jldecl310-blog

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WEEK EIGHT

SCRIPT:

Hello,

My name is Jessie Deakin and I am currently completely ETP310 in 2019. Today I am going to be discussing and analysing the Probe2 reading comprehension assessment that we looked at in class.

Upon undertaking the assessment myself and evaluating another participant, something that stood out was that the test primarily focused on the students ability to remember the text, their understanding of its context and applying their own knowledge. Some other comprehension assessments I’ve encountered don’t consider and assess the student’s prior knowledge, so it was really reassuring to see that this system applied the student’s prior knowledge to the questionnaire.

Another thing I noticed was its ambiguous numbering system to assess the students reading accuracy and behaviours, as seen in this section. I understand it may come with experience, but I’m not particularly fond of this system of evaluating their technique by marking a scale from high to low. I believe its too obscure and could be interpreted incorrectly by another teacher if they were to review the students past comprehension skills and tests.

If you have any comments on your experience with this assessment method I would love to hear it. Thank you for watching.

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WEEK NINE

Your task this week is to find an example of a multimodal text (ideally, one that students have created).  Note the modalities used to create this text, and state how you might use it as a mentor text in the classroom.

This example of a multimodal text, created by students, incorporates semiotic systems linguistic (spoken word), visual (use of stop-start motion picture and using drawn illustrations) and audio (use of volume and music) to depict their interpretation of the myth of Athena. The students have also incorporated the use of digital technologies to create their stop presentation.  The students cleverly used stop motion picture style to create their multimodal text depiction.

I would use this digital text animation to demonstrate to students how a traditional multimodal text, such as a myth story or a picture book, can be more complex. I would use it to inspire the students to bring to life one of their narrative pieces they’ve created, or allow them to use the same style of imagery to reinterpret the classroom text.

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Week Seven

The goal I set in regard to personal literacies and the Victorian curriculum was that I need to develop skills to create appropriate and effective learning goals, to ensure I and my students are meeting

Teachstarter is a website that provides amazing resources related to most thing teaching and learning. I am able to search literacy goals and be provided with guides and resources to develop my skills and understanding.

https://www.teachstarter.com/au/teaching-resource-collection/literacy-goals/ 

In addition, another resource that I’ve found handy is Wordle. Using key words and succinct aims, I can use the app to summarise the main goals in the form of a word map. Its colourful and presentable manner can be used as a reference for new goal making/developing or assessing. Through this medium, the student can also have a say on their own language, literacy, and literature goals by contributing words or skills they want to achieve.

http://www.wordle.net/

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SuperSummary has created a detailed website that provides a children’s literature resource guide for educational practitioners, parents and children. I believe its a valuable resource as it offers reviews, texts to read, blogs, literature themed games to engage and entertain children/students and teaching activities and resources that is easily accessible and engaging for all. 

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I created this poster with a grade 4 class as to why we write. Through class discussion and group discussion, the class used their student agency to come up with reasons as to why they think they write. This poster was placed at the front of the classroom to remind and encourage them.

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The Chronicles of Narnia: The Lion, the Witch and the wardrobe

In grade 5 we read the text ‘The Chronicles of Narnia’ by C.S Lewis as our class novel. I had watched the movie before the class had started reading the text and was excited because I had the knowledge there was a witch, a lion (which was my favourite animal), polar bears, swords, beavers, snow and a faun, as I had seen the movie. The text provided visual imagery on several pages and used sophisticated language. The linguistic side of the text allowed us as students to use our imagination to describe the scenery and characters vividly.