Learning is the consequence of thinking therefore our job is to get them to think Language is central to thinkingtherefore our job is to get them to talk Learning is an active process ID: 691406
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Magenta Principles by Mike Hughes
Learning is the consequence of
thinking…therefore our job is to get them to thinkLanguage is central to thinking…therefore our job is to get them to talk Learning is an active process…therefore our job is to get them doing
Irrespective of differences in age, ability and subject, one general principle holds true: in order to make sense of information you must do more than simply receive and reproduce it – you have to do something with it.(Mike Hughes)Slide2
Magenta Principles for this workshop
Constructing meaning
Building up meaningAssemble understanding of an issue or concept.All students get some information but not all of it. Working together they assemble the information to make sense of it.(Snowballing, Jigsaw)
Assemble it:Carousel activities piecing together information.From pairs, to fours, to eights in group work.Group work where roles of responsibility are distributed.Information placed at different stations to be collected and assembled.
Using the information to apply it in a different context. Students can present their ideas in different ways. This enables them to draw on their own learning styles whether it is a visual, auditory or kinaesthetic
approach
to making sense of the information.
(Presenting, Creating)
Apply it:
Presenting new information to others.
In the form of a poster, leaflet or presentation.Using ICT to present information differently.Using different visual ideas to present information.A diagram, graph, table, mind map, storyboard, script, research paper or poem.
Visualising something practically and bringing it to life. Using the information given to be creative.
Adding in empathy into the information.Using the information to put yourself in the shoes of the people involved.(Role-Playing, Physicalising)Acting it out:Role-playing a given situation.Creating characters from a historical event.Going in role as a researcher, crime investigator, interviewer etc.Physicalising a science experiment.Acting out a situation before being faced with the real event.Creating news reports and presentations.Slide3
Activity planning in Childcare
Use information from different places
Create activity plan
Student is observed by assessor Slide4
Examples of Magenta Principles in H&SC
Use information from different places
Present ideas in a different context.
Bringing information to life.
Textbook, video clips, teacher resources/examples, newspapers and independent research (homework).
Present ideas in the form of a poster,
leaflet,
PowerPoint
presentation or a game.
Creating
a news
reports and presentationsSlide5
Body Image
Lesson Objective:
To understand why people may feel unhappy with their body shape
To explore the effect of the media on body image
Literacy Objective
To develop an informed
argument and use H&SC terminology when presenting. Slide6
Appearance
The way we look and how we think we look are often very different; and both influence our self-concept.Over the last 40 years, people have become more concerned with appearance and whether they measure up to society’s expectations.
Looking young has become much more important and many people find getting old a challenge.This issue affects both males and females. It is particularly important in adolescence, when young people create their identities. It is important to realise we are all different; and that the media images we see are a few people’s view on how people should look.Slide7
Share your research (homework) examples of body image in the news-media.Are they positive examples or a negatives examples?
Do they show men or women?Do they show a variety of sizes and shapes for the people used?What are they trying to sell/say?
Discussion and feedback
10 minutesSlide8
In pairs you will create a short debate for a 3
minute piece on BBC news about Body image.
It MUST BE A BALANCED LOOK AT BODY IMAGE IN THE MEDIASo it will...Be criticising the media for showing negative body imagesANDPraising the media for showing positive body images
Conclude with your own opinion
MAIN TASKSlide9
As part of your research for the BBC you have been given some videos to watch
Add arguments to a table in your book
:Research task 1: Video clipsNegative use of the media
Positive use of the media
10 minutesSlide10
Around the room are examples of body image in the media.
You and your partner must decide if you will use them for your debate.
You will also use the independent research you brought in today! Research task 2Slide11
1. Dove campaign
“Love the skin you’re in!” Dove has men and women of all shapes, ages and sizes on its adverts.Slide12
2. Gok Wan- How To Look Good Naked
Gok Wan has famously created a show which boosts men and women’s self confidence without making them change anything about their physical appearance. Slide13
3. Models who are ‘average sizes’
More and more fashion designers are using models who are not Size 0. This image was shown as part of London fashion week, 2010. This model is a size 14, the size below the UK average of 16.Slide14
4. Airbrushing in adverts
Many advertising companies have recently admitted to airbrushing their pictures.This means the images shown are ‘improved’ (by computer) versions of the actual pictures taken.Slide15
5. Size 0 models
Fashion houses, for example Gucci, design and create clothes for one size of model to show in catwalk shows, Size 0.Slide16
6. Celebrity magazines
’Britney gets fat’ and calling size 8-10 girls ‘Curvy Girls’ are some of the headings young people can read in magazine’s like heat.Slide17
PerformancesSlide18
Examples of Magenta Principles in
Use information from different places
Present ideas in a different context.
Bringing information to life.
Textbooks, films, documentaries, teacher examples, newspapers, statistics, social research etc.
Present ideas in the form of a poster,
leaflet,
PowerPoint
presentation and answering
exam
questions.
Role-playing a given
situation or
going into the role of someone.Slide19
Role-play cards Slide20
The Hot seat
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End
In
groups:
One group will be selected a random to sit in the ‘hot seat’.
Another group will write a
key term on
the board for the person in the hot seat to guess.
Group members can
help their hot seat member
by using actions to give clues BUT
MUST NOT; say any of the words on board
or
state any of the starting letters. Slide21
Think - Pair - Share
How can these Magenta Principles be
connected across the curriculum ?How could these Magenta Principles be implemented in your curriculum areas?