Cinderella Puzzle

Dog Puzzle

Tagxedo

This was a really exciting and fun program to use and was really straight forward. I decided to use the poem The Ning Nang Nong By Spike Milligan, as i think it is really fun and catchy and i have used it within school and the pupils really engaged well with it. I wouly definitely use these in the classroom as i feel that they are eye catching and can really motivate and support children with key words.

Wordle

This was created in Wordle. I found this program really fun and easy to use, i would definitey create wordles for my own classrrom in the future.

Jigzone Puzzle

This blog was created using Jigzone. I found this a great interactive program that would be useful to use as a lesson starter, to engage and stimulate children. I feel that this program would also be a valauble tool to use with Key Stage two children, who could quite compentenly use the program to create their own puzzles.

 

 

 

Blog Three

Using Comics and Graphic Novels in the Classroom

Comic books have existed as a genre of children’s literature for many years; however beliefs about their use within the classroom remain of controversial debate, with many negative perspectives held surrounding their effectiveness as an educational stimulus for learning. Additionally, the use of and exposure of graphics novels, within the classroom, poses further concern with parents and educators. Millard and Marsh (2001) reiterate this by explaining that the combination of cartoon images and colloquial language trouble some adults, who are concerned with the effect that children’s reading choices have on their academic and social development. It is therefore significant, that forms of such literature are closely explored, in which to ensure they prove suitable material for use within the classroom. Stafford (2009) reiterates this point, claiming that in order for comic books to pose successful and valuable resources within the classroom, teachers need to establish their suitability in regards to their age appropriateness. However, if monitored accurately and considered appropriate, the use of comic books and graphic novels can provide stimulating, engaging and creative contexts, where pupils can develop learning within an enriched and extensive literacy curriculum.

Jacob (2007) supports this and stresses the importance of comic stripes as a highly supportive stimulus for literacy, recommending that educators; ‘’see the potential that exists when teachers engage with comics in a meaningful way’’. This asserts that the learning experiences and opportunities made available to children through the use of comic books and graphic novels, are invaluable and can be vitally influential to learning, therefore they should seek to be made an accessible part of the literacy curriculum. As pointed out by Stafford (2011); the use of comic books can specifically aid sequencing skills and the teaching of direct and indirect speech. Equally, it is clear that comics lend themselves as highly stimulating focuses in the development of writing and comprehension.

Nevertheless, whilst the use of comic books and graphic novels are believed to generate engaging, creative and exciting learning opportunities, issues still centre on their influence and relevance surrounding academic development. Specifically, the current under use of such reading materials, appears in the resistance of teachers to recognize their educational potential. As Burn & Durran (2007) acknowledge, it is possible that some teachers simply do not possess a schema that connects comic books, or graphic novels with learning. It may also appear that teachers do not know enough about comic related research and image as a literacy skill. Furthermore, they may simply hold a lack of knowledge, interest or confidence when utilizing comics creatively within the curriculum. However as (Kress, 1997) states, the move to new forms of visual literacy has formed a significant part of current communication and curriculum learning, suggesting that the use of comics could instead enhance learning development and engagement to inform current initiatives and interests.  

Again however, it is important to consider that teachers have been taught to reflect the movement from pictures to words largely as an intellectual progression (Millard & Marsh, 2001). This is an important factor to consider and could support and provide reasoning into the limited use of comics and graphic novels within the classroom. However a thought-provoking discussion raised in the seminar challenged this view, and considered that reading should not simply just be about written text, but all factors forming a narrative, including the influence of image. It was discussed that although children’s reading should seek to progress from basic texts, to more complex forms of reading material, the use of image played a significant role surrounding child’s reading interests, as well as to support academic meaning, and therefore was considered an invaluable resource to utilise within the primary classroom, not to be restricted but explored and embraced within future classrooms.  

Burn, A. & Durran, J. (2007) Media Literacy in Schools: Practice Production and Progression. London: Paul Chapman.

Jacobs, D. (2007) Marvelling at the Main called Nova: Comics as sponsors of Multimodal Literacy. College Composition and Communication, 59, 2, 180-205 

Kress, G. (1997) Before Writing: Rethinking the paths to Literacy. London: Routledge

Millard and Marsh (2001) 'Sending Minnie the Minx Home: comics and reading choices' Cambridge Journal of Education, 31:1, 25 - 38

Stafford, T (2009) ‘Teaching Comics’ in Duncan, D. (2009) Teaching Children’s Literature: Making stories work in the classroom Abingdon: Routledge

Stafford, T. (2011) Teaching Visual Literacy in the Primary Classroom. Oxon: David Fulton

 

 

 

 

Blog 3- The use of comics and graphic novels in the classroom.

Comics have often received the most disapproval compared with other forms of popular culture and have even received calls for censorship (Millard and Marsh, 2001). Comics have been viewed by some as enemies of reading due to the high pictorial content, which some believe are less intellectually demanding, and possibly even damaging(Dean, 2010). The combination of cartoon images and colloquial language trouble some adults who are concerned with the effect that children’s reading choices have on their academic and social development (Millard and Marsh, 2001).

Whilst some people may view comics and graphic novels as damaging to children’s development, others see the potential that they can bring to children. Learning and Teaching Scotland (Online) claim that comics and graphic novels provide opportunities for learning, as they can encourage reading.  Their format also allows complex stories to be told in a simple and accessible way. Dean (2010) states that graphic novels can support less enthusiastic readers, whilst challenging the stronger readers. They are also invaluable to schools as they can help in supporting specific areas within the curriculum and can also help to extend children’s leisure reading material. Both comics and graphic novels enhance reading skills, rather than undermine them (Learning and Teaching Scotland, Online), therefore, they should be used in classrooms as they foster opportunities for learning. 

Schools and library’s often approach comics and graphic novels with caution as some view them as undermining literacy and due to their controversial content (Learning and Teaching Scotland, Online). Therefore, it is important to monitor their content, so that they are age appropriate (Stafford, 2009).  This will help to change the negative views that some hold, on their use within the school setting.  It is important that parents and other skeptical teachers are shown their diversity, and the range of reading experiences that comics and graphic novels can offer (Learning and Teaching Scotland, Online).

Overall comics and graphic novels can be a great way to enthuse and engage children to both read and learn. Whilst I have not seen or used comics or graphic novels in the classroom, I would definitely use them in the future, due to their engaging properties. I was particularly impressed with the graphic novels that I explored in the seminar, which tackled difficult content such as Shakespeare. I also purchased my first Beano for the seminar and was surprised at how much I enjoyed reading it. As I found the comic enjoyable to read, due to its light humour, I believe that children would enjoy reading them. Therefore I would introduce them into my classroom in the future. 

Bibliography:

Dean, G. (2010) ‘Rethinking Literacy’ in Bazalgette, C. (ed) Teaching Media in Primary Classrooms London: Sage.

Learning and Teaching Scotland: Graphic Novels in the Curriculum [Online]

http://www.educationscotland.gov.uk/resources/g/graphicnovels/intro.asp (Accessed: 28/01/14).

Millard and Marsh (2001) 'Sending Minnie the Minx Home: comics and reading choices' Cambridge Journal of Education, 31:1, pp.25 - 38.

Stafford, T (2009) ‘Teaching Comics’ in Duncan, D. (2009) Teaching Children’s Literature: Making stories work in the classroom Abingdon: Routledge.