development process 1 October 28, 2006
Posted by jennyarntzen in online dictionary.add a comment
I think it is time to start documenting the process of developing an instructional approach to this project because so much has already happened and I don’t want it to slip away from me. To start from the beginning.
I met the education instructor in her classroom, arriving at the end of class as she was packing up from teaching. I introduced myself as part of the Seeds Project, assigned to work with her to look into integrating technology into her course, if that was relevant to her course objectives. Unlike many education instructors, whose initial reaction is often one of resistance, this instructor’s face lit up and she immediately started to tell me about an activity she wanted to undertake this term with her student teachers of building an online dictionary of terms and images as a concept map.
During the summer she had read a couple of articles that were seminal to her adoption of a new attitude toward integrating technology into her teaching practice.
Watts-Faffe, Susan, Gwinn, Carolyn, Johnson, Julie, and Horn, Marcia (2003). Preparing preservice teachers to integrate technology with the elementary literacy program. The Reading Teacher, 52, 130-138. pdf
Henry, Laurie (2006). SEARCHing for an answer: The critical role of new literacies while reading on the Internet. The Reading Teacher, 59, 614-627.
She handed me a print out of her idea and we arranged to pursue developing a lesson plan for her class. I was to bring the technological approach, she was providing the theoretical context and content directive.
still animation workshop project October 26, 2006
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Here are a couple of projects, samples of what might be done in this workshop:
still animation workshop October 26, 2006
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I tried a new approach to developing this workshop, using a mind mapping tool to conceptualize the content and process steps. I have two attempts at putting this together. I’ve been using the mapping software for about a week, discovering how it works, especially when the file is exported to .html. The course outline is available here:
Some of the links in the plan have additional content, not all. It’s a bit of a treasure hunt, finding the extra material. I would need to flesh it out more, for it to be considered complete. The only force that would motivate me to do that would be the prospect of teaching the workshop again. We’ll see.
Drawing from the inside out – 5 minute lesson October 14, 2006
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materials:
colored pens, 9″ x 12″ drawing paper, flip chart, paper, pens
lesson objective:
At the end of this lesson students will have a small expressive drawing demonstrating participation in a blind contour drawing activity.
pre test:
What experience have you had with drawing? How do you see yourself, as a person who draws?
bridge/hook:
Think back to your earliest experience of drawing. Where are you? Did you have a favourite place to draw? Was it your size? Did you have a favourite color? A collection of crayons? Felt pens? Did you draw the same thing over and over? A favourite subject that pre-occupied you? This might all be taking place before you went to school.
participation:
Pick up the pen in front of you and place it on the paper, tip down, ready to draw. Don’t worry about ink blotches, they are part of the drawing. Close your eyes. Imagine yourself back at that earlier age, in that time when drawing was simply a pleasurable, satisfying activity. Now, still at that age, or close to it, remember your favourite toy. See it in your minds eye with all the detail you can. If you don’t have an image of the toy in your imagination, sense the presence of that toy, what did it feel like? Was it soft, or hard? Did it have wheels or eyes? Remember the toy as fully as you are able.
Pretend you can touch the toy with your pen tip as it rests on the paper. Pretend it is touching the toy and now, moving the pen on the paper, pretend it is tracing the edges of the toy. It doesn’t matter where you start, this is not an outline of the toy. It is simply following the edges of an ear or eye, a wheel or headlight. Keep following the edges of the toy in one continuous line, as if the tip of the pen, on the paper was your fingertip touching the toy, exploring the shape and feel of it. Keep your eyes closed, don’t open your eyes.
post test:
Look at your drawing. Anywhere on the drawing sheet, write down your thoughts and/or feelings evoked as you look at the drawing.
Summary:
Drawing is an important form of expression and communication.
Many people feel resistant to drawing because they think they “can’t draw” or they “aren’t good enough”.
This lesson is designed to encourage you to question your beliefs about your own creativity, creative expression adn how you might use draing in your teaching practice to enrich and enhance learning.
the journey begins October 7, 2006
Posted by jennyarntzen in teaching philosophy.add a comment
This site is designed to serve as an instructional portfolio, both for the development and presentation of instructional materials. In serving these dual purposes, I hope to reveal and understand my own instructional impulses, to cloak them in understandable and accessable programming that builds confidence in experiencing creative process in a variety of teaching and learning environments.
