Thursday June 15, 2006
iMovie
Description
Standards-based teaching and assessment is becoming a part of many schools. This is making curriculum integration a more popular option for teachers. Success is happening when teaching literacy in the context of inquiry-based science and technology instruction. IMovie software and digital video editing are being used.
Findings
The article, I Read, I Learn, iMovie: Strategies for Developing Literacy in the Context of Inquiry-Based Science Instruction by Randy Yerrick, is based on findings in California school systems. However, this applies to many other school systems across the nation. In the United States, elementary students are performing poorly on science tests. Studies show that children in early grades are not being taught science. Literacy is the major focus. Times are changing and science is soon to be part of the state assessment. This article describes how to integrate science, reading, and technology. The goal is to find an area where science and literacy overlap. Once identified, students are engaged in hands-on science experiences, reading and writing opportunities, and supplemental instruction. IMovie desktop video is used to write stories, make predictions, design projects and report events. The aim is to deepen science understanding through inquiry versus a textbook.
Four different approaches are used to promote integration between literacy and science instruction.
1. Expand students? experience and science vocabulary through external artifacts and events.
2. Stimulate creative writing and graphical representations through inquiry lessons.
3. Expand knowledge of literary genres through the writing, editing, and production of public service announcements on scientific topics.
4. Foster development of students? voices and their understanding of audience through writing about science problems with societal impact.
Reflection
Young children have a natural curiosity. Integrating science and literacy will build upon this and make learning more meaningful. I have read several journal articles and studies about inquiry-based classrooms and its impact on literacy. Struggling readers prefer nonfiction books. They can relate to the pictures, photographs, etc. My goal for next year is to incorporate more nonfiction books into my classroom. This article gave me several ideas to implement as well. One of our science goals is to study and compare living organisms. We set up aquariums and terrariums. I like the idea of a field trip to a pond to collect pond water and the view it under a microscope to see more plants and animals not seen with the naked eye. Filming video footage of the trip and creating an iMovie is something I would like to try. After viewing the video, students could write about their trip and write stories about life as a pond animal. Writing is also a part of inquiry lesson, note taking, recording observations, etc. To expand knowledge of literary genres, students can read about different animals and plants (nonfiction, fiction, Internet). Our first grade team takes a field trip to Asheboro Zoo each year. Next year, I would like to ask parent chaperones to take a video camera or digital camera to capture students exploring and learning about different habitats. I would collect the footage and create an iMovie. Because students are in small groups of two to three and explore the zoo at their pace with a chaperone, we don?t all see the same exhibits. An iMovie would allow everyone in the class to experience all parts of the zoo. It?s a big place and we never make it to everything. An iMovie would allow children to see parts of the zoo they did not get a chance to visit.Posted at 10:52PM Jun 15, 2006 by ALLEN, LYNNE in General | Comments[0]
Digital Storytelling
Description
A digital story consists of a series of still images combined with a narrated soundtrack to tell a story. This is a powerful method of expression that captures the writer?s voice. Use of digital storytelling can be very compelling.
Findings
The article, Constructing Digital stories by Sara Kadjer, describes seven essential characteristics of effective digital stories. Step one is to write the initial script, which is less than 1 page. This in itself is appealing to students who find writing a challenge. Step two is to plan what to show ? a storyboard. The storyboard can be sketches, still images and even a short video clip. Beneath each a caption is needed to describe the idea to be conveyed. Step three is to discuss and revise the script. A good writer always revises. The idea here is for students to share their script and receive feedback. This includes which elements the script can convey and which aspects images should communicate. Step four is to sequence the images in the video. IMovie or Movie Maker is a digital video editor that can be used. Step five is to add the narrative track. Students narrate their script one sentence at a time. Step six is to add special effects and transitions. Minimal special effects seem to work best. Step seven is to add a musical soundtrack if time permits. Students may run out of time, therefore, this is the last step. The final step is placing the story elements into a stand-alone file that can be viewed with a media player.
During this two-year study, several lessons were learned: complete the script and storyboard away from the computer, save often, maintain a back-up copy, address copyright, and keep storytelling at the forefront.
Reflection
Digital storytelling is something I would like to try with my first grade class. The article states that the teacher rarely has access to all the equipment that is needed. I understand why that point is made and would like to do this by involving the school technology teacher. At the end of the year, Mrs. Haynes had the class work together to create a slide show in KidPix. Each child created one page and the technology teacher put it into a slide show. This was very exciting for my students. I definitely see this as a guided practice, whole class activity with input from everyone. For first graders, the topic would definitely need to be related to them. Some ideas are: writing about the first day of school, a recent field trip, my teachers, friends, character traits, etc. Students would work in groups of 2 or 3 on the script and storyboard, with lots of modeling and guided practice. The exciting part will be adding the narrative track. The first time doing this, I would probably skip adding special effects and a musical soundtrack. I want the students to be part of the process and the last two steps would require more from the technology teacher and not as much from them. After doing one or two digital stories, the last two steps could be introduced.Posted at 09:57PM Jun 15, 2006 by ALLEN, LYNNE in General | Comments[0]
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