St Michaels 2

PowerPoint Presentation

DIGITAL PEDAGOGIES

Daniel Groenewald

Images: courtesy of pixabay.comTowards better Integration of ICTs in the Australian Curriculum Digital Learning Coordinator, CEWAhttp://www.digitallearningcewa.com/ https://www.pexels.com/

http://goo.gl/BHIq6a

To recap why we use ICTs in education and Learning IntentionTo suggest some improvements to how we teach with ICTsTo provide some digital tools you can use tomorrow

1990

PC Photo credit: Rama

2016

How has technology affected you in life and teaching?

https://goo.gl/7Rlojk

Implementation dipsTechnical issues seem to get worse before they get better

It has been challenging to bring technologies into schools and we havent seen grade raw results from this. 6

CHANGE can be slow and tricky

Photo:https://upload.wikimedia.org/wikipedia/commons/2/24/Sunday_school_at_the_Baptist_church_which_is_not_on_company_property_and_was_built_by_the_miners._Lejunior,_Harlan..._-_NARA_-_541342.jpg

It has been difficult to shift the practices of some teachers and also made more difficult by sloppy implementation of technologies which had the effect of turning reluctant teachers right off. 7

ChallengesPISA results show no appreciable improvements in student achievement in reading, mathematics or science in the countries that have invested heavily in ICT for education

(PISA: 2015, 15)

It has been challenging to bring technologies into schools and we havent seen grade raw results from this. 8

HOBART DECLARATION 1989ADELAIDE DECLARATION AUSTRALIAN CURRICULUM2009MELBOURNE DECLARATION 20111999TECHNOLOGIESCURRICULUM 2018An understanding of the role of science and technology in society, together with scientific and technological skillsBe confident, creative and productive users of new technologiesYoung people need to be highly skilled in the use of ICTthere is a need to increase there effectivenessStudents need the knowledge, skills and confidence to make ICT work for them at school, at home, at workSociety needs enterprising students who can make discerning decisions about the development and use of technologies 1990MLC first laptop program in the world 2010 arrival of The iPad

1993 pubic Internet in Australia

2016 Consumerisation of Virtual Reality 2020 Online learning is mainstreamed in education?

There is a long history of wanting technologies in the curriculum and its begins with the national goals for schooling which started in 1989, with the Hobart Declaration. 9

GamificationRoboticsCodingSTEMLearning SpacesLearning analyticsFlipped learningVirtual Reality3D printing Adaptive learningTelepresenceMaker spacesWearablesAnd now we are seeing an explosion in learning technologies.Artificial Intelligence

A large part of the skill based of school is based on the notion of preparation for life. Its important then that we get a sense of where that life is rapidly heading and the technological innovations of the present. 10

UberAirbnbTeslaOutsourcingFacebookAutomation GlobalisationeBayAmazon

The impact of these technologies on everyday life is massive. Ideas that creatives had in a flat in Silicon Valley, San Fran Cisco, have gone on to really shake up the world. 11

$50 Billion $79 Billion Source: Deloitte - Australias Digital Pulse: Key challenges for our nation digital skills, jobs and education (2015)2013-1420115 Million: number of Australian jobs predicted to be replaced by computers by 2025Source: Committee for Economic Development of Australia - Australia's future workforce? (2015)Australias Digital Economy

The Digital Economy is massive and something that we have to take seriously as educators of the next generation

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Technology is replacing blue and white collar jobs. If we want to preserve our way of life, we need to develop skillsets that make us inimitable.

Could Digital Aristotlechange education forever?

Lets explore this topic through an application that allows for new kinds of interactions and conversations Zaption. 14

Entrepreneurial & ICT savvyComfortable in and through changeAdaptive and agileDigitally discerningProductiveCollaborativeA great learnerA confident producer of new mediaSocially intelligentGrowth MindsetCreative and dynamicCustomer facingProblem seeker and solverExpert in somethingWhat skills do we need?

