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TRANSCRIPT
PuppeTech
NET Section, CDI, EDB
Using Puppetry and Technology
to Motivate Students with Special Educational Needs
to Learn English and to Enhance Their Learning
Effectiveness
‘Seed’ Project Briefing Session (NT0419)
Aim
The PuppeTech project aims to:
explore the use of puppetry and technology as
instructional tools to motivate students with special
educational needs (SEN) to learn English and to
enhance their learning effectiveness.
Objectives
• To engage English teachers, including the NET, in exploring and developing strategies to
use puppetry and technology to support the development and implementation of a school-
based English curriculum that addresses students with SEN
• To promote personalised learning to cater for students with SEN with respect to English
learning
• To explore and develop effective assessment strategies that gauge students’ learning
progress and make their learning visible
• To integrate elements of values education into the learning process to support the building
of an inclusive learning environment
• To identify and disseminate good practices in motivating students with SEN to learn
English and enhance their learning effectiveness
Research QuestionsTechnology
• What types of technology do we have access to every day that can help students with SEN?
• What capabilities exist in the technology and the tools teachers are already using?
• What kinds of technology can teachers and/or students incorporate to make learning more attainable?
Puppetry
• How does the use of puppetry and language arts help students with SEN develop oral language and help them speak comfortably in front of their peers?
• How does the use of puppetry and language arts provide opportunities for students with SEN to develop their lines of inquiry and reflect on the learning process?
Curriculum Links
ELE KLA Curriculum Guide (2017) Section 4.3.3 Supporting Students with
Special Educational Needs in the Mainstream English Language Education recommends:
• providing clear instructions by using a range of graphic organisers, visual aids, non-verbal gestures, symbols and speaking clearly and succinctly
• helping students in reading and writing by differentiating instruction and
tasks, and providing additional support, such as allowing these students to submit videos and audio assignments
• adjusting assessment arrangements to ensure students have equal
opportunities to demonstrate their learning progress and achievements
Enhance Students’ English Language Learning through Puppetry
“My classmates helped me to use
puppets and the green screen app to
tell my ideas about festivals.” Pearl,
Lutheran School for the Deaf
Innovating on the story!
“We retold the story of The
Enormous Turnip using
Adobe Spark. I could replay
it and hear my voice!”
Kaylee, HKRC JFK Centre
Enhance SEN Students’ English Language Learning with Puppetry
Puppetry
• provides opportunities for students to work collaboratively
• enhances creativity and confidence building
• develops reading and communication skills
• suits the needs of visual, auditory or kinesthetic learners
• promotes educational values, such as kindness, caring,
responsibility,honesty, respect and resilience
Enhance SEN Students’ English Language Learning with Technology
Technology
• enables learning to take place beyond the confines of the classroom and outside school hours
• provides additional learning experiences
• increases motivation by providing immediate feedback
• caters for students’ individual learning needs
• suits the needs of visual, auditory or kinesthetic learners
A video clip about using technology in classroom
Nearpod
Kahoot
EDpuzzle
Plickers
Seesaw
Adobe Spark Video
Funny Movie Maker
Book Creator
Shadow Puppet
Sock Puppets
Bitsboard
Puppet Pals 2
Padlet
ChatterPix
Veescope Live
Enhance Students’ English Language Learning with Technology
Technology Puppetry
• Shadow Puppet App provided a simple way for
students to take photos and videos of their work and
puppet creations and combine them with annotations
and voice.
• Word Processing software enabled students to get
instant feedback about their spelling by using spell
checker and to submit writing that is legible for the
teacher to read.
• Multimedia elements, which included text, graphic,
video, sound and animation, created an interactive
learning environment that helped teachers design
lessons for concept development and students to
construct more meaning about the concept.
• Students were motivated to bring their
created puppets alive.
• Students had opportunities to use
different kinds of thinking skills
when they explored, planned,
designed and created their puppets.
• Puppetry skills and performance
opportunities motivated students to
complete their work and share with
their classmates.
