Hey,
Right got as couple of ideas! First idea is the one i was talking to you about Ingrid before TE2, i.e. drama helping with the use of descriptive language, got some brilliant opps coming up for that. Secondly is Mantle of the Expert. I would get the children to come up with a company (Archaeologists) and see how this encourages them to take responsibility for their own learning? What do people think?
xx
Tuesday, 17 February 2009
Monday, 9 February 2009
Great ideas from Amy for comment
I have more questions about the drama because I am unsure how much we are supposed to do. I hope that’s okay.
I am going to look at the impact of drama on children’s imaginative writing.
1) Would you suggest comparing a piece of writing already written by the children to the piece of writing at the end of the drama? In that way I wouldn’t have to introduce the story to the children before the drama. Or is it better to introduce the story first and do some normal literacy work on it, then get children to start writing a story and then do some drama and get them to finish writing the story at the end of the drama and then compare these two pieces?
2) If I am just interested in the improvement of imagination in the writing would I ignore the other factors e.g. sentence structure and punctuation or would it be better to include these to then see if in fact the drama didn’t influence the imagination but influenced another area?
I would be very clear what you mean by imaginative & would personally look at sensory & figurative language & the effect it has on you & other readers rather than worrying about accuracy at this stage: creativity will lead to competence later as children want to hone a good piece into a great piece I believe A great book on encouraging writing is Myra Barrs The reader in the Writer or is it the other way round?! Suzie borrowed it from me if you want it
3) Do I make up my own questionnaires to give to children to ask about their enjoyment and usefulness? I know you said look at Kate Wall but it doesn’t let you view any of her work to see if it would be useable. Would you recommend buying her book about templates to find out children’s views and then adapting/using these? I have more questions about the drama because I am unsure how much we are supposed to do. I hope that’s okay.
Look at the first journal article listing on Kate Wall's page to see completed examples of the pupil view templates I do think they are a great idea & concrete evidence also http://www.ncl.ac.uk/ecls/research/publication/28486
I intend to level a piece of writing with the teacher using level descriptors for composition and effect (which I am going to consider as my measure for imaginative writing-I’m not really sure what else I could use). Then I am going to ask children and the staff involved to rate how useful they found strategies and their enjoyment of the strategies. I was going to use a likert scale for this. Then the children will do a piece of writing at the end of the drama work, based on the story. Then the teacher and my self will level this writing using the same criteria as the other piece.
I will also get children to rate their overall enjoyment and usefulness for the whole thing-seeing if they think it has helped their writing.
From this I will compare the levels of imaginative writing between the first piece and second piece and see if any children have improved and if any haven’t. I will then look at if the drama has had an impact for different ability ranges compared to others etc. I will compare this to the overall enjoyment/usefulness the children stated for the drama work e.g. to see if those that rated it most useful did improve their writing.
Then, I will look at the enjoyment and usefulness of each strategy and compare the children’ ratings and the teachers ratings to see which strategy was the most useful/most enjoyable. Then I can reflect on these strategies.
This will all be done with the whole class but then I might focus more on the children that did and didn’t improve.
I was not really going to interview the children in any way about their views, I thought it would be better to get an overview from the whole class via the rating scales. What do you think? Would this be okay?
I am going to look at the impact of drama on children’s imaginative writing.
1) Would you suggest comparing a piece of writing already written by the children to the piece of writing at the end of the drama? In that way I wouldn’t have to introduce the story to the children before the drama. Or is it better to introduce the story first and do some normal literacy work on it, then get children to start writing a story and then do some drama and get them to finish writing the story at the end of the drama and then compare these two pieces?
2) If I am just interested in the improvement of imagination in the writing would I ignore the other factors e.g. sentence structure and punctuation or would it be better to include these to then see if in fact the drama didn’t influence the imagination but influenced another area?