The desirable skills for workers of the tech age are different from workers over the past century. The skills one must have are those that cant be duplicated by computers or lower paid workers. 15

I can learn anywhere, anytime and at the point of needI can access the best that has been thought and doneI can collaborate with peers and learn from anyoneI can find things relevant to me I enjoy Interactive, rich visual and audio resources that excite and inspireI can listen to and observe lessons more than once

My world is changing and I need these basic skills to live a good life

The argument for ICTS in the curriculum is one based on engagement, potential and obligation. 16

Numeracy Critical & Creative Thinking Ethical BehaviourPersonal & social capabilityInvestigatingLiteracyIntercultural understanding Communicating Creating Applying social & ethical protocols Managing and operating ICTICT CapabilityEnglish Health/PEHASSSciencesThe ArtsLanguages Maths Technologies THE ICT CAPABILITYTODAY

Values (RE)

Creating sustainable ways of living Repairing our relationship with Aboriginal AustraliaEngaging with our Asian neighbours

Lets explore what the ICT capability is and where it fits. 17

So what does ICT capability look like at the end of Year 2..? Applying Social & Ethical protocols Students comment online on a class video accurately, thoughtfully, respectfullyUse ICT to safely share ideasIdentify and safely operate computer for learning Investigating with ICTs Communicating with ICTS Creating with ICTsRecognise that people create and own digital contentStudents use software to present survey data in a list, chart or pictograph in Maths or Dig TechStudents use colour coding and drawing to show a timeline in HASSManaging and Operating ICTsStudents make an information report and identify and acknowledge where the information came fromExperiment with ICT to modify data for a particular audience

Use ICTs to identify, record and classify information While word-processing, students Identify basic hardware e.g. mouse, keyboard, monitor and use it efficiently

In practice, it might look like this. Is this a reasonable set of expectations for Seven and Eight year olds?18

How is ICT Capability different from Digital Technologies?

Specific computer science skillsWork-life efficiencies General productivity Always integrated Can stand alone as a subjectSolving specific problems with computational and design thinking

The Technologies curriculum may confuse some teachers but what is actually different about it? 19

DesigningProducing and Implementing EvaluatingCollaborating and managingInvestigating and defining The process of implementing digital solutions investigating and defining The nature and properties of data, how they are collected and interpreted

Digital Technologies (P-8)A subject that aims to provide students with practical opportunities to use design thinking, computational thinking and information systems knowledge to develop innovative solutions and knowledge addressing contemporary challenges Knowledge and understanding Digital SystemsRepresentations of DataDigital implementationCollecting, managing and analysing dataCreating Solutions Processes and production skills

Digital Systems (hardware and software and used for an identified purposeData can have patterns and can be represented and used to make simple conclusions

Design Thinking

EmpathiseDefineIdeatePrototypeTestWhats going on here? How about tyres with chains Your tyres slip on the snowHow about tyres with chain links that cut into the snowThis is working!

AbstractionAlgorithm DesignComputational Thinking DecompositionPattern Recognition This course provides an opportunity to experience some of the elements of CT, including:Decomposition:Breaking down data, processes, or problems into smaller, manageable partsPattern Recognition:Observing patterns, trends, and regularities in dataAbstraction:Identifying the general principles that generate these patternsAlgorithm Design:Developing the step by step instructions for solving this and similar problems

Many adverbs end inlyInstructional texts begin with imperative verbs putIf my boss emails me, reply, I am away and will get back to you A story has setting, characters, a key problem, and a resolutionBreaking down a problem into its parts Observing patternsDeveloping instructions to do jobsIdentifying general principles in patterns An approach to problem solving

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The Websitehttp://www.digitallearningcewa.com/

Explore preprimary lesson plan

What do we most need to do now?In summaryWe have the technologyWe have the curriculum mandateWe have some exemplary practices

quiz: kahoot.it

https://b.socrative.com/teacher/#launch iz?http://www.digitallearningcewa.com/

https://goo.gl/hVE6H5Application options

Methods for teaching well with ICTS

In my experience, the revolution has come, and we have the devices and the wireless speed. What we need now is a way to naturally and more seamlessly incorporate ICTs into the curriculum26

It is not effective to add new technologies on to old things or existing curricula. Start with a new blueprint and explore how technology changes instructional practiceImage: https://en.wikipedia.org/wiki/File:Rocket-bike.jpg

This is an image about the jarring of technologies. A rocket on a bicycle. They seems unsuited. Its a bit like just adding an ipad App to a paper based unit. It doesnt work. Begin again. 27

Model 1

Traditional Approaches to Ed-Tech pedagogy Primary

TECHNOLOGY CONTENT KNOWLEDGEPEDAGOGY

The Technologies curriculum may confuse some teachers but what is actually different about it? 29