PuppeTech Pilot School – HKCS Pui Oi School - Secondary
Secondary School’s AchievementsHighlights of the Learning and Teaching
Technology Puppetry
• 3D printers allowed students to design and create key
props they needed for their characters.
• Multi-media apps allowed students to tell facts and is
an active learning strategy for teachers; such as group
discussions.
• Small world creation using cardboard technology
allowed students to create their own sets and bring their
stories alive.
• The creation of films illustrated the relevance of many
concepts for the students.
• Multi-modal texts such as youtube clips aided the
students’ retention of knowledge and motivated their
interest in the subject matter.
• Students felt safe taking risks reading
their script when they knew it was their
puppets being video recorded.
• Puppetry skills showed students
different ways to tell facts or publish
their story.
• Puppetry performances enabled
students to make choices about the
content and/or prioritise the facts they
needed to include.
PuppeTech Pilot School – HK Red Cross JFK Centre - Secondary
Secondary School’s AchievementsHighlights of the Learning and Teaching
Technology Puppetry
● Teachers used Nearpod to create vocabulary building
materials and assessment.
● Teachers created a self-learning platform for students using
Nearpod, where tutorial videos of making puppets were
uploaded.
● Students wrote a self-introduction email and sent it to their
classmates using a tablet.
● Students used Padlet to to take photos and write a short
description of the puppets they had made and published their
work.
● Students work on PPT, Vimeo and Adobe Spark to tell their
knowledge about their chosen festival.
● Students designed and created a nativity scene using
cardboard technology.
● Students created and
designed their own puppets
and used them to tell stories.
● Students used signing
puppets to tell their
knowledge about their
selected festival.
PuppeTech Pilot School – Lutheran School for the Deaf
Primary School’s AchievementsHighlights of the Learning and Teaching
Hong Kong Red Cross John F. Kennedy Centre
Primary School’s AchievementsHighlights of the Learning and Teaching
Technology Puppetry
● Teachers used Interactive Whiteboard software
to create vocabulary building materials and
assessment.
● Teachers created differentiated PPT versions of
The Enormous Turnip to use for the whole class
and individual students.
● Students read and recorded the original story
and their innovated version of the story using
Adobe Spark on a tablet.
● Students used i-pads to take photos and write a
short description of the story they had adapted
and inserted pages into Adobe Spark.
● Students created and designed their own
sock puppets and used them to find
information on a map and calendar.
● Students created character stick puppets
and used them to retell the story for The
Enormous Turnip.
● Students designed and created character
stick puppets to tell their adapted story.
Project Timeline (2019/20)
Jun - Jul 2019
Sep - Nov 2019
Nov 2019 - May 2020
May - Jun 2020
Setting up the support
Professional development + baseline observation and pre-assessment
Co-planning for units of work + implementation
Review + evaluation + data collection
Establishing Critical Success Factors
• Collaborative learning culture with school leadership support
• Flexibility in school-based curriculum design
• Resource management
Collaborative learning culture
• Allocate time for collaborative lesson preparation for all project teachers
• Collaboratively develop, teach and evaluate PuppeTech with ATs and RNCsin the NET Section
• Support data collection, e.g. classroom observation, video recordings ofPuppeTech lessons and interviewing students/teachers
• Attend CPD and cluster meetings to learn and share good PuppeTechpractice
Flexibility in School-based Curriculum Design
• Design individualised education programmes, which can be play-based, theme-based, cross-curricular, etc
• Develop effective assessment strategies
• Integrate elements of values education
Resource Management
• Deploy the NET, if possible
• Deploy committed local English teachers
• Allocate budget for resource acquisition
Project Proposal
Appendix C of the EDB Circular Memorandum No.5/2019
School Application Form to be completed by School Heads and sent to:
EDB Human ResourcesManagement Unit at 4/F,
East Wing,Central Government Offices,
2 Tim Mei Avenue, Tamar
(Part IV does not need to be completed.)
Deadline for Application:5 March 2019
Enquiries
Primary Schools
Ms Susan BOWDEN
E-mail: [email protected]
Secondary Schools
Mr William CHENG
E-mail: [email protected]