Sarah Wu, Rita Shahi and Corinna Nettleton
How to most effectively incooperate multi-modal activities in order to aid teaching and student learning of complex literary text. Motivating students in the English classroom is a challenge for every teacher, therefore, finding fresh and relevant approaches for engaging students with course content is key.
Sarah Wu: Kinesthetic games and activities for comprehension and engagement
My inquiry project will be focused on how to use kinesthetic games and activities to help students comprehend and engage with content materials, especially in EAL classes. I am interested in how specific aspects of kinesthetic activities aid students’ motivation and learning in the classroom. I designed this inquiry topic because I plan to use many active games in all of my classes during my long practicum. I understand that games can create a high energy and engaging environment for students, but I would like to research on the specific aspects of kinesthetic games that contribute to the overall effectiveness of students’ understanding and learning of content materials. As EAL is my major teachable area, I will focus my research around this area of study. Through this project, I also hope to gather more resources of kinesthetic activities to experiment in my upcoming practicum
Rita Shahi: Multimodality in non-mainstream English classrooms
The focus of my inquiry project is to explore the idea of using multimodal activities, specifically digitally and kinesthetically related, for the purposes of engaging students and developing student interest in learning curriculum content in a non-mainstream English classroom (such as an ESL/EAL or Communications course). The approach I hope to take will look at a variety of research articles pertaining to the topic of multimodal learning, including studies and practical applications of activities in classrooms. What kinds of activities best “hook” students into the text, help develop interest and invite them to interact with it? Some material will consist of resources and activities that can be used in an English classroom and can aid in teaching literature (plays) and engaging students for continuous learning.
Corinna Nettleton: Multimodality for enrichment and effectiveness in teaching Shakespeare
My inquiry will focus on incorporating multi-modalities specifically for the enrichment and effectiveness of teaching Shakespeare to ELL students. Various strategies which are specific to teaching ELL will be explored and implemented in order to aid comprehension of this unique form of English and its use in the English classroom. The issue of whether to use modified text or not will be explored. Transitional ELL learners require skills to aid them in comprehension of such texts which they will interact with once they have entered mainstream English and through incorporating multi-modal techniques Shakespeare may be made more accessible to ELL (visuals, drama, prereading, etc.). In teaching a dramatic text, not only should teachers incorporate dramatic teaching strategies but other modalities which can encourage various kinds of learners to excel in their areas of ability and interest. Unique challenges of teaching specific text of Shakespeare to ELL learners will also be addressed.
Bibliography of articles we wish to consult:
Ajayi, L. (2009). English as a second language learners’ exploration of multimodal texts in a junior high school. Journal of Adolescent & Adult Literacy, 52(7), 585-595.
Albers, P. (2006). Imagining the possibilities in multimodal curriculum design. English Education 38(2). 75-101.
[Multimodal inquiry as a framework: english teachers and students must be able to interpret and represent meanings across different modes (film, plays, art, music, photography). These modes encourage students to think alternatively about literature and how it connects to the world around them. If multiple modes are incorporated, it gives students the potential to make different meanings and representations. Each mode also contributes something different to the interpretation and representation of the text and affects its overall message. When students explore multimodal representations, they learn actively, have interest in the topic, and express meaning in different modes of representation.
Albers suggests that when designing curriculum, important questions to consider are: which essential questions will guide the study, how the text or theme will be introduced, how will you tap into what your students already know and build on previous knowledge, and how will you integrate multiple modes to “maximize student involvement and understanding?.”
Albers also recommends Focused Study, which involves initiating engagements, demonstrations, text and literature study, invitations to inquiry, opportunities for learning and sharing, and reflective action plans.]
Auster, E. R., & Wylie, K. K. (2006). Creating active learning in the classroom: A systematic approach. Journal of Management Education, 30(2), 333-353.