I would be very clear what you mean by imaginative & would personally look at sensory & figurative language & the effect it has on you & other readers rather than worrying about accuracy at this stage: creativity will lead to competence later as children want to hone a good piece into a great piece I believe A great book on encouraging writing is Myra Barrs The reader in the Writer or is it the other way round?! Suzie borrowed it from me if you want it
3) Do I make up my own questionnaires to give to children to ask about their enjoyment and usefulness? I know you said look at Kate Wall but it doesn’t let you view any of her work to see if it would be useable. Would you recommend buying her book about templates to find out children’s views and then adapting/using these? I have more questions about the drama because I am unsure how much we are supposed to do. I hope that’s okay.
Look at the first journal article listing on Kate Wall's page to see completed examples of the pupil view templates I do think they are a great idea & concrete evidence also http://www.ncl.ac.uk/ecls/research/publication/28486
I intend to level a piece of writing with the teacher using level descriptors for composition and effect (which I am going to consider as my measure for imaginative writing-I’m not really sure what else I could use). Then I am going to ask children and the staff involved to rate how useful they found strategies and their enjoyment of the strategies. I was going to use a likert scale for this. Then the children will do a piece of writing at the end of the drama work, based on the story. Then the teacher and my self will level this writing using the same criteria as the other piece.
I will also get children to rate their overall enjoyment and usefulness for the whole thing-seeing if they think it has helped their writing.
From this I will compare the levels of imaginative writing between the first piece and second piece and see if any children have improved and if any haven’t. I will then look at if the drama has had an impact for different ability ranges compared to others etc. I will compare this to the overall enjoyment/usefulness the children stated for the drama work e.g. to see if those that rated it most useful did improve their writing.
Then, I will look at the enjoyment and usefulness of each strategy and compare the children’ ratings and the teachers ratings to see which strategy was the most useful/most enjoyable. Then I can reflect on these strategies.
This will all be done with the whole class but then I might focus more on the children that did and didn’t improve.
I was not really going to interview the children in any way about their views, I thought it would be better to get an overview from the whole class via the rating scales. What do you think? Would this be okay?
Sunday, 8 February 2009
Hi everyone,
Hope your all getting on well at your schools, mine is fab...kirsty you were right i love year 2!!!! I have not managed to use any drama yet but we are planning on using drama to look at books by the same author the week after half term so i am hoping to implement a variety of drama techniques throughout that week and see how these can enhance the teaching of literacy!! im not to sure what question to ask myself for my assignment yet but hope to have decided by the end of half term at the latest!!
Gillian x
Hope your all getting on well at your schools, mine is fab...kirsty you were right i love year 2!!!! I have not managed to use any drama yet but we are planning on using drama to look at books by the same author the week after half term so i am hoping to implement a variety of drama techniques throughout that week and see how these can enhance the teaching of literacy!! im not to sure what question to ask myself for my assignment yet but hope to have decided by the end of half term at the latest!!
Gillian x
Friday, 6 February 2009
never bloged before and it didn't work last time!!!
Hi,
I will try again as a wrote something yesterday and it doesn't seem to have worked!
Placement is ok but school is obsessed with SATs and there seems little room for much else, thinking of calling my assignment, Is there room for drama in a Y2 class in the build up to SATs! Also the class is split into sets a lot of the time so trying to do anything consistently is impossible, so tracking effective strategies is hard work. Looking at trying to use drama to help the children put their learning into some kind of context as their life experiences are pretty limited and so this has made a big impact on their comprehension skills. Thought that some role play might help their learning become more relevant.My mentor is lovely and is really keen for me to put some drama into the children's learning-if we can find time...So I'm working on a cross curriculum approach and trying to bring it into PE/dance but we will see how it goes...I can but try! Hope everyone else is ok.
I will try again as a wrote something yesterday and it doesn't seem to have worked!
Placement is ok but school is obsessed with SATs and there seems little room for much else, thinking of calling my assignment, Is there room for drama in a Y2 class in the build up to SATs! Also the class is split into sets a lot of the time so trying to do anything consistently is impossible, so tracking effective strategies is hard work. Looking at trying to use drama to help the children put their learning into some kind of context as their life experiences are pretty limited and so this has made a big impact on their comprehension skills. Thought that some role play might help their learning become more relevant.My mentor is lovely and is really keen for me to put some drama into the children's learning-if we can find time...So I'm working on a cross curriculum approach and trying to bring it into PE/dance but we will see how it goes...I can but try! Hope everyone else is ok.
