Student Engagement Through Dynamic Literacy

Learning through multi-cultural folk and fairy tales incorporating the Multiple Intelligence Theory Presented by: Juli Marshall

Why “Folk Tales” “Fables” & “Fairy Tales”? 1. Copyright limitations

2. Comparison of different

versions – modern, classic etc. 3. Intrinsic interest in students in hearing a story (and looking at pictures)

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Important for „Cultural Education‟ – to be familiar with heritage/culture Teachers often fill in the „home gap‟ – but let‟s make it fun! We can often collect a lot of birds with just one story!

Lessons from folk tales 1. Help with Values Education 2. Stories are engaging to children

– if not too long – if they are interested in the theme 3. Addresses thoughts, wishes or dreams children are/have been familiar with Who DOESN‟T want to be a princess or a king??

4. Children can feel powerless –

everyone‟s always telling me what to do!!

5. Stories can demonstrate how others overcame their powerlessness or hopeless situation 6. Teaches/shows how to use one‟s imagination

Working to children‟s strengths Literacy; Mathematics; Social Studies; Science & Technology; PE and Physical Development/Health; Fine and Applied Arts – all required curriculum around the world

As teachers we need to respond to the Growing diversity in abilities and needs in the classroom Cost cutting – economic climate dictates educational settings/realities Honoring an assortment of strengths allows diverse individuals to shine at different times

 Profiles of the strengths of different Multiple    

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Intelligences Linguistic Logical Mathematical Spatial – Story of „Davey‟ Musical – Story of „Brianne‟ Bodily Kinesthetic – Story of „John‟ Naturalist – Story of “Kerry” Intrapersonal Interpersonal

Children who are strongly: [Excerpted from Armstrong, Thomas. Multiple Intelligences in the Classroom, Alexandria, Virginia, Association for Supervision and Curriculum Development (1994).] Linguistic  Think in words  Love reading, writing, telling stories, playing word games, etc.  Need books, tapes, writing tools paper diaries, dialogues, discussion, debate stories Logical- Mathematical  Think by reasoning  Love experimenting, questioning, figuring out puzzles, calculating, etc.  Need things to explore and think about, science materials, manipulatives, trips to the planetarium and science museum Spatial  Think in images and pictures  Love designing, drawing, visualizing, doodling, etc.  Need art, LEGOs, video, movies, slides, imagination games, mazes, puzzles, illustrated books, trips to art museums

Bodily- Kinesthetic  Think through somatic sensations  Love dancing, running, jumping, building, touching, gesturing, etc.  Need role play, drama, movement, things to build, sports and physical games, tactile experiences, hands-on learning Musical  Think via rhythms and melodies  Love singing, whistling, humming, tapping feet and hands, listening, etc..  Need sing-along time, trips to concerts, music playing at home and school, musical instruments Interpersonal  Think by bouncing ideas off other people  Love leading, organizing, relating, manipulating, mediating, partying, etc.  Need friends, group games, social gatherings, community events, clubs, mentors/apprenticeships Intrapersonal  Think deeply inside themselves  Love setting goals, meditating, dreaming, being quiet  Need secret places, time alone, self-paced projects, choices

Some ideas of different ways to use the Multiple Intelligences to enhance learning and give students the chance to shine in different ways...

 List cities that have hosted Summer Olympics since 1896. Show the cities on a map.  Choose a 2008 Summer Olympic athlete, event or sport. Write a short story to describe it/her/him.  Design a ticket for entry to an Olympic event. (Don‟t forget a logo.)  Pretend you are an Olympian. Tell about your event and how it feels to participate in the Olympic games.  Design and make a picture book about the Summer Olympics (at least 6 pages).  Make a poster outlining 5 rules of good sportsmanship. Illustrate them.  Draw a timeline of the Modern Olympic games that have been held showing the year and city.  Make a Celebrity Heads Game. Use categories of: athletes, events, equipment used and places where the event is held when you make the cards. Don‟t forget the headpiece!  Design an Olympic uniform for one of the sports/events of the 2008 Olympics. Draw it or make it.  Pretend you are a newspaper journalist. Write an article about an Olympic event you have just watched.  Design and make a model of a Games Village showing where the athletes live, eat and relax.  Make a chart of your 5 favourite sports/events. Show:  Who plays in the event (team? how many? individual event? etc.)  What equipment is needed  What is the fastest time  Who won the gold, silver and bronze medals?

 Collect photos from the internet, newspapers, magazines and make a Beijing Olympics collage poster.  Listen to a piece of Olympic music. Write the name of the music and tell about how it makes you feel. What instruments you can hear played? Tell about any „special‟ instruments you hear in the music.  Make a diorama to illustrate an Olympic sport or event.  Write a poem or song about the Olympics or a particular event or sport.  Create a mobile of Summer Olympics symbols, pictures, mascots etc.  Make a game about the Olympics or Olympic event. (It could be a board game, card game, trivia game, memory game or whatever you think would be fun for you and others to play.) You can use athletes, sports, events, equipment etc.  Make a list of the games/events that will take place in the 2008 Beijing Olympics.  What is your favourite Olympic Sport? Write about what makes it special and tell why it is your favourite.  Make doll cut-outs with your own design of costumes for the Opening and Closing ceremonies for your country.  Show others how a particular game is played. Create a flow chart (with pictures) of a game or event.  Create a scrapbook of Olympic stories, pictures and highlights.  Make your own story about the Olympics. You may pretend to be a journalist, athlete, visitor or ??. You may present it in a movie, PowerPoint, claymation, etc.