Benson, S. (2008). A Restart of what language arts is: bringing multimodal assignments into secondary language arts. Journal of Advanced Academics, 29(4), 634-674. DOI: 10.4219/jaa-2008-828
Cruickshank, D. R., & Telfer, R. (1980). Classroom games and simulations.Theory into practice, 19(1), 75-80.
Culham, C. R. (2002). Coping with obstacles in drama-based ESL teaching: A nonverbal approach. Body and language: Intercultural learning through drama, 95-112.
Early, M. & Marshall, S. (2008). Adolescent ESL Students’ Interpretation and Appreciation of Literary Texts: A Case Study of Multimodality. Canadian modern language review. Volume 64, Issue 3. p. 377-395.
- [A case study is used to illustrate the effectiveness of using multimodal activities in the ESL classroom in order to foster deeper understanding and appreciation for literature (short story specifically). Students ‘transmediate’ oral to visual within groups by making a visual representation of a short story interpretation. Meaning is shared and negotiated. Use of L1 is permitted to some extent and collaborative group work keeps students motivated and allow them to explore different perspectives and inspires more thoughtful reading (and rereading) of the text. Freedom to create is given with specific guiding criteria for the finished project. Reflections from the students and teacher on the final product were very positive. Corinna]
Folger Shakespeare Library. (n.d.). Shakespeare for ELL and ESL Students. Retrieved from
http://www.folger.edu/Content/Teach-and-Learn/Teaching-Resources/For-English-Language-Learners/
- [Resources include lesson plans and activities for ELL using Shakespeare plays easily adaptable to whichever play one is working with. Practical advice for the unique challenges faced when teaching ELL and advocation of use of multimodal approach. Corinna]
Gardner, Howard. (1999). Multiple Intelligences in the Classroom. Intelligence reframed: multiple intelligences for the 21st century. p. 135-155.
- [This chapter of Gardner’s book covers some of the difficulties and misunderstanding surrounding how to incorporate MI theory in the classroom. He addresses some misconceptions and also suggests some ways of approaching MI learning in curriculum design. Much of the information on tips for implementation is focused on changing a whole school to MI format, but there are several tips which are applicable within the classroom. Corinna]
Garris, R., Ahlers, R., & Driskell, J. E. (2002).
Games, motivation, and learning: A research and practice model. Simulation & gaming, 33(4), 441-467.
Godwin-Jones, R. (2005). Emerging technologies: Messaging, gaming, peer-to-peer sharing: Language learning strategies & tools for the millennial generation.Language, Learning & Technology, 9(1), 17-23.
Gaudart, H. (1999). Games as teaching tools for teaching English to speakers of other languages. Simulation & Gaming, 30(3), 283-291.
Haddon, J. (2009). Teaching Reading Shakespeare. Taylor & Francis Group. NY.
- [Haddon gives in-depth detail on strategies for teaching Shakespeare in high school including how to approach understanding early modern English. Very comprehensive but little focus on incorporating multimodal approach. Mostly focused on practical application. Corinna]
Hill, Jane D., and Kathleen M. Flynn. Classroom Instruction That Works with English Language Learners. Alexandria: ASCD, 2006. Print. http://site.ebrary.com/lib/ubc/docDetail.action?docID=10141226
- List of various effect strategies for teaching EL learners
June Straughan. (Dec., 1996). Romeo and Juliet” and the ESL Classroom. The English Journal. Vol. 85, No. 8 (Dec., 1996), pp. 52-54. Retrieved from http://www.jstor.org/stable/820042
Moreno, R. & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3). 309-326.
[Questions addressed:
- what are interactive multimodal learning environments?
- how do students learn from them?
- how can they be implemented?
- directions for further research?
The article describes multimodal learning environments as the use of verbal and non verbal modes of representing content knowledge. The purpose is to enhance student understanding of concepts. Interactive multimodal learning is dependent on the actions of the learner who navigates, searches, converses with, and manipulates the content. Multimodal learning is synonymous with viewing learning as knowledge construction rather than simply information acquisition. Building mental representations involves selecting, organizing, and integrating new information with existing knowledge, and actively making sense of it all. Students learn from verbal and nonverbal modes of representation through cognitive processing. Cognitive processing involves selecting information, processing and organizing it, and then integrating it with existing knowledge. The researchers suggest using various instructional design principles in integrating and incorporating multimodal representations: guided activity, reflection, feedback, and pacing.]
