Having looked at the other capstones, I can now see why this audience perspective is so important. When I go to ANY site I want to feel as if it is speaking to me, my interests, my needs. If it does not, then another site is just a click away. The idea of course is how to engage the audience so that they do not leave the site. It is interesting to think of this moving forward, in that, as teachers our audience has always been in front of our eyes, so we quickly made lesson adaptations, bridged meaning, brought in humor, anything that brought our audience back. When thinking about this in terms of a website, the need for the product itself to keep the attention, make meaning, be immediately useful...is critical.
My audience is mainly for teachers and my lessons are currently geared for early education; Kinders through 2nd. I am starting to create a Weebly website for my grade level at my school site and am thinking that I want to add resources from my capstone into the site for parent use. My audience will be adults who are interested in learning what mindfulness is, why to use it, and as a resource for mindfulness activities to do with young children. I chose to focus on this age group not only because it is where my expertise lies, but also because there seemed to be a limited amount of resources and I wanted to create and share some for my peers and with parents. Now through this process I am beginning to see that there are plenty of resources, just not a lot of research on the mindfulness effects in younger children. I understand that gathering and organizing it has it's usefulness, I can create more, but the question I have is whether I should extend my capstone to include an audience that has an interest in other grade levels, or keep it specific to my driving question and the earliest of education? Learn More Page- Why use it in the classroom How it is beneficial Research Summary Video Link to videos that show mindflness being used in a few ways Links to PDF lesson plans K-2 Link to research Link to standards (all? )
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