MI Spelling ideas  Flash cards  Write each word in a sentence  Look up spelling words in the dictionary  Computer – write out the spelling words on computer(use spell checker)  using a commercial spelling program (where words can be programmed in)  Write the words in alphabetical order  Use an acronym or mnemonic device (eat = Elephants Aren‟t Tiny)

 Make a crossword puzzle or wordsearch (Puzzlemaker is great! wwww.discovery.com)  Colour-code the vowels (a=blue e= red etc.)  Highlight the difficult parts of a word with color  Write each word in a different color

 Box words to show their configuration  Draw a picture to associate with a word

elephant cat

 Write the words on your arm with a finger  Paint the words on cement with water (a bucket of left over washing up/dish water is great to use)

More Spelling Ideas  Sit down when spelling the consonants, stand when saying the vowels   

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(or any other action – clap, tap, pull ears, snap, loud, soft...) Sing or chant or rap with the words in a beat Spell words in a familiar tune (happy to tune of “Bingo”; running to “Mary Had a Little Lamb”) Record the words and their spelling on a tape recorder in your own tune/rhythm Work with a friend(s) to practice With a friend, alternate letters when spelling the words together Have a spelling bee Spell words out loud Give each letter of the alphabet a key on the piano and „play‟ the words as they‟re spelled Finger-spell the words in sign language Write a story using the spelling words Write words in shaving cream (leaves the table fresh and clean!) Make the words using alphabet blocks/ cut-out letters; arrange magnetic letters on the fridge Playdough cut-outs to make words

 Giving students alternative ways to access

knowledge/concepts and to show what they have learned allows each student to express what has been learned comfortably and with less stress.  This doesn‟t mean a lowering of standards – rather an acknowledgement of abilities and strengths and individual differences.

What does all of this have to do with “Dynamic Literacy”?  Webster‟s definition of DYNAMIC Pertaining to dynamics – active, forceful, energetic, capable of giving a sense of power and transmitting energy ... to do with function ... rather than structure.  Thesaurus: lively, active, go-ahead, self-motivated, energetic, vibrant, forceful, full of life, vigorous

Isn’t this teaching? Isn’t thIs what It’s all about?

** The key is not how we do it – but what we do with it!**  How can we best suit the needs of our

students?  How can we build on individual strengths and boost weaker areas?  How can we encourage students to be creative and think „outside the square‟ for optimum success in the „real world‟? “If we are to achieve a richer culture... we must weave one in which each diverse human gift will find a fitting place.” - Margaret Mead

Using ICT in Early Learning Classrooms  Involving students in ICT activities is an

imperative for today‟s students

 Their world is ICT rich – and getting more so

every day

How are you coping?

Who says Early Learners can‟t do ICT? Don‟t be afraid to let students show you! As with many things, there is often more than one way to solve a problem – even in ICT! Learning should always be a 2 way street!

Encourage learning through „playing‟ Experiment to find the solution – remember there‟s always the UNDO key!

 Involving ICT is an imperative for today‟s

students  It may not be possible to use overly complicated things with young students – but step by step, they will learn 

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Utilize older students where possible – along with parent helpers

Giving students alternative ways to access knowledge/concepts and to show what they have learned allows each student to best express what has been learned with less stress for all

Using available tools to enhance learning, language and literacy  Microsoft website – great instructions for all ages  Intel website – Intel Teach – great ideas and

tools for teachers and students  Adobe – step by step instructions for their tools  NCH software – great free programs (and for purchase)

Some online resources    

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http://www.coolmath.com/ http://www.abc.net.au/countusin/ http://www.science.org.au/primaryconnections/ http://www.cap.nsw.edu.au/teachers/PrimaryLinks/maths_li nks.htm http://school.discoveryeducation.com/ http://www.users.on.net/~wayne_r/Teacher%20Tools/onlin e_learning_for_children_k3.htm http://www.in4mation.org/clipart.html http://pbskids.org/ http://www.learningtreasures.com/ http://www.k3learningpages.net/web%20math%20games.htm http://www2.scholastic.com/browse/learn.jsp

Online Digital Story Site With Ebenezer – www.cli.nsw.edu.au/Ebenezer you:  Write a „story‟ – but using 30 words or less per page  Take digital pictures  Change the size of pictures to a more „friendly‟ size

suitable for emailing, etc.  Read the story into a microphone/recorder  Translate the story into another language  Organize where a story will be „saved‟  Submit a story (teacher done)  Access the story through the website

To find the Adventures of Ebenezer Q Emu Google: Ebenezer Q Emu or go to: www.cli.nsw.edu.au/Ebenezer/