​​2.1 content teaching strategies of the teaching area

Brief description of evidence

​Over the past 4 and a half weeks, I have learned, mostly from scratch, about the concepts, substance and structure of the content and teaching strategies of the multimedia teaching area. Learning the very foundations of the animation unit of work for the multimedia course and then teaching it anywhere from a day or 2 later to an hour or so before class has been a steep learning curve. I believe the evidence at least proves I understand and managed the development of the animation task. The examples of my students work prove that my delivery of the concepts, substance and content were transfered to studets and developed their knowledge.

My knowledge and understanding of concepts, substance and structure of the content and teaching stratgies for the year 8 technology manditory marquetry projects was most evident through my teaching and individual helping during class.

 

Analysis of what I learned

​The multimedia animation project was a massive learning curve. over the past 5 weeks I have been learning how to draw and create shapes in word, create stick pivot animations, download videos and how to use photo shop, animation shop and audacity to create animations from my images. I also learned how to compile everything into microsoft windows media maker and save the file. I learned SO much in 5 weeks, my analysis is that I learned at least twice as much about multimedia in 5 weeks than all I previously knew combined. I went from knowing the basics of what could be done in word, paint and google accounts as well as a few other miscelanious things, to opening the door to a whole new world! My horizons were expanded, an entirely different view from a side of the room I only looked out of through a peep hole. THAT is what I feel I have learned; not just what I experienced but the possibilities that are now within my ability to understand and create. A whole new medium full of potential for creativity, learning and development.

 

For the year 8 class, I learned a lot about the structure and teaching strategies for the marquetry coaster project, drawing project and emerging technologies assignment while I was teaching.

 

How this demonstrates my competence (evidence)

​The evidence of my understanding can be seen in the PROJECTS: 'Fable project' and 'Coaster project'

 

2.2 content selection and organisation

Brief description of evidence

​Over the course of the past few weeks I have taught students how to create a collection of animations using a variety of programs.

Animations: Count down reel, Title, Fable, Credits and Pivot END.

Programs: Word, Paint, Paint Shop Pro, Animation Shop, Stick Pivot, audacity and microsoft windows movie maker.

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This has required first for me to learn how to do what I planned to teach, and then to create a resource as an example for the students and to help me demonstrate the task I wanted them to do.

When teaching students, I showed them the example I had done myself and then did a walk through of how to create the project by using my net-book and the projector. Once I finish my demonstrations, I walk around the room and help students individually. 

By doing this I have created a positive working environment where every student gets the opportunity to see what is required of them, to learn how to produce the project step by step and then get individual help as required after the initial explanation.  

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analysis of what I learned

I have learned that students require detailed explanation of what is expected of them and how they re to do something. what is also important is why they are doing something and often, why they are doing something in a specific way. when giving a demonstration, by explaining why I am doing what I am doing, I found students required less repeated instruction after the demonstration.  ​

 

how this demonstrates my competence (evidence)

The evidence and resources located in RESOURCES of this website were created by myself in order to learn for myself how to do the task and for students to see an example of what they have to do.

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​​2.3 Curriculum, Assessment and reporting

​Brief description of evidence

For my year 9 multimedia classes, I was given the opportunity to design an animation unit of work. I created a unit of work based on fables. I researched and collected 30 suitable fables that had an apropriate moral and length that was not too long or short so that students animations could be around the 1 minute mark.  every student got to choose from a list of 30 fables and no more than 3 students could choose the same fable.  

For this unit of work, I also created the Assignment details, instructions and mark sheets; work sheets for planning and structuring and resources for examples and demonstrations

 

Analysis of what I learned

I learned through experience the amount of work that goes into creating a unit of work and all that goes with it.

 

How this demonstrates my competence (evidence)

​The evidence of my work can be seen in the 'Year 9' section of my portfolio.

 

​2.5 Literacy and Numeracy Strategies

Brief description of evidence

The work sheets I created for all classes apply to the TAS teaching area and help address the literacy teaching strategies. They help students to organise and structure their work.

 

Analysis of what I learned

Worksheets are an excellent way to help students by facilitating planning, structuring and organisation.

 

How this demonstrates my competence (evidence)

See worksheet examples.

 

 

2.6 Information and Communication Technology

​Brief description of evidence

As my year 9 classes were multimedia, there was no shortage of ICT in those classes.

For my year 8 class, I made use of their net books when it came to homework and research projects. Their first research project was for emerging technology. I developed work sheets and directed the students to them and instructed them to save the worksheets to their netbooks so they could access them at home as this was an assessment task that needed to be done outside of class time. while I did go through the requirements and help scaffold their work, the rest was done outside of class. Students used their google drive to create and hand in their projects (the google drive saves their work automatically and students can submit any time).

Other tasks which made use of their net books were the idea generation for their hobby box design and the research of the 'timber characteristics task' (a small and easy home work task). For the timber characteristics task, I brought in tiber samples and made work sheets for students. The first one was a print out, coupled with a digital word document of links to webpages where they could find the information. The second work sheet was for a class activity for the lesson after where students shared what they had researched and created an informations timber swatch.

 

Analysis of what I learned

I learned that incorperating the use of ICT is an excellent strategy to expand curriculum learning opportunities for students. 

How this demonstrates my competence (evidence)

​For evidence of the use of ICT, please refer to the STUDENT PROJECTS folder on the CD - 'emerging technology' and 'timber characteristics'

Please also refer to my 'Year 9 multimedia' folder.

 

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