Ceilidh Mapes
Multimedia Collection
Latin I
Ecce Romani – Chapter 11
This collection of multimedia materials is focused on the particular curricular learning goals in
chapter eleven of Ecce Romani, which I will be student-teaching in the spring. This collection includes
a range of different types of materials (video clips, podcasts, images, and interactive activities, etc.) in
an effort to appeal to a range of different learning styles and preferences.
There are four main objectives for this chapter:
1. To understand, identify, and translate accurately nouns of the first, second and third
declensions in the genitive and dative cases.
2. To know and be able to translate a specific set of new vocabulary.
3. To know and understand Roman names and the common practices associated with Roman
names.
4. To know and appreciate that there were multiple myths regarding the founding of Rome.
Multimedia Tool #1 - Latintutorial.com
www.latintutorial.com is a website that features a series of videos on Latin grammar and culture.
This resource will provide both visual and auditory stimulation. These videos are simply but very
clearly illustrated, and the explanations are thorough, without being overly complicated. These
videos are in line with the first objective, which covers the recognition and strategic networks.
The primary benefit of this resource would be the possibility of allowing each student to watch the
videos individually on an iPad, which would enable them to proceed at their own pace. If a student
wishes to rewind and re-watch a section, they can do so, without the stigma of having to ask
questions publicly. The primary disadvantage could be access, but I know that Hornsby Middle is
well-equipped with iPads, which my coordinating teacher already uses. No program or app needs to
be downloaded – the videos are available easily online at the website and on www.youtube.com.
Case System - http://www.latintutorial.com/portfolio-items/latins-case-system/
Genitive of possession - http://www.youtube.com/watch?v=nJRk7DmpANM
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Multimedia Tool #2 - Quizlet.com
The second tool I would plan to use would be the online website www.quizlet.com. This is a
fantastic website for helping students to learn vocabulary. You can create a set of flashcards
customized to the particular vocabulary that you wish your students to learn, and they can also make
their own flashcards. This tool would address the second objective in an interactive manner.
There are multiple possible benefits to this resource, depending on how it is applied. If the students
are given individual iPads, they can practice with the flashcards at their own pace. Or, if they
practice in pairs, taking turns to quiz each other, they benefit from collaborative learning, and even
perhaps peer-coaching. This social aspect is strongly emphasized by experts on foreign language
learning.
Alternatively, the website could just be accessed from the teacher’s computer and projected onto the
board, and the whole class could work together. I personally like the idea of splitting the class into
teams and making a game of remembering the vocabulary. This engenders a spirit of competition
and collaboration, and after witnessing several games that my cooperating teacher has used, this is a
good way to motivate a certain segment of the classroom population.
Multimedia Tool #3 – www.educationportal.com
www.educationportal.com is a website that contains videos of free mini-lessons, intended to further
one’s education outside of a formal setting. Although intended for adults, the videos are written for
laymen and are easily understood by young students too. In particular, I would use the video that
neatly summarizes The Aeneid. It is cartoon-like, but also features pertinent works of art, and is even
followed by a short quiz to test comprehension (http://education-portal.com/academy/lesson/theaeneid-by-virgil.html). The videos also come accompanied with transcripts for any deaf students, or
students with hearing difficulties. This is also a useful feature for students who were absent and may
have missed the class.
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Multimedia Tool #4 - Images of Roman Inscriptions
www.britishmuseum.org and www.louvre.fr
Much of the emphasis in effective foreign language instruction is on authentic materials and input.
One way to achieve this using multimedia would be images of genuine Roman inscriptions located in
museums across the world. I hope this would address the affective network, by allowing students to
experience a more direct connection with this civilization and its inhabitants, particularly since the
majority of inscriptions are on tombstones. This learning objective also addresses several of the Five
Cs associated with effective foreign language instruction, in particular “Culture” (practices, products,
and perspectives) and “Comparisons” (between modern society and the Romans).
