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Narrative Point Of View

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Shauna Jarrett

on 30 October 2014

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Transcript of Narrative Point Of View

Teaching Narrative Point of View with Technology
How can I increase student engagement and understanding of narrative point of view through the use of technology?
Research Findings
Taking Action
1. I will introduce narrative point of view with the use of a presentation tool and students will take guided notes as we discuss as a class.

2. After learning about the different kinds of narrative point of views and completing some activities, individually and as a group, students will then complete a performance based project. Students will be provided with three choices to choose from: "The Retold Fairy Tale of...", "The Comic Strip of Mr. POV", or "My Mural.ly Images with POV captions".

3. Students will be allowed to use any resource of their choosing to help them create their project. I will suggest and model a few storyboards, comic apps, and productivity tools such as Mural.ly. However, in order for my students to embrace complete creativity of this lesson, I will ultimately allow them to choose their own tool to create their final product.

4. All three of these projects require creative writing utilizing their learned knowledge of the different narrative point of views. This will require students to use a high level of thinking and creativity, as well as, problem solving skills.

5. When finished, students will share their product with the class. Students will explain their thinking: why they chose the project they did, how they decided on the point of view, how they made the point of view obvious to the audience, and how they were able to better understand the point of view they chose by creating their product.
How my lesson is more creative and innovative...
-This whole performance based project is about students exploring their creative abilities and how they can use their skills and knowledge of narrative point of view to help them create a product of their own. As the article "Creativity and Quality vs Time Constraints and Quantity" states: "Creativity is one of the great goals that drives the push for contemporary teaching and learning" (para. 2).

-In order to complete the project, students will have to have a deeper understanding of narrative point of view.

-Students will also use higher level thinking, reasoning, and problem solving skills to help them as they develop and design the text for their project - all of which require creativity and innovation.

-In the end, students will have to be able to present and explain their thinking behind the creation of their product which enhances student learning. As Maloy et al. (2014) points out: "While all students may have innovative ideas to contribute, some are not asked for their ideas or opinions" (p. 63). With this project, all students will be given the opportunity to share their innovative ideas and opinions.
What are other teachers doing?
Fairy Tales Revisited
Teachers use stories students are already familiar with to better understand point of view.
Eyewitnesses
Students write eyewitness reports of recent events at school. This can help students see how the point of view can change the way people see an event.
Photo Captions
Students can look through the Internet to find pictures of two or more people. Students will write paragraph summary's of the photos using the third person point of view they think fits best.
Role Playing
In groups of three, one student will be the narrator and the other two will be opposing characters. The teacher will assign the point of view for each group.
Narrative Point Of View
How are teachers integrating technology into their classrooms?
How are creativity and innovation encouraged/promoted through the technology?
How will I
make the lesson more creative
and
innovative?
Benefits
Weakness
The perspective from which a story is told
"While this concept is often challenging, creative writing activities, role playing & re-examining classic stories can help middle school students acquire a better knowledge of how point of view works" (Morgan, n.d., para. 1).
Students write a fairy tale from another point of view using a storyboard app.
Students create comic strips based on a given point of view using an app such as Story Me or Bitstrip.
Students look for images of two or more people using the Internet. Students upload the images to a program such as Mural.ly to create a "mural" of all their images and then write photo captions using the best third person point of view. This helps students identify the difference between limited and omniscient.
Teachers are using technology to tap into student interest to then encourage engagement and better understanding of the different types of point of view. Seymour Papert states: "Technology propels active engagement and creative thinking, it creates continuous opportunities for teachers to make children's thinking integral to the learning process" (as cited in Maloy, Verock-O'Loughlin, Edwards, & Woolf, 2014, p. 64).
By using technology, students are expected to use a higher level thinking in order to create comic strips in a specific point of view or to rewrite a fairy tale on a storyboard from an entirely different point of view than the story was originally told from.
Technology also encourages creative discussions. According to Granberg (2014): "As they introduce more and more technology into the classroom, faculty are finding it raises the quality of class discussion and involves students much more deeply in their own education" (para. 2).
Students are doing more than naming or identifying information. Creating products requires a wide range of skills and allows students the opportunity to explore and use creativity with endless possibilities. By allowing students options, students are able to tap into their own creative outlets and produce a product that no one else may have thought of creating in that particular way. When identifying work as "creative," it is really important to remember that "the creative act can be what is new to the individual, not new to the world" (Maloy et al., 2014, p. 63).
1. These methods promote student engagement, increases a higher level of student thinking, and therefore, requires a deeper understanding of narrative point of view. According to Maloy et al. (2014): "Computer technologies, with their ability to make learning interesting, can promote higher levels of involvement and engagement among students" (p. 61). Students today live in a technological world. Therefore, it only makes sense that students would become more interested when using technology, which in turn increases engagement. Maloy et al. (2014) supports this idea: "Technology fosters critical and creative thinking as well as inquiry and problem-based learning" (p. 29) through a variety of technological resources and devices.


