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Framing the World through Photography
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Sounds in our world: Raising phonemic awareness through multimodal activities
Recognizing the rich understandings of the world that ESL Kindergarten students bring with them to school, a teacher explored how multimodal investigations of sounds might support early literacy development by connecting that knowledge to classroom activities.
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Infusing Dual Language Literacy Through the Library Curriculum
The dual language book collection in the school library has been the site for students and parents to gain access to literacy in their first language and for teachers to promote the linguistic diversity of their students.
The librarian has engaged students in the writing of dual language flip books that serve the purpose of reflecting on books they have read. In her teaching practice she has also engaged the students in oral retellings of stories in their first languages.
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Communities Around the World
The teacher developed a unit based on the theme of communities around the world. She read a big book with her students on this subject, then they wrote their own books reflecting their ideas and experiences based on different themes of communities around the world. Each student then chose a country to learn about in more depth and wrote a report on that country.
The unit culminated in a field trip to the Bata Shoe Museum
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Dual Language Literacy Practices in the Mainstream and ESL Classroom
This project demonstrates a teachers' use of her student's first language literacy skills to support their acquisition of English literacy and language. This work has resulted in the creation of dual language identity texts in the form of story books and autobiographies.
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French Picture Books
In a Grade 9 Core French class, the teacher designed a multi-stage project in which students composed original children's stories in French, illustrated their stories to produce picture books, then, in groups, adapted one group member's story to a play script, and finally dramatized the scripts for children from the local French Immersion school. The teacher's claim was that by investing in multiple literacy tasks for authentic and interesting purposes, students would increase their French language awareness and proficiency, including literacy skills. This paper explores that claim: It reports on the context of the classroom project, the tasks designed, the data collection and analysis procedures, and the themes and implications that emerged with respect to written, visual, and dramatic modes, and student investment in learning.
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Identity Texts in a Multilingual Kindergarten Classroom
The case study described here focuses on a dual-language, student-authored book project developed in the context of a 27-student kindergarten class. Working collaboratively with their teacher and parents, the kindergarten students in this study produced individual, self-authored seven-page books written in both English and their first languages. The books were illustrated with drawings and pictures from home. Each of the 27 books was then made into a CD in order that the children could also view their books electronically and send them via email to family members and friends back in their home countries.
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Mandalas
This study explores how by using multiple sign systems, high school students with limited English proficiency can be supported to create rich, complex interpretations of literary works in English, and to realize their interpretations linguistically in written academic discourse.
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Literary Analysis through Multimedia
A comparison of traditional and multimodal interpretations of a short literary work.
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High School Family Literacy
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A Mark on the Wall
A permanent mural created by students on an
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Viewing Their World
In this project, students were given the opportunity to express their creativity by exploring photography and being taught how to alter their images using Photoshop.
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Multilingualism, identities and multiliteracies: Student and teacher voices at Coppard Glen
This project illustrates the work of a grade 4 teacher who collaborated with colleagues to create a multiliteracy committee, developed a dual language and multicultural curricular focus in her classroom and in partnership with a grade seven teacher. Students worked in pairs to develop dual language stories. These stories were written and translated by students, often with the help of their parents. The dual language books that were created are a testament to the wealth and importance of students' first language literacies and cultural resources and the significant role it plays in the English medium classroom.
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Family Literacy - Three Different Approaches
Three teachers explore projects for engaging parents in literacy practices.
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Picture Communication Symbols: A Multiliteracies Research Project
This project describes and reflects on the use of picture communication symbols to support classroom organization, improved literacy, and expressive communication. The research team consists of a classroom teacher, a resource teacher supporting inclusive approaches, two Speech Language Pathologists and a teacher union researcher
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Visuals, technology and social responsibility: First steps and reflections from elementary school teacher researchers
This project explores three elementary school teachers' tentative first steps in using visual images in their teaching of social responsibility. Traditional drawing, computer-generated drawing and print/digital photography uses are explored. The research team consists of the three teachers and a teacher union researcher.