Inscriptions can be found on the British Museum and Louvre websites that include male and female
Roman names, which were very different. E.g. tombstones erected in the memory of wives and
daughters. Unfortunately, there is only a couple available on each site, so either I would have to use
multiple websites, or be prepared to supplement with my own photos. The clear disadvantage to this
method is that it is not particularly interactive, but interactive opportunities could be added using the
second UDL principle of multiple means of expression later on. A research project could be assigned,
asking students to find a tombstone on their own and to identify the names on it, as well as inventing
their own Roman names for themselves. But a major advantage is this develops an understanding of
museum collections – what pieces of art are found where – and this is an excellent way for students to
begin behaving like Classicists.
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Multimedia Tool # 5 - TheHistoryofRome.com
www.thehistoryofrome.com is a website that contains podcasts about the history of Rome from its
mythological beginnings to its fall. The very first podcast tells both the stories of Aeneas and the
twins, Romulus and Remus. It is important that students be aware of both these mythological origin
stories and this resource clearly relates to the fourth objective listed above.
These podcasts can be listened to on individual iPods, distributed to the class. The benefits to this
resource are that it provides auditory stimulation and is an alternative means of presenting the
information that is available in traditional print form in the textbook. Ideally, this resource would
need to be accompanied by a handout, perhaps containing cloze passages, to ensure close, attentive
listening. A potential downside is that the podcasts are not meant for children and may contain
vocabulary that they are unfamiliar with. This is not a major concern, since I will be on hand to
answer questions if they should arise, and there is great deal of benefit to continually exposing
students to more complex English vocabulary.
Reflection
I selected these five different resources in order to provide multiple means of representation for the
information contained in this particular chapter, and to address each of the learning goals associated
with chapter eleven. UDL Principle 1 states that teachers should provide multiple means of
representation in order to address the needs of different types of learners. Learners differ in the ways
that they perceive and comprehend information and so they may require different ways of
approaching content or some students may comprehend information quicker or more efficiently
through visual or auditory means rather than printed text.
I have attempted to provide options for perception (visual and auditory) within this selection, as well
as an opportunity to engage with authentic products of the culture we are studying, which in turns
provides an insight into the perspectives and practices of the Romans.
Another reason I have selected these resources is that I have seen most of them at work in the
classroom already and know that they are realistic options for the school in which I will be studentteaching.
Ceilidh Mapes
The latintutorial.com resource aids students with highlighting patterns and critical features, and
assists with information processing and visualizing these grammatical patterns. It provides an
alternative method of representing in visual and auditory form concepts that traditionally are
provided in a lecture-notes model.
Quizlet.com is a useful tool because it digitizes a tried-and-true method for memorizing vocabulary.
It is flexible and allows for multiple means of engagement (individually, pairs or in larger groups).
The display of information can be customized to my particular class (e.g. any specific mnemonic
devices we had come up with as a class could be included and certain definitions can be selected and
included).
The most important benefit to showing the video of The Aeneid from educationportal.com is that it
gives beginning students a sense, very early on, of the most important Roman piece of literature.
This epic is so hugely influential that to have some understanding of the poem in its entirety is
essential. Unfortunately, this does not always seem to happen, and many students stumble around in
Latin, only knowing certain sections, or not understanding its connection to The Iliad and The Odyssey.
The downside is that the understanding is somewhat superficial, but I believe it is sufficient for Latin
I students.
The set of images provides representation of the cultural information in an authentic context. It
represents information that is explained in print form in the textbook in visual form – another option
for perception. As noted above, this medium can assist with addressing the affective network (e.g.
this more direct engagement with Roman culture can be very motivating for some students).
HistoryofRome.com provides the final option for perception – this time auditory. This podcast
would be used to communicate mythological stories to students. Listening to these stories is in line
with traditional, oral story-telling methods and allows the students to first engage with the myths in
the way that most of the ancients did.
By adding these resources to complement other delivery methods, instruction can be diversified and
varied, student engagement can hopefully be increased, which in turn will increase learning and
recall.