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What we’ll do today in the Workshop

Integrating Video into The Writing as Critical Thinking Process John Unger junger@ggc.ed Vicki Scullion vscullio@ggc.edu Find handouts, this Power Point, and other literacy activities at transitional-literacy.org/ wordpress /. What we’ll do today in the Workshop.

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What we’ll do today in the Workshop

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  1. Integrating Video into The Writing as Critical Thinking ProcessJohn Ungerjunger@ggc.edVicki Scullionvscullio@ggc.eduFind handouts, this Power Point, and other literacy activities at transitional-literacy.org/wordpress/

  2. What we’ll do today in the Workshop • Look at the Goals and Video Samples • Brief explanation of specific features of the activity that is aligned toward specific theories about language acquisition and the mind. • Divide into groups and finish partial visual posters and prompt one member of the group to go through the presentation process. • Go through a Quantitative Rubric; Qualitative Rubric Option • Talk about positioning the video as a tool for writing • Questions; Remarks

  3. Language/Literacy-Signification/Mediation involve our whole body and sociocultural/historical being; the whole notion that humans are somehow separate and apart from the world is rejected Figures of “synapse” above are from http://science.education.nih.gov/supplements/nih2/addiction/guide/lesson2-1.htm Figure to the Left of the Central Nervous System is from: Kindersley, Darley (1994) Ultimate Visual Dictionary. DK Publishing: NY (p. 238)

  4. The Overall Goals • Prompt student to work across different textual spaces and modalities • Integrate an Oral/Video Phase into the Writing Process • Prompt More Revision • Prompt Metacognition, particularly ideas about how transition words and phrases connect ideas • Prompt Recognition of how Literacy involves the whole body

  5. Creating the Video • Create a model for students to view; get permission to create a model for students to view (or use any of the models that I post) • Emphasize to students that they need to point at words, phrases, and sentences on their video. • Emphasize to students to stand out of the frame • Many possibilities can be created for different levels of language; applications to different content areas

  6. Case A Question and Graphic

  7. Some Student Options; This Post Video Activity Can be Adjusted for Specific Learning Objectives and language Levels Ask students watch the video and do the following before they write the first draft: 1. Pick one moment in the video where you think you “highlighted” or emphasized one specific piece of information or another, one word over another, something over everything else. 2. Do you think your Thesis Statement was effective? If so, what, specifically, was effective about it, if not, what would you do differently to make it more effective? 3. Which words did you use to direct your audience to different parts of the information on your visual aid? Pick one moment that you used your hand to point at your visual aid while speaking. Briefly describe that moment; then answer the question below about the transition word and the pointing: 4. Was there a transition word accompanying this pointing gesture? What transition word would have been a good substitute for the moment you pointed at your visual? 5. Will you change your Thesis Statement when you write up the next draft of your explanatory paragraph? 6. Could each of the most important Supporting Details be clearly related to your Thesis Statement?

  8. Discussion of Theoretical BackgroundPossibilities and Difficulties • Tomasello (1999;2003): Shared Attentional Scenes • The Importance of the Act of Pointing • Palinscar and Brown (1986) Reciprocal Teaching • Mirror Neurons and Imitation • Metacogntion • Language as Embodied Activity

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