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Chatting about math: Exploring the mediating potential of instant messaging for academic learning
This study takes a sociocultural theory perspective to explore the potential of an instant messaging software, Microsoft Network Messenger (MSN), for academic purposes. This presentation focuses specifically on how two groups of students in a grade 9 academic math class make use of conversational and academic language through MSN to accomplish a group summative project for an integrated curriculum unit (Math and Geography). Data gathered from (a) weekly classroom observations and audio-taped in-class group work; (b) online one-on-one and group interviews; and (c) students? final summative reports are organized and analyzed through grounded theory approach.
Results reveal the efficiency in which students mediate their group work through the use of a hybridized language consequent to the immediate nature of instant messaging. The data also points to the need for teacher involvement when implementing this technology, in order to engage students in deeper cognitive engagement and appropriate this technology for academic learning.
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Sister-class Project
This Sister-class Project is an online collaborative learning project between two groups of Grade 7 ESL students from Toronto and Hong Kong. The students from two distant schools were motivated to work in groups to explore relevant information through the Internet, the global learning network, and other computer media for an academic project. In order to enhance intercultural exchange and knowledge generation among distant learners, the student participants were encouraged to use their linguistic and cultural knowledge as valuable learning resources to co-author a cultural newsletter with their group partners through a website (http://www.oise.utoronto.ca/research/multiliteracies). The project website enables the students to share and upload information, provide feedback, and discuss academic issues. It also helps the teachers facilitate the students? online discussions, observe their learning progress, and evaluate their works. The major goals of the this study are to demonstrate how ESL students learn L2 literacy effectively through computer-mediated tools, and how new technologies may provide innovative instructional options for literacy education rather than imposing threats on it.
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La Toile Magique
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Developing American Sign Language Identity Texts
This project is based on the Ontario provincial schools' American Sign Language (ASL) curriculum for Deaf students. Teachers brought ASL storytellers into the classroom. The storytellers helped to create a rich first-language and culture environment where students learned about older Deaf adults' history and experiences. Students in turn developed their own ASL identity texts and were guided through the ASL storytelling process by their teachers.
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e-Lective Case Study
This study examined the relative efficacy of electronic as compared to hard-copy textual environments in supporting students' acquisition of vocabulary. Forty-six grade 5 students were randomly assigned to four Aesop's Fables that had been equated for difficulty, with the constraint that each student would read two texts in each condition. Scaffolding in the electronic condition was provided by an on-line monolingual English dictionary while a dictionary from the school library was used in the hard-copy condition. In the electronic condition students could carry out practice exercises (based on cloze procedures) focused on the words they did not know while in the hard-copy condition students simply wrote down the unknown words and tried to remember their meaning. The two conditions were equally effective in supporting students' acquisition of new vocabulary. Students learned more than 60% of words they previously did not know and they demonstrated retention of this vocabulary on a post-test administered two weeks later. It is suggested that computer-supported approaches to academic language learning might benefit from a multi-modal approach that included paper-and-pencil activities, such as keeping a notebook log of new vocabulary, in addition to any practice exercises carried out on the computer.
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Literacies - Language Arts
Novel studies, Buddy Reading, Current Events...how does one set parameters to talk about and teach Literacies in Language Arts? Here are two novel studies and two terms of Buddy Reading from my continuously developing perspectives on Literacies in Language Arts as a grade 6/7 teacher.
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The Glow Fish
Student Water Projects
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The Blue Sea Creatures
Student Water Projects
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The Singer Renews the Tale: The Development of Oral Poetry in the Classroom
The tradition of oral literacy dates back to earliest human attempts at creative expression. Today, the oral literacy modality has been somewhat devalued in our schools. For the most part, literacy is equated with "the written word;" the more proficient one is at reading and writing, the more "literate" he or she is. Human history reveals, however, that there is more to literacy than simply written text; to be truly literate one must understand the idea of language. Language is not easily defined; it has a written component, but it is also expressed through vocalizations, through words. Language can also be wordless; a musical phrase from the saxophone of John Coltrane can impart the same level of meaning and understanding to the listener as a passage of Shakespeare. Language cannot be "learned" solely through traditional academics; students must live and experience language, they must utilize language in performance.
