Outside the glass case
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Julie Carr from the Museum of London on learning from objects
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Outside the glass case
- 1. Outside the glass case Julie Carr ESOL on a shoestring 19 October 2013
- 2. Overall aims 10 reasons why you should use objects with ESOL learners
- 3. Overall aims 10 ways to use objects in the classroom with confidence
- 5. Object handling rules (1) • • • • • Use both hands. Be very careful. Hold the object over a tray. Hold one object at a time. Don’t hold objects by their handles.
- 6. Object handling rules (2) Wash your hands after handling the objects.
- 7. Object handling key questions Who? What? Why? When? How?
- 8. Object handling is special
- 10. because… 2 … objects cross barriers and are inclusive
- 11. because…3 … objects have the WOW factor
- 12. because… 4 … objects develop skills, concepts and knowledge
- 13. Object handling is special for ESOL learners
- 14. because… 5 … objects are not text dependent
- 15. because… 6 … objects generate real talk
- 16. because… 7 … objects are a primary source
- 17. ”It’s tactile. Whatever you say they’re holding an object and sitting in London. They’re identifying with the object and then maybe … with London and the city”.
- 18. because… 8 … objects build confidence
- 19. because… 9 … objects are fun
- 20. because… 10 … you can use them for anything!
- 21. Ideas for your class (1) Practising appropriate skills: Observation Questioning Describing Guessing
- 22. 1. 2. 3. 4. Vegetables Aliens Draw mystery object Describe mystery object
- 23. Ideas for your class (2) Transition: Making the practical more personal 5. Multisensory journey
- 24. Ideas for your class (3) Personal connections: Using your learners’ knowledge and experience
- 25. 6. Object take a walk 7. Bring in their favourite …
- 26. An object that connects you to London
- 27. 8. Create a themed display 9. Create content to share
- 28. Ideas for your class (4) 10. Objects can be used for anything
- 30. Using objects will enable classes to be • creative • meaningful • relevant • fun
Editor's Notes
- Aims?Overall aim: To embed the use of objects into learning but I want you to leave this session inspired and more confident about using objects and (ultimately galleries) when you teach.this session is for tutorsBlurb:Overview of how ESOL learners of all abilities can benefit from engagement with objects create a ‘how-to- list of suggestions for devising your own learner and site-specific museums that will inspire language learning in the classroom
- Confidence = this session is for tutorswant you to leave this session inspired and more confident about using objectsUltimately re visiting museums and galleries and being able to unpick the information in the objects behind the glass display cases
- Before we go any further I would like to clarify what I mean by ‘object handling’
- Remember that objects are real, very old and precious.
- What colour is it?How does it feel?What material is it made out of?Is it complete or broken?Is it decorated? If so, how?What is it?How was it used?Who might have used it?Where did they use it?Is it like anything we use today?
- First part of talk: why use objects with ESOL learners
- Suit all learning stylesDifferent way of learning ie not chalk and talkseetouchsmelltastehearwear themTrying to intro idea of bringing other props along eg spices to smell and mixing modern examples/ props to stimulate and promote investigation and understanding
- agegenderculturelanguageabilityknowledge
- attention grabbingstimulatingmotivatingfascinatingcuriosity
- We’ll be looking at theses in more detail when I get to the second part of the talk re ideas for the classroom
- Why use objects with ESOL learners – based on my research
- Everyone has a response to an object – whether it is related to what they know or what they feelBasic – it is smooth/ roughMore sophisticated – relate it to something they remember from childhoodIt doesn’t have to be historical
- Obvious: Practise speaking and listening with peersEncouraging:Multisensory so not dependent on specific knowledge to understand itEveryone has a response to an object whether its cognitive or affective, but because of this they are brilliant at generating real talk/ natural conversation. ESOL learners can’t wait to contribute to conversations related to objects. Objects can be used really effectively too introduce topics for debateeg repatriation of objectseg smoking Conversation will flow!The greater the emotional and personal connections (prior knowledge) to the object/ topic of debate, the more likely that language skills will be improved and stretched
- document lives and eventsteach you about other societies and culturesand depending what you choose they can convey a powerful sense of place – which will ultimately contribute to an increased sense of connection to where they live
- Increase in self-esteem: How?motivatingfundevelop social skills with peers and tutorsInspiration – provide distractions from any problemsStops role engulfment
- Rest of talk trying to persuade you to use them!Its where you can get in free-choice learning and using prior knowledge – use them to make connectionsHigh speed object handling tips
- Not necessarily about the objects, but about practising the appropriate skills of observation, questioning, describing and guessing in a fairly light-hearted way, while at the same time focusing on speaking and listeningHigh speed object handling
- Not a lot of planning or preparation involvedFun/ silly/ easily sourced – beginning and end of lesson2) 50 questions (less for lower levels) – Choose ordinary, but complex to look at/ use - eg branded mug SHOW3) In a box – 4) Verbally describe something can’t see
- Takes a bit more thought and preparation – 10-15 minutes durationEnsure know what is about to happenLearners sit with their eyes closed and relax taking in their surroundingsYou place an object in their hands (ball of wool, a marble, something that makes a noise – an old cat toy empty bag of crisps, a bar of soap, a candle, box of bay leaves, couple of pebbles, fur)ie appeal to a variety of senses – explore using all their sensesThey can feel it, smell it, taste it etc. What feelings/ emotions does it conjure upwhile being mindful of the noises around them and of the people around them – does that influence what you can hear around you?Introduce external sounds eg hooter, singing bowlOpen eyes and discuss if want toExperiencing object is just enough forn some of them
- Relate to own skills and experienceMore creative thinking involvedWhere you start to value their input
- Using them in a more traditional way:6. Object take a walk:(a)write these words, or triggers, in a list down the left side of a sheet of paper – who, what where, when, why~ have a word association brainstorm & write down whatever words these triggers made the group think of in connection with the object (b) repeat but with the five senses/ animal/ emotion (c)write a poem based on the object using the words that have come up during a and b7.
- Show your neighbour and explain why you chose itSo much easier than talking about your vegetable!
- 8. Themes will emergeCreate labels, guide, introductory panels9. Create content: film eg of how to handle objectsvox pop of reactions to the displayPrezzieg the stories behind each object
- My mantra – doesn’t have to be about historyAs a catalyst- Start a discussion: Tibetan prayer bowl to draw attention to you the tutor/ close a discussion/ refocus a session - Changing the pace - Kick starting a topic eg cigarette re smoking and health
- Remember this message and you’ll have a rewarding experience
- Not necessarily in this orderCreative - approach to learning thinking about topics, links, presentationMeaningful – integrated into your scheme of workRelevant - to their language learning to their personal developmentFun – different type of lesson working collaboratively