My affair with D.P. didn't just gain me personal space, but an invaluable teaching partner. The only time she ever let me down was when her very expensive bulb blew (a little like my Blood Pressure when it happened mid sentence). Class and I went back into the huddle to discuss game plan - early coffee break and hopefully tech would arrive with new bulb. Over the years D.P. has rested beside me, sometimes above me and enabled me to deliver workshops and teaching programs in a polished and professional manner. Those few glitches were nothing compared to the fingernails being dragged across the blackboard. Still get shivers up the spine.
It all seems quite blasé now, using the data projector to demonstrate accessing and using software packages or reading material. By using D.P. to project the pages of books from the BBC RAW Reader library, the group were able to interact with text on a larger scale. My argument for this interaction being, they use BIG BOOKS for children to get them involved, why not for adults going through the same process of learning to read. One female student in the group commented, "Reading like this is great! I understand the story and can see how bits of the story are connected, and I'm not a reader. All I ever read are magazines and even then I mainly look at the photos." The excerpts are from books written to appeal to adults. Currently text is shown as a document, whereas it used to be displayed on pages like a book. In my opinion, the page format was superior. The lesson would go something like this - I would read the story (with all the ooohs and aaaaahs if it was a murder mystery) and students either followed the text on-screen or on their own copy. This big screen approach enabled me to draw students' attention to specific traits about the characters and other aspects of the story that would lead to solving the murder. One of the students enjoyed the excerpt from one murder mystery so much she even bought the book. SUCCESS!
Another activity that was exponentially enhanced by using a data projector was listening comprehension (link to video from resource Kitchens & Cuisines). Interaction with others by phone is the only time non-verbal cues aren't a component of listening. Now there's Skype, even our phone conversations involve more than listening. For groups who required higher levels of assistance (Level 1 ACSF assessed), either myself or a tutor would read the questions with the students prior to watching the video. One aspect of the reading activity would be to encourage students to isolate and highlight the main words / points of each question. These words would then be used as listening cues. With the video showing on the big screen students would prompt me when to pause to write the answer. Naturally rewinding (Is that possible with a digital video?) was involved, but asking others to repeat what they said, is all part and parcel of listening.
This is one affair that will continue. Back to www.maziocreate.com.au
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