Listen and learn: Snapshot Snapshots are a pairing of two 20 minute presentations followed by a 5 minute Q & A.
This is presentation 2 of 2, scroll down to see more details.
Other presentations in this group:
Animation is a powerful way to connect students more deeply with the content they are learning. The popularity of animation, combined with its highly visual nature, appeals to students who don't respond to more traditional forms of school. Many teachers are reluctant to use animation in the classroom due to time constraints, yet we realize that students store knowledge in linguistic and visual form.
Objectives
1. Understand how animation can benefit learners through deeper understanding, increased motivation, and enhanced communication skills.
2. See how animation can be deployed in a range of subjects and grade levels for effective learning.
3. Learn the process for introducing, managing, designing, and building animations so they can support and coach learners effectively.
4. Become familiar with tools and resources for further growth and development with student-created animation.
Introduce self and establish foundations (2 minutes)
Answer why animation? (5 minutes)
Share examples of powerful animated stories and curriculum projects (10 min)
Discuss the process, supports, and tools students need to manage and build animations (10 minutes)
Share resources and key takeaways (3 minutes)
Bull, G., and Bell, L. (July 2008). Lights, camera, learning! Learning & Leading with Technology, 36 (8), 30-31.
Iding, M.K. (2000). “Is seeing believing? Features of effective multimedia for learning science.” International Journal of Instructional Media, 27(4), 403.
Marzano, R.J., Pickering, D.J. & Pollock, J.E. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Mayer, R., and Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14(1), 87-99.
National Committee on Science Education Standards and Assessment, National Research Council. (1995) National Science Education Standards. Washington, DC: National Academy Press.
Patsiomitou, S. (2008). The development of students geometrical thinking through transformational processes and interaction techniques in a dynamic geometry environment. Issues in Informing Science and Information Technology, 5, 353-393.
Roschelle, J.M., Pea, R.D., Hoadley, C.M., Gordon, D.N., and Means, B.M. (2000). Changing how and what children learn in school with computer-based technologies. Children and Computer Technology, 10(2), 76-101.
Sedig, K. and Liang, H.N. (2006). Interactivity of visual mathematical representations: Factors affecting learning and cognitive processes. Journal of Interactive Learning Research, 17(2), 179-212.
Return
Trips and Tours