Traditional Approaches to Ed-Tech pedagogy Secondary

TECHNOLOGY CONTENT KNOWLEDGEPEDAGOGY

The Technologies curriculum may confuse some teachers but what is actually different about it? 30

A NEW RELATIONSHIP

EngagementPEDAGOGY

CONTENT KNOWLEDGETECHNOLOGY Autonomy

The Technologies curriculum may confuse some teachers but what is actually different about it? 31

TPACK+CAPbTECHNOLOGY PEDAGOGYCONTENT KNOWLEDGETPACK with adaptions: Mishra and Koehler(2006)21ST C General CAPABILITIES

InvestigatingCommunicating Creating Applying social & ethical protocols Managing and operating ICTICT

Critical & Creative Thinking Personal & social capabilityIntercultural understanding

Expert teachers now are those who can bring together knowledge of subject matter, what is good for learning, and technology (ICT). The combination is described as Technological Pedagogical Content Knowledge (TPACK). It is more than simply adding ICT to traditional approaches. It depends upon deep knowledge of how ICT can be used to access and process subject matter (TCK) and understanding how ICT can support and enhance learning (TPK) in combination with PCK Accessed: 15/3/2016 http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html. Dr Matthew J. Koehler, Associate Professor of Educational Psychology and Educational Technology at the College of Education, Michigan State University.ee S. Shulman (born September 28, 1938) is an educational psychologist who has made notable contributions to the study of teaching, assessment of teaching, and the fields of medicine, science and mathematics. He is a professor emeritus at Stanford Graduate School of Education, past president of the Carnegie Foundation for the Advancement of Teaching, past president of the American Educational Research Association, and the recipient of several awards recognizing his educational research. From 1963 to 1982, Shulman was a faculty member at Michigan State University, where he founded and co-directed the Institute for Research on Teaching (IRT).Among his many achievements, Shulman is credited with popularizing the phrase "pedagogical content knowledge" (PCK).

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Model 2

REDEFINTION EMODIFICATIONEAUGMENTATION SUBSTITUTION ETRANSFORMATION ENHANCEMENTThe SAMR Model

Ruben R. Puentedura, Transformation, Technology, and Education. (2006) Online at: http://hippasus.com/resources/tte/

PDF with hyperlinks Imovie PDFWeeblyTech acts as a tool substitute with no functional change to taskTech acts as a tool substitute with functional change to taskTech enables improvement in task designTech enables significant improvement to task in a way that was inconceivable in the paper based world

Leveraging human learning preferences: The Ed-Tech Quintet Mode Traditional realisationAssociated PracticeDigital RealisationSocial Listening, talking, storytellingCommunication, collaboration, Sharing Commenting, dialoguing through social mediaMobility On the savannah, insitu workshopAnytime, Anyplace Learning and Creation At home, on the bus, whatevsVisualisation PaintingMaking abstract concepts tangibleInfographics, websites, Storytelling Within family setting, around the campfireKnowledge integration and transmissioniMovie, YouTube, BookCreator, GamingChasing, running, catching, outwittingFeedback loops and formative assessment Khan Academy, Udemy, Socrative, Maths Space

Puentedura: http://hippasus.com/rrpweblog/

Model 3

DIAGNOSISENGAGEMENTBUILDING KNOWLEDGETRANSFORMATIONPRESENTATIONREFLECTIONTHE DIGITAL LEARNING AND TEACHING CYCLE

SocrativeTedTalksZaptionExplain EverythingPowtoonsBlogD Groenewald (2016): Adapted from K. Love et al, BUILT: 2003Pedagogical flowApps at pedagogically appropriatestage of learning

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Session Challenge Integrating the models Use the following planning sheet to construct and evaluate an effective lesson using ICTS

Effect sizes and their realisation through technology

TechniqueEffective sizeTech choices SAMR scaleTeaching and learning phase Formative evaluation with analytics .90Socrative quiz Film learning ShowbieZaption Augmentation Building knowledge Classroom discussion .82Online ForumYouTube video comments Twitter Instagram Augmentation Building knowledgeTeacher and Lesson clarity .75Published lesson plans on the LMS Flipped learning with learning analytics Augmentation Prior to engagement Student feedback .75Ongoing live OneNote Live google docs ShowbieModification Building knowledge and reflection

Instructional work flow Activity ICT Capability ICT tool SAMR level Diagnosis EngagementBuilding Knowledge TransformationPresentation Reflection

