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Teaching-Learning-Strategy - PDF 2

report by: Rafael Carranza

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Rafael Miguel Esteban Carranza
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24 views22 pages

Teaching-Learning-Strategy - PDF 2

report by: Rafael Carranza

Uploaded by

Rafael Miguel Esteban Carranza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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e P r o j e c t - B a s e d

Using th
n i n g M u l t i m e d i a
Lear

A s a T e a c h i n g -
a r n i n g S t r a t e g y
Le
Reporter: Rafael Carranza
Kimberly Dela Cruz
April Mateo
Project-Based learning enables classrooms
to emphasizes this undervalued part of the
“invisible curriculum” what author Daniel
Goleman has called “emotional
intelligence”
Focus Question:

What are the steps involved in the use


of project based multimedia learning
theory?
Steps by Michael Simkins

Step 1:
Go over the subject competencies to determine
objectives and content that the multimedia project
will address effectively.

Step 2:
Estimate how much time you need to spend
compared to how much time is available.
Steps by Michael Simkins
Step 3:
Make clear and explicit parameters and procedures that
must be observed in decision making.
Step 4:
Set collaborative working arrangement to enable
students to share their knowledge and skills and to build
on one another's strengths.
Steps by Michael Simkins
Step 5:
Determine what resources you will need and what are
available.

• What library materials are available?


• What information can your students collect or what
resources can they gather by going for field trips in the
community?
• Are there people in the community who can serve as
resources in the area your students are studying?
Steps by Michael Simkins

Is Internet available?
Consider newspapers, television and radio as sources of
information.
Depending on what your students' project involves, your
students may need to do original research by conducting
experiments, doing surveys, interviewing, or preparing
their own case studies.
Steps by Michael Simkins

Step 6:
Plan how you will measure what students learn.
ABSTRACTION

Goals and objectives are always the starting


points of planning. When we plan a multimedia
learning project as a teaching we begin by
clarifying our goals and objectives.
Another important thing is to determine the resources
available from library materials, community resources
both material and human, Internet, news media -
since this project calls for multimedia. To trim down
time devoted to a multi-media project, Simkins et al
(2002) suggest the following:
• Use technology students already know.

• Use time outside of class wherever possible.

• Assign skills practice as homework.

• Use "special" classes (like art or music) as extra time.

• Let students compose text and select and prepare


graphics and sounds as they plan.
Consider the possibility of your students doing original researches
themselves. Let us make clear to our students our policy on
decision making and collaboration for smooth working relations.
Finally, we must have a plan on how we are going to evaluate
learning.

So you have decided on the objectives and content with which to


use the project-based multimedia strategy and have determined
resources available. What are you going to do next. Simkins, et al
(2002) suggest the following:
Before the project start
1. Create project description and milestones. Put in a nutshell what your project is
all about. Describe your project in forty (40) words or less. Include your
instructional goals and objectives. Include the project components students will
be responsible for and their due date. Set deadlines. By writing a brief abstract of
your project, you have a full grasp of the essence of your project and that your
focus will not get derailed.
A milestone may look like this:

Stage Estimated
Time
Before the project starts 2 weeks
Introducing the project 1-2 days
Learning the technology 1-3 days

Preliminary research and planning 3 days to 3


weeks
Concept design and storyboarding 3-5 days
First draft production 1-3 weeks
Assessing, testing, and finalizing presentations. 1-3 weeks
Concluding activities 1-3 weeks
Total Class Time 5-13 weeks
Work with Real

Work with real world connections. If you have people outside the
classroom involved as clients or assessors (evaluators) work with
them to make an appropriate schedule and include their ideas for
activities.
Prepare resources

Seek the assistance of your librarian or school


media specialist.
Prepare software and peripherals such as
microphones. Ask the help of technical people.
INTRODUCING THE PROJECT
(ONE OR TWO DAYS)
1. Review project documents. You can ask students to work
with the project documents you have produced. Encourage
your students to ask questions about the project to clarify what
you have written.
INTRODUCING THE PROJECT
(ONE OR TWO DAYS)
2. Perform pre-assessments. Your students can write
pre-assessment questions based on your learning
goals to further clarify expectations.
INTRODUCING THE PROJECT
(ONE OR TWO DAYS)
3. Perform relevant activities. You can show students anything you
can find that is similar to what they wil be producing such as a Web
siteoryourownMiniprojectyoudidtolearnthetechnology.Youcan
alsobrainstormfortopics,organizationalideas,anddesignideas.
INTRODUCING THE PROJECT
(ONE OR TWO DAYS)
4. Group students. Form small student groups from three to five
studentspergroup.Herearesomegroupingstrategies:
•Bytopicinterest
•Bystudenttalentandexpertise
•Bystudentchoice
•Randomly
INTRODUCING THE PROJECT
(ONE OR TWO DAYS)

5. Organize materials. Give each group a folder that


staysintheclassroom.Alltheirgroupworksuchas
storyboards, group journals, and research notes goes
inthatfolder.

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