Chapter 6TIP Scenarios #1, #2 & #3

Kathryn Bregel, Tanya Seely and Vanessa Cuzner

TIP Model Scenario #1

Mr. Joaquin is looking for a more motivating alternative to tradtional written book reports. His fifth-grade students do not especially like reading book or written book reports. Mr.

Joaquin was talking to a colleague who uses Adobe Flash multimedia software to make doing book reports more

appealing to students.

1.1 - Describe how you think using Adobe Flash multimedia software would make it more likely that Mr. Joaquin's students would enjoy doing book reports.

Multimedia Software has evolved so that people with fairly nontechnical skill levels can develop complex hypermedia proejcts. Students will not require a lot of instruction on using the software in order to complete the

project.

Some students may already be familiar and enjoy working with Adobe Flash.

The software will allow students to summarize and display information and knowledge using a combination of text, video, animation, music, graphics, and sound effects. Tools that they would be unable to incorporate in a traditional book report.

1.2 - What would be the relative advantage of using this software tool?

Foster 21st Century skills that focus on creativity and higher-level skills.

Allows students to take charge of their learning and design a product that is suited to their personalities or the style of book they are doing the report on.

Suited to multple intelligences and various levels of learning abilities.

Higher motivation to complete the project.

Students will need to use the same steps to complete their report as they would in a traditional written report.

Adobe Flash includes a built-in Script Assist wizard to hlep beginners learn basic programming skills.

1.3 - Would it be better to have the students work individually or in groups to do the exercise? How would you arrange the computer systems to carry out this strategy?

What do you think?

Many students have different book preferences and individual book reports will allow them to choose a book they are truely interested in.

Interest based partners or groups.

A mobile pod of computers would be best, it would allow students to work at their own pace in the classroom. Some students will be planning their report while others begin on the computers.

TIP Model Scenario #2

• junior high, school wide social studies project

• document local families whose history is intertwined with history of the local area

Plan: interview many family members and research local sources and then organize information into a book.

2.1 Multimedia tools

computer with keyboard, mouse and monitor

digital cameras

video digitizers like iMovie

camcorder, web cams

microphones

audio speakers

software such as Microsoft movie maker or photo story

2.2 Relative Advantage

Students:

improved student attitudes, enjoyment and motiviation to learn

willingness to engage and persist in learning

Teachers:

higher course evaluations with instructors who use these technologies as students believe their instructors are more informed, effective and prepared

2.3 Ways to divide project:

Each class could be responsible for completing one facet of the project ie

interviewing family members

Each class could be responsible for a different multimedia tool ie filming,

sound, software.

TIP Model Scenario #3

Mr Elliot is a fourth-grade teacher and has several students in his class who speak English as a second language. He works on increasing the comprehension skills of all his students, encouraging them to read books and stories to practice their skills. His students who speak English as their second language have trouble reading independently, and Mr Elliot does not have the time to read to each of them individually. He would like to find a way they can have books read aloud to them in an enjoyable way and also answer comprehension questions about what they have heard and read.

3.1 What type of multimedia tool could help Mr Elliot address the problem?

Interactive or electronic storybooks.

Available on cassette tape, on CD, on DVD online, on downloadable software and online.

Some suggestions:

Living Books, U-Ventures, Tumblebooks (French, English and Spanish), Il était une histoire (French), Books on CD from Scholastic, Microsoft Photostory, Storynory.com, Audiobooks for Kids (App for iphone, iPad or iPod), "A Story Before Bed (website),

3.2 What would be the relative advantages of using this tool with his students who speak English as a second language?

Can be done independently

Several students can be working at the same time

Learning is individualized by level, interest etc

Exposure to varied vocabulary, intonation, accents

High level of interest, motivation and engagement by students

Unlimited number of free options available (depending on access to technology)

Students can read at their own pace, and re-read as many times as necessary to comprehend.

3.3 How would it be possible for these students to use this tool in class without disturbing or distracting other students?

Students should each have a set of headphones for listening to audio books without disturbing others (workstations on classroom computers, iPads or iPods).

Students can also listening to books on tape or CD in small groups when the rest of the class is work on other activities (eg. during Daily 5).