DREAM SEARCH POWERPOINT SHOWS FROM SOUTH AFRICA
Dream Search Camp
In collaboration with Friends of Chintsa, the non-profit organization that helps organize our service learning projects in South Africa, Assaf designed a weeklong, inquiry-based computer camp that would emphasize several critical issues such as the importance of mother tongue language development and maintenance, positive identity construction, funds of knowledge, and 21st century literacies development.
Building on theories related to the pedagogy of multiliteracies (New London Group, 2000) and linguistically responsive pedagogy (Lucas, Villegas & Freedson-Gonzalez, 2008) Assaf designed a literacy program that would provide South African students the opportunity to conduct an I-Search (Macrorie, 1988) on a dream or future career then create digital stories to represent their learning. Through inquiry and the creation of digital stories, students used multimodal resources (e.g. visuals, sound, videos, photos, spacial concepts) and powerpoint as a digital movie tool. This project honored four components of the pedagogy of multiliteracies (NLG, 2000): a) situated practice; b) overt instruction; c) critical framing; and d) transformed practice.
Overview of Dream Camp or Geek Camp
Approximately 20 learners in grades 4 through 10 participated in an inquiry-based, computer camp that focused on writing, researching, and creating a digital movie.
Texas State University students who were in South Africa for a study abroad program specifically tailored for education majors, worked with the learners for five days from 9:00-1:00pm. Working in small groups, the learners were asked to think about a dream or a career they would like to pursue in their future. Learners brainstormed many ideas and questions related to their dream. With the help of the Texas State students, each learner created a KWL chart (what I know, what I want to know, and what I learned) about their identified dream. They then searched the Internet in an attempt to answer their questions related to their dream or career. Texas State students supported the learners’ reading of complex text on the Internet and helped them find specific answers to their questions. Often, the learners changed their questions or refined their questions based on what they were learning from the Internet. After sufficient information was identified and noted about the identified dream, the learners then created a storyboard with information from their search. They identified key terms, phrases, and sentences they needed to add to each frame. The storyboard was an organizational tool used to plan out the learners’ digital movie on their dream search. Additionally, the learners were asked to imagine what they would look like and act like when they fulfilled their dream. They were given digital cameras and took pictures of themselves accomplishing their dreams and photographed other images that illustrated answers of their questions and the main idea of their dream searches. These pictures were used when creating their digital movies.
Using powerpoint, each learner created a digital movie about their dream search. They included their questions, answers from their search, and hopes for the future. To make sure the slide show looked like an actual movie, the learners were taught how to add animation to images, words, and slides, to narrate their information and to add music when appropriate. Because the learners were practicing their English literacy skills, they were encouraged to edit their writing and practice reading their information many times before recording their final narration for the movie. We then taught them how to create a continuous slide show that shifted seamlessly. The learners presented their dream search movies to the rest of the campers and other community members at the end of the week.
In addition to writing, researching, and creating digital movies, we invited five individuals from the community to come and talk to the learners about their chosen careers and dreams. Each community visitor spoke to the learners for approximately 30-40 minutes, highlighting the importance of attending school, pursuing in their goals, and working hard. The guest speakers spoke in isXhosa and responded to the learners’ questions.
A few of the learners did not complete their movies in the first week, so we offered time each afternoon (3-5:00pm) of the following week for learners to come and complete their movies. Five learners continued working on their movies and presented them on the last Friday of July.
Below you will find the powerpoint videos of learners who participated in the Dream Search Camp. Because of formatting issues, I am only able to upload files of the powerpoint presentations.
In collaboration with Friends of Chintsa, the non-profit organization that helps organize our service learning projects in South Africa, Assaf designed a weeklong, inquiry-based computer camp that would emphasize several critical issues such as the importance of mother tongue language development and maintenance, positive identity construction, funds of knowledge, and 21st century literacies development.
Building on theories related to the pedagogy of multiliteracies (New London Group, 2000) and linguistically responsive pedagogy (Lucas, Villegas & Freedson-Gonzalez, 2008) Assaf designed a literacy program that would provide South African students the opportunity to conduct an I-Search (Macrorie, 1988) on a dream or future career then create digital stories to represent their learning. Through inquiry and the creation of digital stories, students used multimodal resources (e.g. visuals, sound, videos, photos, spacial concepts) and powerpoint as a digital movie tool. This project honored four components of the pedagogy of multiliteracies (NLG, 2000): a) situated practice; b) overt instruction; c) critical framing; and d) transformed practice.