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Growing and Learning Together
A multimodal Kindergarten unit on the theme of "How Things Grow." Created by Romina Park.
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Beginning to Write
In Kindergarten the children arrive with all different levels of experience with pencils and writing. Some children have never held a pencil and others may be familar with writing letters. My goal is to get them writing short stories, letters and poems by the end of the year.
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Harris and Me Fliptale
This is my project.
-Henry
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Harris&Me Term Project
Work on Harris and Me, the book by Gary Paulsen
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Connections
Students made connections to family beliefs and values to create a class "code of conduct" in words and symbols. In early September students asked their families about family beliefs or values related to getting along. They were told that these beliefs or values could be represented by some item which had been passed down through the generations. In class students listened to The Keeping Quilt and Selena and the Bear Paw Quilt. Both books focused on the preservation of family memories by making quilts. After family discussion and experimenting with design each student created a quilt square. The squares were arranged on the front and back of the classroom door to form a quilt. Students then articulated statements about school conduct which were represented by the quilt squares. Ideas were combined into a simple code. In their home reading program students were asked to make connections with their code by identifying examples of character behaviour which were represented by their code. They were also asked to write about situations in their own lives that reflected issues represented in their code. As time passed the classroom code of conduct was reexamined and enhanced with further examples. In pairs several students reviewed photographs of curricular material and recorded comments...
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Science: A Conduit for Language Learning
Every Science class is an opportunity for each student to expand their knowledge and understanding of Science and also build their literacies practices. Being a Scientist requires thinking, talking, writing, representing and reading like a Scientist.
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PE as a Core Subject Area
PE and the activities taught in the gymnasium can be daunting and intimidating for some while liberating and invigorating for others. When the students are viewed as able learners of a core subject and the gymnasium is considered a viable classroom; opportunities for language learning, body awareness, team development and 'reading' plays abound.
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A Doll's House by Henrik Ibsen
In this project, I have tried to create non-traditional ways of approaching the reading, analysis and interpretation of a text. Students approached their reading of A Doll's House from either a visual arts, performing arts, scientific or schematic perspective. After they presented their results orally, they submitted their analysis to me. On this site, you will see some of their visuals and excerpts from the written submissions of their presentations.
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French: ma famille
A unit combining French language structures and electronic family albums.
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The Dolphins
Student Water Projects
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Field Trips
Real world experience is pivotal in helping students make connections, build vocabulary and conceptual understanding, and stimulate further interest. In addition, it brings joy to learning. This account documents the students field trip experiences and learning connections.
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Byng Arts (MIEN 8): The Shakespearean Sonnet through Multimodal Analysis
Grade 8 students in the Byng Arts Mini-School English (MIEN 8) use either music, drama, or a visual art form to represent one of Shakespeare's sonnets and demonstrate comprehension and close reading of the text.
Context with Shakespeare: After a month two month unit on Shakespeare's Romeo and Juliet, Grade 8 students were assigned the task of making meaning of a Shakespearean sonnet of their choice through their art. The final project would demonstrate their understanding of key themes and they would be required to present their interpretations to the class and explain the rationale used in the creation of their interpretation. See project handout.
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Run, Run As Fast As You Can
My favourite unit the entire year in Kindergarten is based on the classic tale of The Gingerbread Man. Using different versions of the story we explore writing, math, and science. And more importantly we use our imaginations and have a lot of fun.
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Writing 12 Free Assignment from Journal
This assignment is the first of the "Free" Assignments of the year; students do approximately three free assignmnents throughout the course of the year. A "Free" assignment is one of the student's own devising.
The students wrote proposals indicating what they wanted to work on. On this Free Assignment, students had only two stipulations:
1. The project had to be based on a journal entry from the students Term 1 Journal entries.
2. The project could not contain a higher word count than what would fit on 2 pages double spaced, Times New Roman font. The reason for this is that I have found that a limitation on length of assignments can help build the quality of the product as it increases the likelihood of editing to create a desired result.
