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PLAN & WRITE WELL WITH !

PLAN & WRITE WELL WITH !. macpherson primary school. Plan & Write well with ! MACPHERSON PRIMARY school. Miss Julee Noordin julee_noordin@moe.edu.sg Mr Leroy Lam lam_wai_mun_leroy@ moe.edu.sg. Plan & Write well with ! BACKGROUND/CONTEXT.

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PLAN & WRITE WELL WITH !

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  1. PLAN & WRITE WELL WITH ! macpherson primary school

  2. Plan & Write well with !MACPHERSON PRIMARY school • Miss Julee Noordin • julee_noordin@moe.edu.sg • Mr Leroy Lam • lam_wai_mun_leroy@moe.edu.sg

  3. Plan & Write well with !BACKGROUND/CONTEXT • Kellogg’s (2008) asserts that “writing is one of the most difficult and demanding intellectual tasks we engage in, and he suggests that it is as intellectually effortful as playing chess.” • as cited in Fisher, Myhill, Jones & Larkin (2010, p.1)

  4. Plan & Write well with !BACKGROUND/CONTEXT • Tompkins (2012) identified five stages in a writing process: prewriting, drafting, revising, editing and publishing; in recurring cycles.

  5. Plan & Write well with !BACKGROUND/CONTEXT • According to Tompkins (2012, p.6), “prewriting has probably been the most neglected stage; it’s as crucial to writers, however, as a warm-up is to athletes”. • Donald Murray (1982) believes that 70% or more of writing time should be spent in prewriting. • as cited in Tompkins (2012)

  6. Plan & Write well with !BACKGROUND/CONTEXT • Tompkins (2012) suggests that students gather and organise ideas for writing and the words and sentences to express these ideas in the these ways: drawing pictures, doing online research, talking with classmates and the teacher and reading stories, informational books, and other texts.

  7. Plan & Write well with !BACKGROUND/CONTEXT • To help develop students’ confidence and competence in writing, teachers should create a supportive classroom writing environment and provide sustained high-quality instruction.

  8. Plan & Write well with !Pedagogical approaches • USE OF TECHNOLOGY • With the talk of 21stcentury schools and its signature characteristic being “students at work”, a shift in pedagogy toward incorporating technology as part of learning and teaching is not only necessary, but also inevitable.

  9. Plan & Write well with !Pedagogical approaches • USE OF TECHNOLOGY • Educators assert that technology can play a major role in personalising learning according to student needs and abilities. • Hargreaves (2004); Tomlinson & McTighe (2006)

  10. Plan & Write well with !Pedagogical approaches • USE OF TECHNOLOGY • Learning through technology would especially appeal to visual and kinesthetic learners, who often struggle with a “print-based curriculum.” • Clausen-May (2008)

  11. Plan & Write well with !Pedagogical approaches • USE OF TECHNOLOGY • Technology also provides students immediate and continuous access to resource materials for learning outside school. • Norton & Wiburg (2003)

  12. Plan & Write well with !Pedagogical approaches • USE OF TECHNOLOGY • The use of technology tools would also add greatly to the students’ toolset for their individual and collaborative work, and for presentation and exhibition.

  13. Plan & Write well with !Pedagogical approaches • COLLABORATIVE WORK • Being able to collaboratively work with others is one common 21st century skill that students need to attain. • Organisation for Economic Co-operation and Development, 2005; Partnership for 21st Century Skills, 2006; as cited in Dede (2010)

  14. Plan & Write well with !Pedagogical approaches • COLLABORATIVE WORK • To attain this skill, students must be provided with opportunities to do productive collaborative work with others. • McTighe and Seif (2010)

  15. Plan & Write well with !Pedagogical approaches • COLLABORATIVE WORK: BENEFITS • Research has found that collaborative work has led to higher student achievement (Marzano, Pickering & Pollock, 2005) and has a positive effect on student attitudes (Johnson & Johnson, 1999).

  16. Plan & Write well with !Pedagogical approaches • COLLABORATIVE WORK: BENEFITS • Collaborative work can also help students restructure their own thinking through talking to others. Through these conversations, collaborative work helps students better understand their own strengths and weaknesses. • O’Donnell, 2006; as cited in Muijs & Reynolds (2011)

  17. Plan & Write well with !MACPHERSON PRIMARY school • Through , • our project aims to • engage pupils and increase their emotional interest in the brainstorming and planning of ideas for their composition writing task by illustrating these ideas into a three-panel comic strip as a pre-writing activity.

  18. Plan & Write well with !MACPHERSON PRIMARY school • Our project also aims to • incorporate collaborative work • and self-directed learning • into the lessons conducted.

  19. Plan & Write well with !Ict tool: toondoo • WHAT IS ? • is a cool Web 2.0 application • that offers a platform for creating and • sharing cartoons in comic strips.

  20. Plan & Write well with !Toondoo objectives By creating cartoons through , pupils are able to • interpret an idea or concept from verbal/textual form to visual form, and • organise ideas or concepts to fit a limited-panel representation.

  21. Plan & Write well with !Toondoo objectives By creating cartoons through , pupils are able to • create their own new, unique representation of an idea or concept, and • demonstrate ICT skills.

