Engagement And Thinking In A Multimedia Classroom

www.innovativeICT.net

Engagement and Thinking in a Multimedia Classroom

Johannes Ahrenfelt Neatherd

&

Neal Watkin Copleston High


What are the barriers to regular use of

ICT & Multimedia?


Rationale

• Multimedia makes for good engagement. Engagement is essential for good learning

• Multimedia has the potential to promote good quality learning

• HOWEVER…• Tasks have to be carefully constructed

in order to create the correct circumstances


The Rules of Engagement

“People learn best when they are interested, involved and appropriately challenged” (DfES)

1. Activities have a clear purpose and relevance

2. New knowledge is related to old

3. Presentation is varied

4. Activities generate curiosity

5. Pupils ask questions and try new ideas

6. Pupils see their achievements and progress

7. Pupils analyse their thinking/learning

8. Pupils gain satisfaction and enjoyment from their work

9. Pupils get a positive image of themselves a learners


One Lesson Movie


Tasks and examples:

www.innovativeICT.net/workshops


Students teach you a lesson


General Topics

• Life in the 1600s (incl. major events)

• Origins of Witchcraft as a crime

• Escalation• The End

• Matthew Hopkins in East Anglia

• Persecution of witches 1400-1600s


Starter

• Asking the right questions

• Getting them talking


What makes a challenging question?

1. Why did people in the Middle Ages believe in witchcraft?

2. Matthew Hopkins terrified and destroyed East-Anglia. Discuss.

3. What were the main factors that influenced the decline of women being hanged for witchcraft?

4. To what extent was Matthew Hopkins backed by the Government?

5. How much has the perception of women changed since the 1600?


Lesson 1: What makes a challenging question?

Who…? When…?

Describe…

What can you learn…?

What factors…?

What conclusions can you make…?

How far…?


Structure of lessons

• Lesson 1: What makes a challenging question?

• Lesson 2: Discuss structure of lessons

• Lesson 3-4: Research & Plan lessons• Lesson 4-5:Teach the lesson

• Evaluation» Connor speaks about the task set by his new ‘teacher’.

[video removed]» Plenary by Group Teachers where Ross explains the

impact of Matthew Hopkins [video removed]


What did… sound like?

Task examples: www.innovativeICT.net/workshop

s


What did the Stalin sound like?

• Analysing sources• Inference• Interpretations

• Tone• Accent• Background + how that would affect the

individual • Emotions


What did the ‘Big Three’ sound like?



Lesson 1

Lesson 2

Lesson 3

What were they thinking at the time of the photo?

http://www.learningcurve.gov.uk/coldwar/G2/default.htm

Was the wartime alliance between Britain, the USA and USSR as strong as the media said it was?

What was the temperature of the international relations at the time of the Yalta Conference?



Churchill, Roosevelt, Stalin: What did they want to say?

• Tone

• Accent

• Background + how that would affect the individual

• Emotions

Example Y9 students: www.innovativeICT.net/workshops


Plenary

Ideas for regular use of ICT & Multimedia


“People learn best when they are

interested, involved and appropriately

challenged” (DfES)

Education

Engagement And Thinking In A Multimedia Classroom