Creating and evaluating a lesson with ICTD Groenewald: Adapted from K. Love et al, BUILT: 2003Students view video quiz on figurative language and teacher collects and analyses results prior to class

Investigating

Zaption online video with analytics

Modification

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Daniel GroenewaldDigital Learning Coordinator, CEOWA Groenewald.daniel@cathednet.wa.edu.au

@d_groenewald

Digital Pedagogy extended

Design Thinking

EmpathiseDefineIdeatePrototypeTest

https://edtechchange.blogspot.com.au/2016/05/wevideo-powerful-project-based-learning.html : September 7

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http://www.danielwillingham.com/uploads/5/0/0/7/5007325/2882821_orig.pngDale Edgars cone of experience

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More student autonomyPersonal choice Sense of discover Motivation Can be interesting butTeacher determined See what others see The pedagogy of the cave

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Instructivist - Constructivist

48The ingredients of a 21st Century curriculum

Studying Ancient GreeceDaniel Groenewald & Peter Gazzola

The Project: This project on Ancient Greece aims to give you choice over what you study and how you do it. We believe you will put in more effort when you choose your own areas of study and assessment tasks. And from this effort we hope to see assessment tasks completed with real quality. Please dont let us down!

The project also aims to help you think about your preferred learning style or the way you naturally approach a task. The tasks are designed for a range of thinkers, from the logical, literate and outspoken, to the dramatic, artistic and hands-on. Read through the activities carefully and make your choice wisely. Perhaps you too can join the league of great Greek thinkers.

The Matrix: Your activities will come from the matrix attached. Read carefully below. Your status depends on it. Rule 1. You must complete all the shaded activities. Rule 2. You must complete another 4 activities. They must not be in the same column or row. This does not include the shaded activities. Rule 3. Choose a partner and complete another activity that neither your of you have completed.The Rubric: Your activities will be assessed using the Rubric attached. Read it carefully before you complete the activities. Make sure you know what you are expected to do and how many points you will receive each task. Your aim is to become a Greek God

WordLogic & MathsSpace & VisionBodyMusicPeopleSelf RememberingList ten key ideas that were important to the Ancient Greeks.Create an accurate itinerary of the daily life of a Spartan soliderChart the journey of Alexandra the Great graphically.Act out a battle between competing Ancient Greek City-states.Find an appropriate song or piece of music to accompany a series of images that recount an important event in Ancient GreeceWith a partner, prepare a short talk about a famous Ancient GreekIn your journal, explain what you found most interesting about Ancient Greece.UnderstandingDescribe a famous battlein Ancient Greeceand its outcomeCreate a timeline of significant events in Ancient GreeceTell the story of a key event in Ancient Greece in cartoon formBuild an A4 size model of an important Ancient Greek building or monument. Explain its construction and importance.Write and perform and song that celebrates or laments an episode in Ancient Greek mythology.Describe the behaviours you would expect to see from a typical boy and a typical girl in Ancient Greek societyDescribe how you prepare to be a Spartan Soldier.ApplyingCreate a test about Ancient Greece in the style of Who Wants to be A MillionaireCalculate the provisions required to feed and shelter a battalion of soldiers in the Trojan WarCreate a poster to promote the values of an Ancient-Greek City stateTeach a gymnastic or athletic skill performed by Ancient Greeks to your friendsRecord an audio retelling of a famous story from Ancient Greece using sound effectsParticipate in a debate about the different attitudes to the education of boys and girls in SpartaExplain your personal beliefs about the value of war for solving conflict in Ancient GreeceAnalysingExplain why Ancient Greek City-States struggled to defend themselves from outside forces.Explain and chart alternative routes and methods of travel from Sparta to AthensUse a Venn diagram to compare Ancient Greece with Ancient Egypt.Perform a role play of a famous Ancient Greek scientist or philosopher relating news of a discoveryWhich event from Ancient Greek history would be best accompanied by dramatic music and why? Instruct a class on the skills required to be successful Greek SoldierCompare and contrast the experiences of teenage boys and girls in Ancient GreeceEvaluatingList 5 assets that were essential to maintaining harmony between Greek City-StatesChart similarities and differences between Ancient Greece and modern Australia using a graphic organiserUse a series ofPhotos or Photostory to explain the rise and fall of Ancient GreeceEvaluate the benefits of the Olympic Games to Ancient GreeceExplain how effective a Greek amphitheatre was in carrying sound to the audienceAs a group, determine the legacy of Ancient GreeceExplain how you would feel if you were part of a defeated Army in Ancient GreeceCreatingWrite a poem, story, newspaper article, describing an uplifting or tragic moment in Ancient GreeceCreate a poster explaining the mathematical theories of an Ancient Greek Mathematician considering their relevance to modern lifeAccurately draw and label the parts of a Greek Ship, such as a Trireme, explaining the purpose of the boats design and its success in battle.Dress up as an Ancient Greek and take your class on a virtual tour of your City-State or lecture your class in the style of an Ancient Greek PhilosopherWrite a song celebrating the achievement of a specific City StateFacilitate a class debate on an important issue in Ancient Greece such as slavery.Which type of Ancient Greek citizen do you most resemble (e.g.. soldier, scientist, philosopher) and why?

