The explanation was very clearly delivered. It took advantage of our natural curiosity and love of a good story. The drawing complemented the narrative well and tied into existing prototype imgagery in the theme. It would be interesting to see how this could be broken down into bite size chunks for the learners who could then do some generative learning before seeing the next part of the narrative. Also, in regard to planning design, which key processes could dual coding support? These could be identified, rehearsed by the teacher, and delivered / recorded in advance and made available for future reference. Follow up activities were generative. I wonder how much of the narrative the pupils will be able to retrieve in the coming days/ weeks/ months? Could thhey integrate this process with existing schemas? Cheers for sharing Pete. Al
The explanation was very clearly delivered. It took advantage of our natural curiosity and love of a good story. The drawing complemented the narrative well and tied into existing prototype imgagery in the theme. It would be interesting to see how this could be broken down into bite size chunks for the learners who could then do some generative learning before seeing the next part of the narrative. Also, in regard to planning design, which key processes could dual coding support? These could be identified, rehearsed by the teacher, and delivered / recorded in advance and made available for future reference.
ReplyDeleteFollow up activities were generative. I wonder how much of the narrative the pupils will be able to retrieve in the coming days/ weeks/ months? Could thhey integrate this process with existing schemas?
Cheers for sharing Pete.
Al