Teaching Drama Question & Responses

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A colleague recently sent me the following request. The responses I received highlight the importance of a PLN, and being part of a community of educators you can tap into. I'm grateful to the TCEA CAMPSIG email list members for responding so promptly!!!
I observed a teacher trying to teach drama terms (playwright, script, monologue etc.) by having the students type the terms into a powerpoint presentation. I didn't think this was effective since they were not going to show the power point to anyone and the assignment didn't involve any thinking. They were just typing the terms into each slide from a sheet that the teacher provided. Is there a website you could recommend where I could find a better way to teach the lesson? Thanks! 
I emailed this out and Lori Gracey and a few others responded:
Here are several lists of different teaching strategies, Miguel. I use these to remind myself sometimes of the very many different ways we can learn. These are not specific to technology, but are about teaching in general:
Other responses include the following:
  • How about a flip cam and they have to act it out by creating a commercial. 
  • Or if you already have your document camera you can use that. 
  • Something we have done for vocabulary development is to have students create their own terms matching games. Once the kids have created their own games, then they play each other's games.
    http://resources.oswego.org/games/
  • They could create non-linguistic representations (or icon), of each term in PowerPoint and save them as .jpegs. Then use the jpegs in a Prezi or Animoto presentation.
  • Teachers sure love PowerPoint. By the time we get them in High School they hate PowerPoint.  Check out this website:
A couple of thoughts come to mind:
1. This is basically a vocabulary assignment, so any of Marzano's strategies would work better. I sometimes have my students create online notebooks with their vocabulary where I have them do activities to build their understanding of the words.2. In the spirit of the topic, breaking students into groups and assigning words to each group with an instruction to figure out what the word means, then develop an engaging way to teach their peers3. Use a free tool such as Socrative to generate a class discussion surrounding the terms. For example, the word monologue - tell students to use their prior knowledge about prefixes, and root words to come up with what they think might be a close definition of the word - they enter it in Socrative, then the class votes on which one they think is most correct (kind of like Balderdash) - then the teacher tells them the correct meaning, generating a discussion surrounding why the students chose the definition they did.
Brainstorming . . .
  • Here’s a site that does a good job of illustrating one of Marzano’s strategies for building vocabulary.
  • http://www.fresno.k12.ca.us/divdept/sscience/JEYoung/vocabinstruction.pdf
  • wordle or tagxedo maybe ?!
  • First, I'd get rid of the teacher provided answer sheet.  I'd have the teacher provide the list of terms and have students find/create their own definitions.  If the teacher feels he/she needs to, those definitions can be approved by him/her.  Then the students could usewww.studyblue.com to create flashcards the students can study on their devices.


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Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Comments

devon said…
gFlashcards is very good alternative to studyblue. I use it to create my own image and audio flaschards for my classes.

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