Thursday, 5 February 2009
I've settled well on my placement and I'm with year 2, and I noticed that we are doing PHSE in recognising and understanding kind/unkind behaviour - as a very rough idea, I'm thinking of doing a role play and getting pupils in groups and do a play on unkind behaviour and then another scene on kind behaviour. I want to know if Drama would help pupils recognise the difference in behaviour better and will they be able to explain the difference with examples after the drama.
hi all!!
hi everyone my placement is going great, just wondered how much everyone is managing to get done on the drama front? I think am going to link literacy and drama to see how using certain drama strategies can increase confidence and self esteem in writing ? not sure ? Do you think this will be suitable Ingrid, iv spoken to my mentor and she is quite open but there is not a whole lot of scope for a lot of drama apart from with literacy at the moment. Hope you're all getting on ok! X
Wednesday, 4 February 2009
still thinking.......................
I still don't know what to do as there hasn't been much scope for drama yet. However we are doing an anglo saxon 'dig' as a cross curricular topic so will be doing something around that. Wanted to wait and see what kind of opportunites come out of it before i cement any ideas! Hows everyone else getting on? Any news of With Drama in Mind Ingrid? Oh and hope everyone enjoyed making snow angels!x
Feedback wanted from Sarah
I would like to explore whether there is a case for developing children's reading comprehension through drama. I would use the many techniques we uncovered and explored together. I could therefore link with pros and cons and the wider cross curricular issues. If this works then how about using drama in other subject areas like maths, science etc. ?
I am going to look at year 2 lower ability (the class I am working in) and then year 5/6, through an after school drama club. I could cover harder literature like poems and shakespeare? I guess looking at both key stages would add greater validity?
Sarah, there is a lot here perhaps too much for 1 assignment but certainly you can look at drama to help with inference & dedcution/ comprehension skills and comparing Yr2 with the drama club kids would be very interesting
I am going to look at year 2 lower ability (the class I am working in) and then year 5/6, through an after school drama club. I could cover harder literature like poems and shakespeare? I guess looking at both key stages would add greater validity?
Sarah, there is a lot here perhaps too much for 1 assignment but certainly you can look at drama to help with inference & dedcution/ comprehension skills and comparing Yr2 with the drama club kids would be very interesting
Feedback wanted by Amy
I was thinking of doing drama and literacy and looking at the impact that drama has on children’s creative/imaginative writing. Do you think this would be okay? I know that there is already a lot about drama and literacy and using stories but the children’s imaginative writing is something which does need to be developed.
I have a short story which I intend to base the drama on which links with their geography topic. I thought that I could get children to begin to write a story/piece of writing from just discussion about the story and then I could do some drama and get them to continue writing their story and see if there is an improvement in their writing. I was also thinking of doing a variety of drama strategies and getting the children to rate these too so that I could see which ones the children enjoyed most or found most useful.
Do you think that this is okay?Would I need to focus on the class as a whole or could I choose to look at just some children’s work and see if there is a difference?
Ingrid writes: I think these are great ideas, especially the student feedback on a range of strategies I would go back to the Teachers TV video and look at how they use drama in geography for ideas What do other people think?
I have a short story which I intend to base the drama on which links with their geography topic. I thought that I could get children to begin to write a story/piece of writing from just discussion about the story and then I could do some drama and get them to continue writing their story and see if there is an improvement in their writing. I was also thinking of doing a variety of drama strategies and getting the children to rate these too so that I could see which ones the children enjoyed most or found most useful.
Do you think that this is okay?Would I need to focus on the class as a whole or could I choose to look at just some children’s work and see if there is a difference?
Ingrid writes: I think these are great ideas, especially the student feedback on a range of strategies I would go back to the Teachers TV video and look at how they use drama in geography for ideas What do other people think?
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