Week Eight
Summary:
This week, one thing we did was to finish up our work on the
Kanji Names Project, readying it to be launched. The following summary of the process
involved in creating this project is reprinted from the About
This Project page of the Kanji Names Project. In brackets, I've added a keyword
notation of the "skills" I feel are involved in each step. (I put skills
in quotes because some are actually techniques, while others are applications or
practice, etc.)
- I gave the students an example of an explanation of my
own daughter's name (which is a single kanji character). [SKILLS:
reading English]
- Students wrote their own name explanations for homework. [SKILLS:
writing English, following a model (perhaps a type of written discouse analysis followed
up with an application of that anaylisis)]
- I read the papers, and returned them with further questions.
- During one class, while they were involved in using search engines for a class
task, I asked them to come over to my desk one at a time to imput their name into
the graphics program. (They couldn't do it themselves from their own computers because
it is a Windows lab, and the font is for a Macintosh, so we used my Macintosh laptop.)
- I e-mailed them their name image as an attachment. [SKILLS:
receiving an attachment, copying an attached file onto a floppy disk]
- Those with further questions asked on their homework had to pass the homework
back in. [SKILLS: clarification, elaboration
in writing (although there is still room for further elaboration and clarification;
however, I believe it will be fruitful to ask them to undertake this at a much later
date so that they can see what improvements have occurred in their own English abilities]
- In class, they created a html document using their name image and the text they
had written for homework. [SKILLS: writing
HTML, using reload button, etc.]
- They sent me these documents via e-mail as an attachment. [SKILLS:
obviously, sending attachments via e-mail.]
- I put the documents on the Internet.
- In class, they each viewed their own pages for proofreading, and looked at other
students' pages. They were given the option of expanding their own explanations after
viewing others' pages; one student wanted to include an additional sentence. [SKILLS: further revision, evaluating own
material -- it would have been nice if they had done this in more depth; perhaps
a checklist or other kind of awareness-raising activity beforehand would have helped.]
- In one class period, students used search engines to find related sites. If they
found one they judged to be interesting, they e-mailed me the page (using the Mail
Document option from the File menu). I compiled these links and put them on the
links page.
[SKILLS: obviously, searching for information;
also, reading in English, and critical evaluation of web materials for usefulness
(I realize that the evaluation was not in-depth); furthermore, a new technique: how
to e-mail an Internet page.]
The About
This Project page gives more details about the reasons for this project, as well
as outlining one of the problems we ran into.
Games
We also spent one of the days playing games. I'd sent them the URL of a site containing
6 Shockwave games. (I'll write a memo to myself to post the URL here after I retrieve
it off of my Windows machine -- these pages are mostly Mac-made at home.) The reason
why we did this perhaps depends on who I have to report to <grin>. Truthfully,
we did it simply for fun, and to use more Shockwave, although I recognized that the
students would have to read English instructions in order to play. However, while
watching them, I realized that they were honing mouse skills (don't laugh -- all
but one of them had first used a mouse just eight weeks ago; their hand-eye coordination
got much better during the games, and the quickness of their responses did, too.
Also, I noticed that a few of the students who habitually glanced at their mouse
while moving it, had stopped doing that.) Furthermore, it was true that many read
the instructions for themselves, and could follow them. They, in turn, helped others.
So, these after the fact observations should be taken into account should any other
educators feel the need to provide a day of fun, underpinned with pedagogical justification.
(c) Bill Pellowe
All rights reserved.
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billp@gol.com