Tag Archives: moving image

Active Literacy for P6/7/S1 – New Online Support Materials

Sharon Wallace, Curriculum Support Officer, Curriculum Support Team, has been working on a number of new CPD training support videos for Active Literacy.

These short video sessions are aimed at Second level, however some of the materials can be adapted and applied to earlier stages.  

Sharon has recorded nine short videos for ‘Reading’ including using film trailers, critical analysis, non-fiction analysis and moving image education. There are two sessions relating to spelling and these include the new spelling section and vocabulary building which explores homophones and affixes. There is one training session called ‘Developing Writing at Second Level’ and this looks at incorporating a range of different genres, as well as the use of mixed ability writing trios and effective conferencing to improve writing skills.

 These short animation videos are part of a series of CPD online sessions which range from P1 to S1.[kml_flashembed movie="http://www.youtube.com/v/gvXEPThdi2c" width="425" height="344" allowfullscreen="true" fvars="fs=1" /]

Using Active Approaches to Reading Using Moving Image as ‘Text’

Sharon Wallace, Effective Teaching and Learning Teacher, Curriculum Support Team, has been working with a number of schools on active approaches to reading.

Sharon has been working on the development of skills which address ENG 1/2-17a – ‘To show my understanding, I can respond to different kinds of questions and can create different kinds of questions of my own.’

Working with ‘Lost and Found’ moving image as a text, Sharon has been working alongside class teachers to use Blooms question fans to support generating, and indeed, answering their own higher order questions.

Using a ‘book detective’ approach, pupils have been given specific tasks to find evidence within the ‘text’ to support themes/ characterisation/ setting/ plot and structure.

Incorporating co-operative learning strategies such as ‘corners’ (literal, evaluative and inferential questions) and ‘two stay/ two stray’, pupils have generated their own questions and model answers for other pupils to solve.

In their co-operative learning roles of question master, clarifier, recorder and summariser, pupils initially answered prediction questions about the text, followed by generating their own questions to ask others.

Pupils were highly engaged and motivated during the whole of the sessions. These sessions culminated in pupils taking on the role of teacher (Reciprocal Teaching) where they devised their own lessons for younger pupils using the same moving image as ‘text’. Pupils incorporated Assessment is for Learning strategies into their own lessons and shared learning intentions and success criteria.