TIP+Model+2

I have included an extra Tip model as it includes the same goals, but using whole class IWB technology integration and art activities.
 * ** Tip Model 2 **

** Phase 1 ** ||  //Technology Domain:// I am competent in IWB use in the classroom and am able to use the camera and recording tool. The children also use the IWB each day for many different activities, but do not usually get an opportunity to add their own work. Although I will be doing most of the technical work, the children will be able to record their own voice to describe their artwork to the other children. || || To improve the quality of oral and written storytelling activities of younger students by integrating digital storytelling tools. Australian Curriculum outcomes for English include: Objective D: express themselves and their relationships with others and their world -Compose simple print, visual and digital texts that depict aspects of their own experience EN1-11D Rubric of criteria for storytelling Observation
 * Analysis of Teaching and learning needs **
 * Step 1: Determine Relative advantage ||
 * Even though we read many beautiful texts in class, and as a class can talk about and describe the characters and settings, many of the children experience difficulties in transferring these descriptive details into their own writing. Books can be difficult to see in a whole class setting and it can be time consuming to show the pages to everyone and stay focused for longer periods of time. By using the interactive whiteboard (IWB) to display large images that we can all see at the same time, I can easily write our brainstormed words(usually adjectives, nouns etc) around the image which is saved and used for our descriptive writing later. At writing time, although we model the sentences as a whole class, the children are given the flexibility to then individualise their writing. Since the children really respond to anything that involves them, using their own artworks should provide extra interest and motivation for writing. ||
 * Step 2: Assess the Tech-Pack ||
 * //Content and Pedagogical Domains//: I have been teaching for almost 20 years and love working with literacy activities. In the lower grades, a lot of time is spent modelling and teaching the strategies needed to the whole class before expecting them to be independent workers. During whole class activities children are exposed to many books that require us to ‘read’ the visual information so as to gain understanding as the text does not always tell the full story.
 * **Phase 2 **
 * Planning for Integration **
 * Step 3: Decide on objectives and outcomes ||
 * Objective 1:
 * Assessment **

Objective 2: to improve the student's confidence and enjoyment in both oral and written storytelling. <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Australian Curriculum outcomes for English include: <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students will value and appreciate: <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">- independence gained from thinking imaginatively, creatively, interpretively and critically Assessment: <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Teacher Observation <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Smiley Questionaire || 3 lessons over a 2 week period plus ongoing to conclude.
 * Step 4: Design integration Strategies Storytelling using IWB:

|| <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Read ‘//Max//’ and after discussions have them draw a monster with pastels and waterwash over it. (After the children have completed their paintings, I need to photograph and paste them into a IWB notebook ready for the following lessons)
 * Background Preparation: <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">children have been participating in an activity on the IWB that we call ‘Doors’. This activity uses a series of about 20 door images all put together onto one page, that can then be chosen and linked to a page with a surprise image. As a whole class we then brainstorm about the image with an emphasis on using adjectives to describe what we see and create a ‘picture’ for others. After sharing some sentence starters, the children then engage in an independent writing activity using the class words to scaffold their ideas. ||
 * <span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 130%;">Lesson 1 –Introduce the unit



|| <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Show the children an image of //Max// on IWB notebook as a ‘Doors’ activity. As a class, brainstorm 4 nouns and 4 describing words about //Max// onto a single bubble. As an independent writing activity, have the children create another single bubble about their own monster, modelled on the class activity.
 * Lesson 2:

|| <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Children write 3-4 sentences about their monster using the ideas generated on their single bubble. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Through the IWB recorder, show the children how to record sentences about //Max//. Repeat a second time but this time record one of the children talking. Have individual children come to me and record descriptive sentences about their monster. This is done during group activity time and is kept ‘secret’ from the other children. A link is created to this recording when their monster is chosen. In addition to this, I will type their sentences beside their monster image on the page, but cover them up. media type="custom" key="23915856" align="center" || <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Over the next several weeks using the children’s monster artwork and recordings, complete a ‘Doors’ activity 4 days of the week. Once the class has brainstormed descriptive words, have the children complete 3-4 sentences independently. After this, they will listen to the recording made by the monster’s owner and compare the differences/similarities.
 * Lesson 3:
 * Lesson 4:
 * <span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">Lesson 5-6:

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">NB: Due to time constraints, a written piece does not have to be done for each monster, but left as an oral activity. // ||

// I have heard there are troubles of more than one kind. Some come from ahead and some come from behind. But I've bought a big bat. I'm all ready you see. Now my troubles are going to have troubles with me! // // Dr Seuss // || <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Next time I create a similar type of lesson, I would not change a great deal, but rather change the time frame so that the results could be shared more quickly while the children are all highly motivated. I would do the recording of the stories more quickly so that sharing could also begin more immediately after completion of the writing tasks. <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">On this occasion, I needed to be the technical ‘expert’ but next time, I would like to be able to have the children participate in more of the integrating skills. Eg. Use an iPad app to take photographs that they then had to add text to for sharing on the IWB. In this manner, I become more the mentor and helper for smaller technical skills such as editing, and they are able to enjoy more of the process. ||
 * **<span style="background-color: #ffffff; color: #538135; font-family: 'AR HERMANN'; font-size: 22pt; text-align: center;">Phase 3 **
 * <span style="background-color: #ffffff; color: #538135; font-family: 'AR HERMANN'; font-size: 22pt; text-align: center;">Post instructional Analysis and Revisions **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">This was a very enjoyable set of lessons as the children were much more engaged when using their own work for related activities. By integrating art, writing and digital presentations, the children were able to see the results of their work and also receive the attention and admiration of their peers. By using a brainstorming activity to stimulate their thinking, we were able as a class to share many interesting details that were then used in the individual writing. From the work samples, the quality and enjoyment of writing definitely improved.