Student projects included: songs, poems, mulitmodal projects incorporating visual arts and semiotics, and powerpoint.
This student has created a jigsaw puzzle out of her poem, "Come Dance With Me in Ohio."
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Sustainable Medieval Manor
Grade 8 Social Studies students were asked to create a map of a sustainable medieval manor.
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Writing 12 Free Assignment #2
After writing a query letter and having it accepted by the teacher, students proceded to work with language and create the product of their choice.
Rule: Not to exceed the equivalent of 2 typed pages, Times New Roman.
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Hamlet: Multimodal Literary Analysis and Aesthetic Interpretation
In an English 12 class in the Byng Arts program, we worked on a creative and stylistic analysis of Shakespeare's Hamlet. Students focused on a selected topic, such as the multiple roles that make up Hamlet's persona; the portrayal of women in the play; or the use of disease imagery. They then designed and produced a work in an artistic mode -- such as visual, musical, dramatic, or filmic -- that responded to the focus topic question.
Students then wrote an essay to explain how their aesthetic design choices reflected elements of Shakespeare's text, such as figurative and sound devices, imagery, tone, or conflict. Essentially, students created a literary close reading in a non-textual aesthetic mode.
Included in the gallery are examples of students' work in progress (close reading analyses, drafts, sketches) as well as some of their final essays explaining the interpretation and analysis informing their projects.
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Shakespeare's Comedies & the Mythos of Spring: Archetypal Criticism
In an enriched English 9 class (Literary Arts specialization in the Byng Arts program), students explored archetypes in Shakespeare's comedies. We started by looking at different ways in which Shakespeare's comedies have been "classified" (e.g., tragicomedies, romances, "problem plays"). Students then worked in groups of three, selecting one of the comedies to present. After an introduction to key concepts in Northrop Frye's _Anatomy of Criticism_ (The Mythos of Spring) and Joseph Campbell's _The Hero with a Thousand Faces_, students identified at least ten ways in which Frye's comedy archetypes applied to their selected play (or, if they differed, how so). Students also explored three symbols from the play.
The major task was to create a poster to present these archetypes and symbols. Students had great freedom in designing whatever visual layout they felt best conveyed their ideas. One of the groups even chose to create a 3-D installation of the Forest of Arden from _As You Like It_.
The groups then presented their projects to the rest of the class. Starting with a brief summary of the plot and characters, each group explained their archetypes in detail. The visual mode enhanced the presentation of ideas; the patterns used to organize the archetypes on the poster helped clarify their connection to plot and character.
By the end, the students were able to trace commonalities among the comedies, especially when viewing several posters at a glance. Perhaps more importantly, they were able to identify the different transformations of each archetype from one play to another -- thus appreciating just some of the "thousand faces" worn by each archetype.
Companion assignments:
Oral Presentation: Students also selected passages from their play to dramatize for the class. The focus was their public speaking ability: vocal expression, non-verbal expression and gestures, pacing, enunciation, volume, and familiarity with their lines.
In-Class Essay: Students also wrote an in-class composition analyzing a character from their play. The focus was on their expository essay structure, written expression, and integration of quotations for supporting evidence. The previous study of character archetypes helped provide some background for their analysis.
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Growing and Learning through Oral Language Development
"Show and Tell" time has the potential to encourage and promote the growth and learning of oral language development.
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Physical Education
MJ's class from Dec.06-Feb.07
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How do you feel?See?Mean?
This is how I thought Zack behaves, and how Zack mostly feels in the most desperate times. Please answer my questions.
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Blair
Blair the genius and his genius projects
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Transitional ESL Literary Essay Project
In this Transitional English class, multimodal pedagogical activities were designed to support students to create rich complex interpretations of literary works in English and to represent their understandings in visual mode, and in linguistic mode, in the form of an assessed literary essay.