  22. Plan & Write well with !Project details: pupil profile • MACPHERSON PRIMARY • Primary 6 Middle & Low Progress Pupils

  23. Plan & Write well with !Project details: DURATION • To be conducted in Term 2 • over 2–3 lessons • spanning at least an hour each.

  24. Plan & Write well with !LESSON 1: OBJECTIVE • At the end of Lesson One, • pupils will be able to • individually create a one-panel • comic strip.

  25. Plan & Write well with !LESSON 1 • 1) Introducing • 2) Creating a account • 3) Creating a Toon Panel STEP ONE Selecting a LAYOUT: ONE Horizontal STEP TWO Selecting a BACKGROUND: Indoors

  26. Plan & Write well with !LESSON 1 STEP THREE Creatinga CHARACTER: Kids(no more than 3) STEP FOUR Adding PROPS: Indoors STEP FIVE Using the TOOLBAR STEP SIX Using the SPEECH BALLOONS

  27. Plan & Write well with !LESSON 1 • 4) Creating a Classroom Scene • a maximum of THREE characters • includes dialogue (speech balloons)

  28. Plan & Write well with !LESSON 2: OBJECTIVE • At the end of Lesson Two, • pupils will be able to • create a three-panel comic strip • in pairs or in groups • based on the composition writing task.

  29. Plan & Write well with !LESSON 2 • 1) Introducing the composition writing task. • 2) Assigning pupils into pairs or groups of • threes. • Brainstorming ideas for the introduction, • body and conclusion of the composition • writing task.

  30. Plan & Write well with !COMPOSITION WRITING TASK Composition Writing Task

  31. Plan & Write well with !COMPOSITION WRITING TASK • Write a story based on the picture below. Your story should be at least 120 to 150 wordslong. • For your story, make use of the points below: • who the students are • what the boy is trying to do • what happensin the end • You may reorder the points. You may also include other relevant points.

  32. Plan & Write well with !LESSON 2 • Translating these ideas into a sketch* • using a storyboard template of three • panels. • 5) Creating a three-panel comic strip from • the sketch above using . • * NOTE: Tooncreated need not be an exact representation of the drawings.

  33. Plan & Write well with !FROM THE LAB: MPPS LESSON 1

  34. Plan & Write well with !FROM THE CLASSROOM: MPPS LESSON 2

  35. Plan & Write well with !FROM THE lab: MPPS LESSON 2

  36. Plan & Write well with !LESSON 3: objectives • At the end of Lesson Three, • pupils will be able to • view others’ Toons through • a gallery walk or via class sharing •  and • complete their composition writing • individually in class or as homework.

  37. Plan & Write well with !SAMPLES OF PUPILS’ TOONS (2013)

  38. Plan & Write well with !SAMPLES OF PUPILS’ TOONS (2013)

  39. Plan & Write well with !SAMPLES OF PUPILS’ TOONS (2013)

  40. Plan & Write well with !COMPOSITION WRITING TASK (2014) Composition Writing Task

  41. Plan & Write well with !SAMPLES OF PUPILS’ TOONS (2014)

  42. Plan & Write well with !Survey results (2013 & 2014) Q1 I enjoy using Toondoo to plan my composition writing. 2013 (31): SA (16) A (12) N (2) D (0) SD (1) 2014 (74): SA (16) A (56) N (2) Q2 Toondoo is useful in helping me plan my composition writing. 2013 (31): SA (12) A (15) N (2) D (0) SD (1) 2014 (74): SA (10) A (62) N (2)

  43. Plan & Write well with !Survey results (2013 & 2014) Q3 When using Toondoo, my classmates and I actively work together to share our ideas. 2013 (31): SA (19) A (8) N (2) D (1) SD (1) 2014 (74): SA (8) A (66) Q4 I am able to explore the features of Toondoo independently. 2013 (31): SA (14) A (13) N (3) D (0) SD (1) 2014 (74): SA (15) A (59) N (0) D (0) SD (1)

  44. Plan & Write well with !Survey results (2013) Q5 Do you see yourself using Toondoo in other ways? What are they? I can write my own comic. I can write my own e-book. I can write my own story and share with others. I can express my ideas and feelings in comic-form for my diary. I can create a picture for oral picture discussion. I can use it for Art.

  45. Plan & Write well with !Survey results (2014) Q5 Do you see yourself using Toondoo in other ways? What are they? I can create EL quizzes and games using comic strips. I can create my own characters/toons. I can participate in comic writing contests and compete with other comic writers. I can make new friends via ToonDoo.

  46. Plan & Write well with !Challenges faced Main Challenge: Pupils’ work can only be accessed via site.

  47. Plan & Write well with !Challenges faced • To overcome the • challenge of : : • Pupils are encouraged to give unique names when saving their work on the site • OR saving their work on the desktop.

  48. Plan & Write well with !Challenges faced Minor Challenge TIME

  49. Plan & Write well with !Macpherson primary school • Q & A • References & Lesson Plans for Participants.

  50. Plan & Write well with !Macpherson primary school • THANK YOU

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