic novels include motivating students and developing reading strategies, while a con is the dominance of images requires visual literacy.
21ST-LIT-MODULE-2.pptx
This document provides information about 21st century literary genres. It begins by defining 21st century literature and the characteristics of a 21st century reader. It then discusses several original literary genres and provides a puzzle for the reader to identify them. The rest of the document defines and provides examples of various 21st century literary genres, including illustrated novels, digi-fiction, graphic novels, manga, doodle fiction, text-talk novels, chick lit, flash fiction, creative non-fiction, and science fiction. The document aims to help readers classify new literary works into these modern genres.
21ST-CENTURY-REVIEWER.pdf
The document discusses the development of Philippine literature over different historical periods from Japanese period to 21st century. It notes that during the Japanese period, Philippine literature in English halted except for two publications. It also discusses trends in literature forms over time, including new codes/lingos used in recent works, and growth of regional literature reflecting the Philippines' diversity. The document finally encourages using local languages to uphold culture and traditions despite colonization or modernity.
21st - Coventional and 21st Century Genres [Autosaved].pptx
21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
- 21st Literary Genre. It also includes conventional genres such as Poetry, Drama, Fiction, and Non-Fiction. A series of Genres are used in the 21st Century era to accommodate the readers' attention. It is a genre of speculative fiction dealing with imaginative concepts such as futuristic science and technology, space travel, time travel, faster than light travel, a parallel universe and extra-terrestrial life.
2. A literary genre which combines three media: book, movie/video and internet website. New literary work created last decade
written by contemporary authors that deals with current themes/issues and reflects a technological culture
often breaks traditional writing rule
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21st - Coventional and 21st Century Genres [Autosaved].pptx
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Digital generators in language learning
Digital generators are websites and apps that can be used to create content for language learning lessons. When using digital generators, teachers should visualize learning goals, clearly define their target audience, and design effective assessments to avoid cognitive overload or digital distractions. The document proposes a sample class structure incorporating digital projects - with one period used to present a digital project, and another for students to work on their own projects. Overall, digital generators provide an opportunity to incorporate youth culture into language education.
No matter the language, any teacher in finalcopy
This document provides guidance on preparing students for Section B of the IB Language B exam. It notes challenges like general statements, unfamiliarity with argumentative texts, word limits, and maintaining concentration. It recommends dedicating time to Section B, analyzing the statement, choosing a focus, and teaching students to structure their response with an introduction, thesis, facts for and against, and conclusion. Sample timing and frameworks are provided to help students organize their ideas.
Ecis interest groupforeignlanguages
This document provides resources for those interested in learning and teaching foreign languages. It includes:
1) Websites with teaching materials for various foreign languages from the EU and other sources.
2) Articles on topics like the importance of learning foreign languages and engaging language students.
3) Resources specific to languages like German, Spanish, French, Italian and others.
4) Information on professional development events for language teachers in Europe.
Foreign Languages Interest Group Members
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certificate
Victor Gonzalez contacted the company on August 11th, 2015 regarding an issue. His email address is vikgo66@googlemail.com. The brief message did not provide any other context or details about the nature of his correspondence.
Alumniportal_gamification
Digitalization and Education:"Today, the scope of tools and applications used for learning includes smartphones and computer games and many learning environment have opened up, offering free of charge courses and allowing for more interaction - online and offline - among the participants. In our next webinar on “Learning today: mobile, virtual, interactive” on December 10th at 4 pm UTC +1, we want to explore how Digitization has shaped education over the years. We want to take a look at different types and fields of learning that have been transformed by new digital opportunities and how the prospect of a “ubiquitous classroom” might change current views on education.¨ (Alumni Portal Deutschland)
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Laguage b
The document outlines the assessment components for Language B students at both Standard Level and Higher Level, as well as for students taking Language Ab Initio. There are four main assessment tasks: Paper 1, Paper 2, the Written Assignment, and the Individual Oral. Paper 1 and 2 consist of multiple choice and short answer questions based on core and optional themes. The Written Assignment involves analyzing sources on a chosen topic. The Individual Oral examines students' presentation and discussion skills through analyzing visual stimuli and their Written Assignment topic. Requirements vary between levels in terms of time limits, question types, and source analysis.
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This document provides information on several presentations for a conference on modern foreign languages. Presentations will cover topics like using new technologies, readers, and social media to engage language students, as well as experiential learning approaches and motivating students to read literature in the target language. Other topics include designing language curriculums and using movement-based activities like Capoeira to integrate language, sport, and culture. The goal is for teachers to share ideas and strategies for making foreign language learning more relevant, authentic, and motivating for students.
Víctor gonzález
Iskoodle is used by all international schools around the world so that it is available to all teachers who are members of ECIS. The following study was conducted in 2011and is part of my Master thesis in E-learning and Education for the UOC (Open University of Catalonia)
Wsw2011 space for_isb_ravila_espaniol
For the World Space Week, a group of year 10,11 and 12 Spanish students from the International School of Bremen visited the Astrium the 6th of October. Mr. Renato Avila gave the presentation on rockets, satellites, telecommunication and the International Space Station. The students were able to ask questions and learn more about the fascinating world of Space.
Authors' Rights> EADS Astrium, ESA, CNES, NASA, Arianespace
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Victor Gonzalez presented at a conference on blended language learning. He discussed how blended learning combines traditional in-person learning with online and digital tools. Blended learning allows students to take a more active role in constructing their own knowledge by making creative projects using tools like presentations, videos, comics, and blogs. It encourages students to be independent, self-reliant, and able to adapt to new forms of communication. Teachers take on more of a guiding role to help students in their work. Overall, blended learning uses technology to make classrooms more creative and collaborative.
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20 effective ways to use digital comics in the classroom
- 1. 20 effective ways to use digital Victor González comics in the classroom AGIS 2013
- 3. DC Comics: Robert Thorndike and Harold Dones created a language training book that used the comic Superman.
- 4. The beginning of comics-supported curriculum
- 5. First academic journal articles about education and comics
- 9. They had to be politically correct
- 10. Horror, zombie, terror were banned
- 12. 1970s: teachers dared to bring comics into the classrooms
- 14. Maus: First comic book to win the Pulitzer prize
- 17. Graduate programs in comics
- 18. Promoting comics in education
- 19. Benefits of using comics in education 1) A great visual representation of knowledge. 2) Easy to remember. 3) Enrich reading writing and thinking. 4) Perfect avenue for writing dialogue. 5) Incite students with low interest in writing. 6) Help organization through storytelling and storyboarding. 7) Using visual images convey meaning to a story or topic Source 8) Sequencing promotes understanding
- 26. In comics, complex material is represented in ways that reduce the cognitive demand of reading dense text while sophisticated concepts are portrayed.
- 27. How can we use online comics in the classroom?
- 28. Benefits of using comics in education 1. Sreen capture of your games and create a comic research assignment. 2. Write an interview. 3. Convert a story novel or poem. 4. Write an original story. 5. A current affairs item. 6. Reflection tool: excursion or class lesson. 7. About me. 8. Revision. Using vocabulary learned. 9. Bring song lyrics or poems to life. 10. Historical event-timeline. 11. Biographies. Source 12. A travel guide. 13. Tell weather stories.
- 29. 14. Make an instruction manual. 15. Show an invention and how it has affected people. 16. Change an endling to a story. 17. Write about a discovery. 18. Share the cultural background of your family. 19. Make me laugh... 20. Make me feel... Source
- 30. An opportunity to bring young culture into the classroom
- 32. Personal Blog http://exuc.wordpress.com/ Víctor González