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Welcoming Catherine to the School in French
By: Division 15
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Sharice's Zack Project
My presentation I made for my Zack project.
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Collaborative Novel Study
The classroom teacher, Jeannie Kerr and the resource teacher, Melody Rudd collaboratively planned and implemented a novel study of "Island of the Blue Dolphins". This project highlights the process of collaboration and the benefits of teachers collaborating on novel studies. This project also highlights the more specific benefit of having the resource teacher in the class to teach with the classroom teacher, instead of the common practice of having "identified" children pulled out of class.
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Rashomon/"Rashomon" & "In a Grove": A Multimodal Thematic Literary Analysis
English 12 students work with three texts: the short stories "In a Grove" and "Rashomon" by Rynosuke Akutagawa and the film, Rashomon by Akira Kurosawa. Students attend to the multi-modalities of story telling in film sensory imagery in written text in order to determine common themes among the three works. While multi-modality is used along with critical commentary to assist in textual meaning making, multi-modality is also used by students to demonstrate their own learning and understanding of the works studied.
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Zack Projects
This account is a compilation of individual student representation's of their learning throughout the novel study, 'Zack', by William Bell. Each representation includes their view of their learning in the novel study and their project, which was a summative task at the end of the study. To complete their projects they were asked to 'show what they learned', integrating mulitiple modes, multiple media and possible interaction with the viewer.
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My Accounts - How Have I Changed?
I wrote these accounts with the intention that they might begin to represent the wide variety of rich learning opportunities that are part of my everyday life in my classroom for my students and for myself. They have in turn offered access and representation to me.
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Cooperative Learning Poetry Project
Students in an enriched English 8 class worked in small groups on a poetry project. They selected a poem to analyze and then they presented the poem to the class in a creative way.
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Of Mice and Men Oscar's Project
The students in a grade 11 Byng Arts English class were asked to present an academy awards ceremony to the class. They had to give awards to characters from the novel. Each group had a host to introduce the ceremony, present the awards and conclude the ceremony. The other group members were characters from the novel receiving the awards and making acceptance speeches.
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Assessment, Grading and Communicating
Part of learning is knowing 'how' you are doing. As a classroom teacher I am regularly assessing, reporting and communicating 'how' students in my class are doing for myself, for themselves and for their parents/caregivers.
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Educating Heart and Mind
I believe I have a responsibility to not only educate the minds, but also the hearts of my students. I want my students to look at knowledge in a connected and ethical way. This involves higher level thinking skills and a greater degree of personal self-understanding on an intellectual and emotional level than simply memorizing facts in various subject areas. This project takes a closer look at how I encourage students to attain greater self-understanding through providing opportunities for the students to consider who they are, and the types of lives the students would like to lead. This project also explores the ways in which I have encouraged students to connect knowledge to action in service to differing levels of community.
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Computer Mediated Literary Circles
In a class of 29 English 11 (Enriched ) students, students are given the opportunity to select the novel they wish to study from ten suggested titles. Based on their personal choices, discussion groups are formed and lit circles are put into practice both in person during class and on line in a computer discussion group format.
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What Do I See In and Across My Accounts?
In my accounts I see that I teach literacies across every subject. I encourage and enable students to access and represent their learning/knowledge. I build a classroom environment that foregrounds postive communication, the prime directive being knowledge flow. Each member of the class is valued by and responsible to the other members as a potential connection for knowledge building - myself included.
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My Favourite Book
In conversation with the Principal of our school, I became involved in a project that would bring the school together in a common celebration around reading. Everyone in the school identified a favourite book and through artwork, personal photography and text created a visual celebration of reading. This work is displayed throughout the common areas of our school.
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Rah Rah Books
Once per week, before a book exchange in the library with a grade 4/5 class, a student shares a favourite book. The student identifies reasons the book is a favourite and reads selected passages to the class. The classroom teacher Jeannie Kerr and the librarian Robin Becker worked collaboratively on this project.
