Introduce yourself
The picture above is my picture introducing myself. I included 10 words about myself and chose the font, colours and shape of the picture.
Create your own word art picture!
Instructions:
Step 1: Read through all the instructions first.
Step 2: Click on the link: Wordart.com
Step 3: Select the create now button.
Step 4: Write 10 or more words to describe yourself and your culture.
Step 5: Customise your shape, font and colours.
Step 6: Click the button 'Visualise' to see what your word picture will look like.
You can go back and experiment with the tools and create an awesome word art picture introducing yourself.
You can customize these elements:
- Font including colour
- Shape of the picture
- The angle of the text
- The layout of the picture
- The style of the picture
- You can also change the order of your words.
Finally, when we are all finished our Word Pictures we will share them and hang them on the wall.
This activity gives us an awesome chance to get to know each other better.
Create your own word art picture!
Instructions:
Step 1: Read through all the instructions first.
Step 2: Click on the link: Wordart.com
Step 3: Select the create now button.
Step 4: Write 10 or more words to describe yourself and your culture.
Step 5: Customise your shape, font and colours.
Step 6: Click the button 'Visualise' to see what your word picture will look like.
You can go back and experiment with the tools and create an awesome word art picture introducing yourself.
You can customize these elements:
- Font including colour
- Shape of the picture
- The angle of the text
- The layout of the picture
- The style of the picture
- You can also change the order of your words.
Finally, when we are all finished our Word Pictures we will share them and hang them on the wall.
This activity gives us an awesome chance to get to know each other better.
Reflection
This activity was designed with the knowledge that within the classroom there is a lot of learner variability. By being aware and actively planning for students differences in thought and action, I have ensured that the activity can be accessible to everyone (Rao, K., & Meo, G. 2016). The strait forward nature of this activity makes it easy to comprehend. This task is designed to scaffold easily for all students as everyone will be able to create a word art picture, while some students will go ahead and explore all the different functions and settings of this tool. Students of all digital, physical and developmental capabilities will be able to create their own word art picture as the website is easily adjustable to suit all learning needs, This activity also supports bicultural needs within the classroom by allowing for the students to use computers, laptops or tablets. This activity incorporates inclusive practice by creating a space for learners to express their personality (Carrington, S. et al 2012). This activity embraces the aspect of Whanaungatanga providing the opportunities for students to express their identity, language and culture (Education Council New Zealand–Matatū Aotearoa. 2011). Students can get to know each other and form connections with other students interests and cultures, which can lead to positive relationship building that affirms our inclusive classroom culture.
This activity was designed to be a meaningful experience for students to build relationships and get to know one another. Each of the students are able to create their own word picture expressing who they are. The goal of this activity was to build relationships and by doing so they are engaging in meaningful discussions and thought making. This activity links to social studies within the New Zealand curriculum by teaching students about identity, culture, languages, community and environment. They learn about diverse cultures and identities of people within our classroom community This activity directly links to the following key competencies; Relating to others and using language, symbols, and texts by allowing students the chance to listen and interact efficiently with each other and by making sense of the knowledge expressed by their peers through their word art pictures. (Ministry of Education–Te Tāhuhu o te Mātauranga. 2007).
References:
Carrington, S., MacArthur, J., Kearny, A., Kimber, M., Mercer, L., Morton, M., & Rutherford, G.
(2012). Towards an inclusive education for all. In S. Carrington & L. Carrington (Authors),
Teaching in Inclusive School Communities (pp. 3-38). Wiley.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? The Journal of Education, 193(3), 13-19.
Ministry of Education. (2007). The New Zealand Curriculum. Ministry of Education.
Ministry of Education. (2011). Tātaiako: Cultural Competencies for Teachers of Māori learners.
Ministry of Education.
Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. SAGE Open, 6(4), 215824401668068. doi:10.1177/2158244016680688
This activity was designed with the knowledge that within the classroom there is a lot of learner variability. By being aware and actively planning for students differences in thought and action, I have ensured that the activity can be accessible to everyone (Rao, K., & Meo, G. 2016). The strait forward nature of this activity makes it easy to comprehend. This task is designed to scaffold easily for all students as everyone will be able to create a word art picture, while some students will go ahead and explore all the different functions and settings of this tool. Students of all digital, physical and developmental capabilities will be able to create their own word art picture as the website is easily adjustable to suit all learning needs, This activity also supports bicultural needs within the classroom by allowing for the students to use computers, laptops or tablets. This activity incorporates inclusive practice by creating a space for learners to express their personality (Carrington, S. et al 2012). This activity embraces the aspect of Whanaungatanga providing the opportunities for students to express their identity, language and culture (Education Council New Zealand–Matatū Aotearoa. 2011). Students can get to know each other and form connections with other students interests and cultures, which can lead to positive relationship building that affirms our inclusive classroom culture.
This activity was designed to be a meaningful experience for students to build relationships and get to know one another. Each of the students are able to create their own word picture expressing who they are. The goal of this activity was to build relationships and by doing so they are engaging in meaningful discussions and thought making. This activity links to social studies within the New Zealand curriculum by teaching students about identity, culture, languages, community and environment. They learn about diverse cultures and identities of people within our classroom community This activity directly links to the following key competencies; Relating to others and using language, symbols, and texts by allowing students the chance to listen and interact efficiently with each other and by making sense of the knowledge expressed by their peers through their word art pictures. (Ministry of Education–Te Tāhuhu o te Mātauranga. 2007).
References:
Carrington, S., MacArthur, J., Kearny, A., Kimber, M., Mercer, L., Morton, M., & Rutherford, G.
(2012). Towards an inclusive education for all. In S. Carrington & L. Carrington (Authors),
Teaching in Inclusive School Communities (pp. 3-38). Wiley.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? The Journal of Education, 193(3), 13-19.
Ministry of Education. (2007). The New Zealand Curriculum. Ministry of Education.
Ministry of Education. (2011). Tātaiako: Cultural Competencies for Teachers of Māori learners.
Ministry of Education.
Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. SAGE Open, 6(4), 215824401668068. doi:10.1177/2158244016680688