Empowerment activities

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Dr. Ania Lian, Charles Darwin University, Australia

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Empowerment activities:

Empowerment activities Rhymes and emotions Copyright Dr. Ania Lian, CDU, Australia

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“Information needs to travel between all these regions for higher cognitive functions to emerge” – hence interest in white matter

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Culture : social memory elicited through individual action which reproduces and at the same time produces a (new) memory

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Note: This is only a pattern to work with. To use this, you need to embed this kind of activities in a plan that respects the Priorities and General capabilities So this is not the ready-lesson plan; just an example of empowerment.

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You can challenge the students to compare differen t forms of texts What I show with rhymes, you can u se the same method to fairy tales and other genres. Always it is important to allow students to explore different types of texts within the genre and compare with at least one other genre for the students to work out the differences. Only through contrast we create meanings. We know good when we saw bad, etc.

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What is different in this text? Let the students tell you Where does the rhyme fall? You can present it on the SmartBoard. Make each word a hot word (by inserting a voice file under each word respectively). Let the students discover by clicking on words, or a file that plays sentence by sentence. With small kids, discover that it is not N that carries the rhyme. To do so, record the sentence through Audacity or Winpitch (all free online) and allow students to click on the varied bits of the sentence or words on the sound file (they will learn ICT at the same time). Let them play. Very quickly they will discover that N is just a letter, and alone does not carry the rhyme – let them find the rhymes on the sound file and the slide you display on the Smart Board by clicking on words – two different ways. Allow the students to type N into the Avatar. Very quickly YOU and them will discover that sounds, as they sound in spoken language, do not sound the same when typed as isolated sounds for the Avatar to read them. Anyway you got them now playing with software and finding rhymes in the text. Now you can ask them to expand it and make up rhymes and try to guess how to make the avatar say them. Little kids can have also access on the iPads (one per group up to 7 kids) the whole alphabet and use it as help. If they are ready, they can play with software and make it play the rest of the verses and play with text-sound system: no big pressure. The big work is done.

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M - U - M Example If students want to spell mum, ask them what tool they would use to learn: Bot speech to texts and text to speech are good. If they used speech to text , asked them if the computer got the spelling right? How do they know? How many sounds is MUM? One? Ask them to inert mum into the AVATAR, and ask them why do they write so many letters ? Why don’t they drop one or two? See if this helps them develop awareness of letter-sound relationships 

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Include some rhyme games to reinforce the point

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Emotions and text structure. Work needed to be done for kids to learn to create poems or any texts, in fact. At no stage, please, refer to text structure as beginning, middle and end. This is very uninspiring and gives you no process to create texts.

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Purpose   Moods   Appreciation/ /empathy Blaming / threat Hope /Frustration/ Fear Promise Call to action/ complain Intimacy Serenity / joy Setting the focus                               Tired from hunting all morning One day a mighty Vs. enjoying the fruits of his morning hunt lion lay down to take a nap under a large shady tree   Refer to the Tables I sent you with emotions and text structure. This is part of my research for which university paid over $35,000.

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Now we can explore the structure: Make it as sophisticated as needed to your YEAR Excite the students now that it is easy to create poems (any text). Explore with the students how rhymes, when written down, look like. Verses, lines, … Explore the function of each line. Once upon the tired: MYSTERY emotion . The story focuses the students with the intention to make them intrigued. Ask them how else could a story start? It is good to explore right now to give students the reason why you are going line by line. Though I cant say exactly when --- uncertainty which re-emphasises the mystery There lived, away in the country – Information, mystery continues A small little red hen – Information, mystery a bit resolved Friendly Friendly Funny Funny

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Continue through each of the stages of the text Get from the students an OMG reaction  And test this using another rhyme And then you can inspire children to create their own poem. To create, begin with emotions, not with the kids wondering how to start a text. On the podcast somewhere I have shown how to do it: pick a function in the text (focus setting ) and then allow the students to pick an emotion and make up a sentence – each person, or groups, or as a class. Repeat for each stage of the text. You can have a whole poem in 4 lines where each line has a separate function in the text structure. Or you can do as in the rhyme used in this PPT and use 4 lines for each stage of function in the text structure. If you teach presentations, you follow the same model. And teach kids about how to present. Check Ytube about good presentation. Check videos “ present like Steve Job” . There people are told to be confident, clear, to the point and inspiring. 

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You can use this activity as part of a set of empowerment tools you make available. Or… You can use it as a start of the whole Unit of Work and you can inspire children to: Create poems (or other genres which you will work with) for their own sake, fo r themselves, for the class. The difference is that they know that this is just to “play”. Create these texts for an event, for a book that they make create for someone, for a website, for a collection of their class artefacts.

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World – Word - World

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