2. These strategies also provide students with the opportunity to display self-expression and to express their creativity through social media. Students of the 21st century "embrace multiple modes of self-expression" (
Millennials
, 2010) and using technology provides students with a variety of ways to do just that. Whether it be through presentation tools, audio and video multimedia, writing on blogs or wikis, or using social media, students in today's classrooms have a lot of creative options at their fingertips to express themselves. Maloy et al. (2014) points out: "Technology enables teachers and students to express creativity through social media, sharing ideas among people who know each other and those who do not" (p. 65).


3. All of these methods teach point of view through the use of technology. These methods use technology to enhance the overall student learning experience. Granberg (2014) states that she "sees technology enhancing their students' learning, particularly when students use the technology directly" (para. 15).
1. These methods of teaching narrative point of view, do require the use of technology which can be a challenge when the technology needed for the lesson is not working properly or at all. Maloy et al. (2014) supports this idea by saying that technology can be a barrier when "computers are out-of-date and in poor condition, software is limited, and software and hardware are often incompatible due to differences in computer memory and operating system requirements" (p. 31). As Murray (n.d.) mentions, the technology that you rely upon is going to inevitably fail at some point while you are teaching. However, that should not be the reason why teachers choose not to use technology. Murray (n.d.) suggests to "prevent failures by having backups—not just of data, but devices, hardware, systems" (para. 9). By having a back-up plan, teachers can then still continue to teach using technology, but will feel more at ease in case something goes wrong with the technology that they cannot control.


2. Lessons, such as these on point of view, require more preparation time and creative lesson design of the teacher. These methods take longer to prepare and require more thought when planning. In the article "Creativity and Quality vs Time Constraints and Quantity" it states: "We are still driven by time constraints in the day to day reality of school. This hampers creativity" (2012). Some teachers are so pressed for time that even though they have good intentions of integrating technology into their curriculum, the time constraints and additional job requirements keep that from happening. Furthermore, "without a strong commitment to technology, many teachers are reluctant to spend time to learn the ins and outs of new instructional and communication tools" (Maloy et al., 2014, p. 32). Gahala (2001) suggests giving teachers additional paid time to meet with other teachers to come up with these creative lessons together. I could see where this would be an incentive for some teachers who do have a limited time schedule.
References
Gahala, J. (2001, October 1). Critical Issue: Promoting
Technology Use in Schools. Retrieved October 29,
2014, from http://www.ncrel.org/sdrs/areas/issues/
methods/technlgy/te200.htm
Gleeson, M. (2012, July 13). Creativity and Quality vs
Time Constraints and Quantity. Retrieved October
29, 2014, from http://
mgleeson.edublogs.org/2012/07/13/creativity-vs-
time/
Granberg, E. (n.d.). Center for Teaching. Retrieved
October 29, 2014, from http://cft.vanderbilt.edu/
library/articles-and-essays/the-teaching-forum/
how-technology-enhances-teaching-and-learning/
Maloy, R. W., Verock-O'Loughlin, R., Edwards, S. A., &
Woolf, B. P. (2014). Transforming learning with new
technologies (2nd ed.). Boston: Pearson.
Millennials: Confident. Connected. Open to Change.
(n.d.). Retrieved October 29, 2014, from http://
www.pewsocialtrends.org/files/2010/10/
millennials-confident-connected-open-to-
change.pdf
Morgan, K. (2013, May 1). Lesson Plan Ideas for Teaching
Point of View for Middle School Students. Retrieved
October 29, 2014, from http://www.ehow.com/
info_12272466_lesson-plan-ideas-teaching-point-
middle-school-students.html
Murray, J. (n.d.). Technology in the Classroom: What
Happens When It Fails? Retrieved October 29, 2014,
from http://www.teachhub.com/technology-
classroom-what-happens-when-it-fails

I believe this video says it all on the topic of teaching creativity in the classroom.
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