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m (Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates) |
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|tagline=Explain ideas using multimedia & animation | |tagline=Explain ideas using multimedia & animation | ||
|image=Notanimatedexample.png | |image=Notanimatedexample.png | ||
|topic=visualisation, modelling, iwb | |||
|description=Animation is much used in teaching. A search for animation of solid, liquids and gases will find plenty that can be learned from. Just as schools purchase word processing software for some added-value within, they also buy animations too. So you will find free or paid-for animation in schools and you will want to find ways to use it well. <br/> | |description=Animation is much used in teaching. A search for animation of solid, liquids and gases will find plenty that can be learned from. Just as schools purchase word processing software for some added-value within, they also buy animations too. So you will find free or paid-for animation in schools and you will want to find ways to use it well. <br/> | ||
Do you imagine that the teacher discusses the animation on the {{tooltag|whiteboard}}? Would it always be better that students use it for themselves? If so how would you structure the student's activity? Does that mean making a worksheet or does that mean putting an open-question on the board? Does the students response have to be marked automatically or can there may be discussion about them? Is it true that closed questions lead to closed minds? So does it always follow that learning with {{tooltag|animation}} should entail some kind of {{teachtag|inquiry}} learning? Think about it: these points are not exclusive to using animation. But how about the idea of finding a space for students to make their own multimedia? | Do you imagine that the teacher discusses the animation on the {{tooltag|whiteboard}}? Would it always be better that students use it for themselves? If so how would you structure the student's activity? Does that mean making a worksheet or does that mean putting an open-question on the board? Does the students response have to be marked automatically or can there may be discussion about them? Is it true that closed questions lead to closed minds? So does it always follow that learning with {{tooltag|animation}} should entail some kind of {{teachtag|inquiry}} learning? Think about it: these points are not exclusive to using animation. But how about the idea of finding a space for students to make their own multimedia? | ||