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Reading Comprehension Assessment
The push to require that students participate in standardized testing in reading comprehension is sparked by the "accountability" atmosphere that is starting to dominate education in multiple ways. There is currently not a reliable and valid measure of reading comprehension that can be administered in a group format in an expedient way. This account provides a discussion on the difficulties of accurately assessing reading comprehension via standarized group testing and provides an example of a quick and individually administered measure of reading comprehension with grade 4/5 students that might be more reliable and valid. This account is meant to open conversation with educators who are investigating the topic.
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Camp Read
The entire school spent a day reading and celebrating reading together.
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Robb Dunfield Paintings
A project containing the pictures that division 15 recreated from Rob Dunfeild's paintings in the book called "If Sarah Will Take Me"
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French: Bonne fete a tous
A collection of electronic books representing how the students of Division 15 celebrate birthdays with their families and friends.
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Literacies: Themes from term one
Projects created by students in Division 15.
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The Group of Seven by Divsion 15
To practice blending and working with pastels I had Division 15 replicate images by the Group of Seven. Their attention to detail and eye for shape, form and design are very well developed. Best of all - they loved the activity.
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French: Bonne fete a tous, deux
French presentations created by students of Division 15 representing how they celebrate birthdays.
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Environmental Poetry Books
Books of poems written and illustrated about the environment.
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Life Cycle of a Rock (Science)
Diana and Sharice decided the ML site would be the best way to create their project representing the different stages a rock moves through over time. This is their end of unit science project, for term two in Division 15.
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Division 15 Music Term Two 2007-2008
This term in Music with Ms NT we learned how to play chords on guitar, how to play three new songs and we began to prepare a STOMP performance. As well, some of us sing in choir.
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Division 15 Term Two PE 2007-2008
This term in PE we did basketball, dancing, gymnastics and skiing. We also learned about nutrition from Amy and her friends from UBC.
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Science Openhouse Slideshow
A science open house slide show showing our work from term 2, 2007/2008.
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Division 15 Literacies Term 2 2007-08
The things we did in Literacies in term two of the 2007-08 school year
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Haiku from VanDusen Botanical Gardens
Division 15 took a trip to VanDusen Botanical Gardens to look at the cherry blossoms and other spring flowers. After their walk about they wrote and illustrated haiku.
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Scientist in Residence
Division 1 & 15 work with Dr. Abby Schwarz. They learn about experimental design, whether or not salmon have a sense of smell, and habitat choices woodbugs make.
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Manley Report
Independent panel on Canada's future role in Afghanistan.
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Physical Education 3rd Term
Division 15, also known as MJ's class have been doing a few activites for PE.
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Division 15's Term 3: STOMP!
This project is about Division 15 preparing a STOMP! routine for Earth day at Begbie. STOMP! is a group of people that likes to perform in front of lots of people. What they do is make music with objects that they can find. Enjoy.
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Division 15 Flipped
A project about what Division 15 did while reading a book called Flipped.
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Division 15 Wood Bug's experiment
in this project, we (div 15) are trying to find wich kind of conditions woodbugs like more. damp or dry, light or dark, and warm and cool are the conditions we were testing.
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Division 15 Goes to Camp
A few presentations about division 15's trip to Camp Sasamat.
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KRAZY
We went to the exhibit KRAZY at the Vancouver Art Gallery.
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Div 15's Literacies, Shakespeare, Reading Reflections and CE
This term has been very helpful because we were able to do many different exciting things such as Shakespeare to help us learn and have fun, reading reflections are also a good idea because they improve our thinking. CE helps us keep track of world events.
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Division 15 MATH rocks!
How we learn math, why we learn it that way.
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Div 15's Dream Vacations
In this project you'll see Div 15's Dream Vacations (not all projects)
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Division 14 French Projects December 2008
These projects were created at the end of the beginning of the year French unit. Groups of five or six students worked together to find a theme they could create a project from and then set to creating the project, knowing the final form would be electronic and on this site.
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George
George's AMAZING, creative, and awesome personal novel project on Double or Die by Charlie Higson.
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