MuViT-J-Brune

Report
Visuelle und multimodale Kompetenzen durch den
Einsatz von DVD und Easy Reader im EU der
Grundschule fördern
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
Ablauf
1.
2.
3.
4.
5.
6.
7.
Selbstreflexion
Theoretischer Hintergrund
Vorstellung der Software
Authoring Tool
Easy Reader
Filme im EU
Zeit für Ihre Fragen
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
1. SELBSTREFLEXION
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
1. Selbstreflexion
In der MuVit Fortbildung ist das reflexive Lernen das
Basismodul.
Ziel ist es, dass die Lehrkräfte sich und damit auch ihrer
Rolle in einem mehrsprachigkeitsorientierten Unterricht
bewusst werden.
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
• Wie kann ich meine Klasse im Hinblick auf
Mehrsprachigkeit am besten beschreiben?
• Welche positiven Erfahrungen habe ich in
meiner Klasse diesbezüglich gesammelt?
• Wo gibt es sprachliche Probleme?
• Was muss aus meiner Sicht geändert
werden?
• Warum?
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
2. THEORETISCHER
HINTERGRUND
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
Literalität
„Literalität
bezeichnet im engeren
Sinne die Fähigkeit, Texte verstehen
und produzieren zu können. Im
weiteren Sinne fällt darunter alles,
was Menschen zur aktiven Teilhabe
an der Schriftkultur befähigt.“
MuVit Group: Grundlegende Informationen für die
Lehrerfortbildung, Glossar
www.mu-vit.eu
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
Visuelle Literalität
“The definition of visual literacy
proposed by Breidbach(2010: 68)
highlights three dimensions: the
deconstruction, production and
reflection of visual communication,
all of which are dependent on their
cultural contexts.”
Fisch/ Viebrock: Titel. In: Elsner, D./ Helff, S./ Viebrock,
B. (erscheint 2013): Developing Multiliteracies in the EFL Classroom.
Using Graphic Novels, Films and Visual Art. Münster: LIT.
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
„Visuelle Literalität impliziert die
Fähigkeit, visuelle Gestaltung im
Allgemeinen und Bilder im
Besonderen kontextangemessen zu
verstehen, zu verwenden und
herzustellen.“
MuVit Group: Grundlegende Informationen für die
Lehrerfortbildung, Glossar
www.mu-vit.eu
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
Multimodale Literalität
• „Multimodale Literalität bezeichnet
die Fähigkeit Informationen aus
unterschiedlichen Texten (non-verbal
oder verbal) zu erfassen, zu
systematisieren, gedanklich zu
strukturieren und zu erweitern.“
MuVit Group: Grundlegende Informationen für die
Lehrerfortbildung, Glossar
www.mu-vit.eu
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Warum?
• Grundschulen vereinen Kinder mit unterschiedlichen
Sprachen und kulturellen Erfahrungen.
• Transkultureller Austausch, Umgang mit
heterogenen Sprachvoraussetzungen und
Sprachmittlung sind tägliche Herausforderungen,
mit denen Lehrkräfte umgehen müssen.
• Mehr als 80% der Grundschüler benutzen täglich
einen Computer, um Informationen zu beschaffen,
Spiele zu spielen und Videos zu schauen.
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
Warum?
• Unterricht, der Lernende auf eine
aktive und kritische Teilnahme in
unserer medialen, mehrsprachigen
und transkulturellen Gesellschaft
vorbereitet, fördert die Entwicklung
multiliteraler Kompetenzen.
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
Was?
Die MuViT Software unterstützt Lernende bei der
Ausbildung von Multiliteralität, indem
• sie auf die Entwicklung von Sprachbewusstheit
abzielt
• sie sprachübergreifende Bewusstheit aufbaut
• sie Kinder zum Lesen und Hören von Texten
unterschiedlicher Sprachen motiviert
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
Was?
• sie die technischen Voraussetzungen für CodeSwitching und Code-Mixing bietet
• und somit Kinder einlädt, Sprachen zu erkunden und
zu vergleichen
• sie die Schülerinnen und Schüler auffordert, den
Computer sinnvoll zu nutzen.
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
3. Vorstellung der Software
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
Der MuVit Player
• Geschichten auf Englisch, Deutsch, Spanisch,
Türkisch und Russisch
• eine Kombination aus Bildern, Geräuschen und
Texten bei gleichzeitig hervorgehobener
Wortfunktion
• Aufgaben zum Leseverständnis, zur
Sprachbewusstheit und zu sprachübergreifenden
Vergleichen
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
4. AUTHORING TOOL
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
5. EASY READER
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
5. Easy Reader
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
7. ZEIT FÜR IHRE FRAGEN
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag
DANKE FÜR IHRE
AUFMERKSAMKEIT!
This project has been funded with support from the European Commission. This publication [communication]
reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.
Jasmin Brune, Eichendorffschule
Moers, Oldenbourg Verlag

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