Nuria Carassco. (2002). Teaching Romeo and Juliet to ESL Students in Middle School. Learning Domain. 54-71. Retrieved from
http://www.learningdomain.com/MEdHOME/TESL/Teach.Romeo.ESL.drama.pdf.
Porter, Christina. (2009). Words, Words, Words: Reading Shakespeare with English Language Learners. English Journal. Vol. 99, Iss. 1, 44.
- [Many practical activities and exercises for teaching ELL students Shakespeare using prereading, drama, visuals and chunking of reading material. Encourages teachers to avoid dumbing-down the language of Shakespeare but if need to using abridged version of play (portions of the play about 30 pages in length, including the most vital aspects of the texts). ELL learners are frequently handed text which has been reworded into more simplistic language which lacks the richness of the original and sells the student short in preparation for interaction with texts which are similar when they enter mainstream English classes. The activities suggested show multi-modal strategies which make the text more accessible to ELL learners and trains them in ways to not only comprehend complex text, but enjoy it! (Corinna)]
Randel, J. M., Morris, B. A., Wetzel, C. D., & Whitehill, B. V. (1992). The effectiveness of games for educational purposes: A review of recent research.Simulation & Gaming, 23(3), 261-276.
Sam, W. Y. (1990). Drama in Teaching English as a Second Language-A Communicative Approach. The English Teacher, 19.
- [Encourages the use of drama in the classroom as a communicative approach to education. Argues that it is a more authentic activity for practice of language because it includes aspects such as emotion and involves the whole person and not just mental processes, but best for language which has already been learned and not for teaching new forms. Gives a list of advantages and disadvantages, but states that the disadvantages can be resolved through careful planning. Mostly covering the theoretical aspect of drama without practical examples of how to implement drama activities in the classroom. (Corinna)]
Sewell, W.C. & Denton, S. (2011). Multimodal literacies in the secondary english classroom. English Journal 100(5). 61-65.
[The article argues that teachers should shift from traditional literacy practices to incorporating more multimodal instruction to represent a text in a variety of different modes. It is important to incorporate multiple modes of representation because it is a large part of how our students and society in general communicates and it could help students perform better if they could draw on their out-of-school experiences. The reason given for why multi-modality should be integrated in instruction, according to this article, is that not all students are proficient in multi-modality, and therefore need training to be competitive in the work force. The article also discusses the concept of “anchored instruction,” to make learning meaningful and useful to students. Relating the material to media that students use daily helps build background knowledge, helps them draw on previous knowledge, and make connections with new information. The article also makes suggestions on the types of media and programs that can be used in classroom (mostly digital) including Youtube, Power Point, AVC Labs to convert Youtube clips, and Windows Movie Maker/iMovie.]
Shakespeare, William. (1901). Romeo and Juliet. The University Society. New York.
Silberstein, S. (1994). Techniques and Resources in Teaching Reading. Oxford University Press. New York: NY.
- [How a text reflects the kind of activities used in a curriculum. Using a variety of reading techniques encourages independent learning by developing various reading skills needed to become proficient. Gives guiding questions to ask to direct activity choice in relation to text being taught. Corinna]
Somers, Albert B. (1939). Teaching Poetry in High School. Urbana, Ill. : National Council of Teachers of English, 213-218.
Thompson, M. (2008). Multimodal teaching and learning: creating spaces for content teachers. Journal of Adolescent & Adult Literacy, 52(2), 144-153.
Walsh, M. (2010). Multimodal literacy: what does it mean for classroom practice?. Australian Journal of Language and Literacy, 33(3), 211-239.
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