Overview of Dream Camp or Geek Camp
Approximately 20 learners in grades 4 through 10 participated in an inquiry-based, computer camp that focused on writing, researching, and creating a digital movie.
Texas State University students who were in South Africa for a study abroad program specifically tailored for education majors, worked with the learners for five days from 9:00-1:00pm. Working in small groups, the learners were asked to think about a dream or a career they would like to pursue in their future. Learners brainstormed many ideas and questions related to their dream. With the help of the Texas State students, each learner created a KWL chart (what I know, what I want to know, and what I learned) about their identified dream. They then searched the Internet in an attempt to answer their questions related to their dream or career. Texas State students supported the learners’ reading of complex text on the Internet and helped them find specific answers to their questions. Often, the learners changed their questions or refined their questions based on what they were learning from the Internet. After sufficient information was identified and noted about the identified dream, the learners then created a storyboard with information from their search. They identified key terms, phrases, and sentences they needed to add to each frame. The storyboard was an organizational tool used to plan out the learners’ digital movie on their dream search. Additionally, the learners were asked to imagine what they would look like and act like when they fulfilled their dream. They were given digital cameras and took pictures of themselves accomplishing their dreams and photographed other images that illustrated answers of their questions and the main idea of their dream searches. These pictures were used when creating their digital movies.
Using powerpoint, each learner created a digital movie about their dream search. They included their questions, answers from their search, and hopes for the future. To make sure the slide show looked like an actual movie, the learners were taught how to add animation to images, words, and slides, to narrate their information and to add music when appropriate. Because the learners were practicing their English literacy skills, they were encouraged to edit their writing and practice reading their information many times before recording their final narration for the movie. We then taught them how to create a continuous slide show that shifted seamlessly. The learners presented their dream search movies to the rest of the campers and other community members at the end of the week.
In addition to writing, researching, and creating digital movies, we invited five individuals from the community to come and talk to the learners about their chosen careers and dreams. Each community visitor spoke to the learners for approximately 30-40 minutes, highlighting the importance of attending school, pursuing in their goals, and working hard. The guest speakers spoke in isXhosa and responded to the learners’ questions.
A few of the learners did not complete their movies in the first week, so we offered time each afternoon (3-5:00pm) of the following week for learners to come and complete their movies. Five learners continued working on their movies and presented them on the last Friday of July.
Below you will find the powerpoint videos of learners who participated in the Dream Search Camp. Because of formatting issues, I am only able to upload files of the powerpoint presentations.
agricultural_engineer_2.ppsm | |
File Size: | 11207 kb |
File Type: | ppsm |
anele_simfdf.pptx | |
File Size: | 13334 kb |
File Type: | pptx |
atitimovie.pptx | |
File Size: | 28441 kb |
File Type: | pptx |
bela_dreams_ppt.pptx | |
File Size: | 4573 kb |
File Type: | pptx |
bridge_engineer.pptx | |
File Size: | 18181 kb |
File Type: | pptx |
by_sinesihle_in_dreams.pptx | |
File Size: | 10926 kb |
File Type: | pptx |
lawyer_sive.pptx | |
File Size: | 44137 kb |
File Type: | pptx |
luvuyo_professional_rugby_player.pptx | |
File Size: | 17844 kb |
File Type: | pptx |
mirandas_tourisnm_movie.pptx | |
File Size: | 17534 kb |
File Type: | pptx |
neziswa_pakamile_tour_guide.pptx | |
File Size: | 10308 kb |
File Type: | pptx |
ondela_hospital_manager.pptx | |
File Size: | 16299 kb |
File Type: | pptx |
pilot_tito.pptx | |
File Size: | 24628 kb |
File Type: | pptx |
sandile_pakamile.pptx | |
File Size: | 4678 kb |
File Type: | pptx |
soso{about_me}3.pptx | |
File Size: | 3403 kb |
File Type: | pptx |
tabela_dreams_ppt.pptx | |
File Size: | 10864 kb |
File Type: | pptx |