Final Reflection
Final Reflection
Throughout this course, I feel like I learned many things. Some of the most interesting aspects to this course were analyzing visual images, creating my own sequence of images, utilizing comics into the classroom, and how instructional materials can be re-designed. Prior to this course, I had never imagined utilizing graphic novels or comic strips in the classroom. There are a variety of websites available that high school students can use. In a social studies class, we often encourage creative thinking with assignments and assessments. Creating a sequence of images, creating comics, or making an infographic are excellent examples of how high school students can use visual elements into their assignments.
The issues about visual and media literacy that I discovered include the instructional design process, Paivio’s Dual Coding Theory, Mayer’s Cognitive Theory of Multimedia Learning, the ADDIE model, and elements of the ACRL Visual Literacy Competency Standards. Incorporating visual elements into lessons seems to engage students and increase their willingness to participate.
I hope to apply what you have learned by implementing more visual elements into my lessons and incorporating student involvement by creating visual assignments that relate to real-world scenarios. In the secondary social studies courses, students often learn about other cultures. When students create their own visual assignments including infographics, cartoons, comic strip, and digital story telling, they can apply their knowledge to show their understanding.
From my initial perspective to my final, one important difference in myself is having a better understanding about how visual images can enhance student learning and comprehension. It was interesting to learn about Paivio’s Dual Coding Theory. Paivio’s theory suggests that people learn information from two pieces of information, both verbal and visual codes. I also feel like I have a better understanding of how multimedia instruction has evolved over time and how it continues to evolve.
The most challenging issue about this course was creating my own comic strip. Prior to this course, I was unaware of the many websites available and how easy some of the programs are to use. I plan on incorporating comic strips into my future lessons.
What I enjoyed the most about this course was learning about all of the opportunities to incorporate visual elements into social studies curriculum. It was interesting to learn about how the lessons can be adapted to where students create something unique.
A suggestion I have for making this course better is to have less group discussions. I find it difficult to be able to post to discussions by Wednesday evenings. It is difficult for working parents to balance work, home, and school on weeknights. I personally seem to have more time on the weekends to answer discussion questions.
References:
(n.d.). Retrieved December 02, 2016, from https://plato.stanford.edu/entries/mental-imagery/theories-memory.html
Throughout this course, I feel like I learned many things. Some of the most interesting aspects to this course were analyzing visual images, creating my own sequence of images, utilizing comics into the classroom, and how instructional materials can be re-designed. Prior to this course, I had never imagined utilizing graphic novels or comic strips in the classroom. There are a variety of websites available that high school students can use. In a social studies class, we often encourage creative thinking with assignments and assessments. Creating a sequence of images, creating comics, or making an infographic are excellent examples of how high school students can use visual elements into their assignments.
The issues about visual and media literacy that I discovered include the instructional design process, Paivio’s Dual Coding Theory, Mayer’s Cognitive Theory of Multimedia Learning, the ADDIE model, and elements of the ACRL Visual Literacy Competency Standards. Incorporating visual elements into lessons seems to engage students and increase their willingness to participate.
I hope to apply what you have learned by implementing more visual elements into my lessons and incorporating student involvement by creating visual assignments that relate to real-world scenarios. In the secondary social studies courses, students often learn about other cultures. When students create their own visual assignments including infographics, cartoons, comic strip, and digital story telling, they can apply their knowledge to show their understanding.
From my initial perspective to my final, one important difference in myself is having a better understanding about how visual images can enhance student learning and comprehension. It was interesting to learn about Paivio’s Dual Coding Theory. Paivio’s theory suggests that people learn information from two pieces of information, both verbal and visual codes. I also feel like I have a better understanding of how multimedia instruction has evolved over time and how it continues to evolve.
The most challenging issue about this course was creating my own comic strip. Prior to this course, I was unaware of the many websites available and how easy some of the programs are to use. I plan on incorporating comic strips into my future lessons.
What I enjoyed the most about this course was learning about all of the opportunities to incorporate visual elements into social studies curriculum. It was interesting to learn about how the lessons can be adapted to where students create something unique.
A suggestion I have for making this course better is to have less group discussions. I find it difficult to be able to post to discussions by Wednesday evenings. It is difficult for working parents to balance work, home, and school on weeknights. I personally seem to have more time on the weekends to answer discussion questions.
References:
(n.d.). Retrieved December 02, 2016, from https://plato.stanford.edu/entries/mental-imagery/theories-memory.html