The assignments in all of these articles on multimodality (Shipka, 2006; Burn & Parker, 2001; Smagorinsky, Zoss, & Reed, 2008) emphasize quality of product and accomplishment of one’s personal goals as opposed to correctness. I can definitely agree that projects such as these have a huge importance in schools. Not only do they help students become aware of the “variety of senses, modes, and materials” (Shipka, 2006, p. 372) to which they have access, but they also teach the lesson that so often there isn’t necessarily a right or a wrong way to do something, but that there may be different levels of quality and a variety of ways to accomplish their goals. Which is more important - teaching students to get a task done, or helping them discover various ways of getting it done and figure out the most effective way possible?
Sunday, April 27, 2008
Multimodality
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1 comments:
I love the notion that there are no right or wrong ways to accomplish a task. There are just different paths to take. Allowing students multiple ways to solve a problem seems more authentic to the types of situations they will encounter in their lives. Students will also be able to access multiple resources to achieve goals. Powerful!
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