Each task is scored out of a possible 40 points.God or Goddess (4)Olympian (3)Citizen (2)Spectator (1)Engagement with the topicUses class time wisely while working toward personal best, puts in extra effort, and uses outside time if necessary.Uses class time wisely while working toward personal best.Is sometimes off task and is willing to settle for less than personal best.Is repeatedly off task and is willing to settle for less than personal best.Spelling, punctuation & grammarThe text is clearly written with little or no errors to detract from content.The text is clearly written but a few spelling and/or grammar errors are noticeable.Spelling and grammar errors detract, but content is understandable.Many errors in spelling, grammar, sentence structure affect content & major revision is needed.ExplanationsThe explanations were interesting, engaging and provided clear reasoning for your choice of dinner guests.The explanations provided clear reasoning for your choice of dinner guests.The explanations provided some reasoning for your choice of dinner guests.The explanations failed to express reasons for your choice of dinner guests.Researching of content (Double Points)Used encyclopaedias, relevant websites and DVDs to accurately represent the appropriate content. Sources are correctly referenced.Used encyclopaedias, relevant websites and DVDs to represent the appropriate content with some degree of relevancy. Sources are mostly referenced.Used encyclopaedias, websites and DVDs to represent the appropriate content with some irrelevancy.Used encyclopaedias, websites and DVDs to represent the content although content is often irrelevant. Understandings(Double Points)Shows complete understanding of the concepts required to complete the task.Shows substantial understanding of the concepts required to complete the task.Shows some understanding of the concepts required to complete the task.Shows very limited understanding of the concepts required to complete the task.Presentation design & layout features, links & transitionsMakes excellent use of fonts, colour, graphics, effects, links, transitions, etc. to enhance the presentation.Makes good use of fonts, colour, graphics, effects, links, transitions, etc. to enhance to presentation.Uses fonts, colour, graphics, effects, links, transitions, etc. but occasionally these detract from the presentation content.Uses fonts, colour, graphics, effects, links, transitions, etc. but these often distract from the presentation content.Originality & creativityProduct shows a large amount of original thought. Ideas are creative and inventive.Product shows some original thought. Work shows new ideas and insights.Product shows little original thought. Work displays few new ideas and insights.Product lacks evidence of original thought. Work displays no new ideas or insights.Work requirementsAll requirements are met and exceeded.All requirements are met.One requirement was not completely met.More than one requirement was not completely met.

The DefinitionsGreek God (35-40) One of the twelve immortals who dwelt in the magnificent palace on the heights of Mount Olympus.

Olympian (29-34) A mortal Olympian is an elite athlete who is a competitor in the Olympic Games.Citizen (22-28) Citizenship was hereditary and could not be passed on to someone outside the citizen family. The citizens were an elite group of people slaves, peasants, women and resident aliens were not part of the body of citizens.

Spectator (below 22) Most spectators had to find somewhere to pitch their tents or sleep rough. It would have been very hot and overcrowded, and the water supply was poor.

Ancient Greece Internet Resources

http://www.desy.de/gna/interpedia/greek_myth/olympian.html#Zeus

http://www.in2greece.com/english/historymyth/mythology/names/paris.htm

http://www.bbc.co.uk/schools/ancientgreece/

http://www.stanford.edu/~plomio/history.html

http://www.abc.net.au/arts/wingedsandals/history1.htm

http://www.crystalinks.com/greekgods.html

http://www.historyguide.org/ancient/lecture6b.html

http://www.mythweb.com/

Student Work Samples (to be included)

The Hobbit Project

DMG Draft 1

This project on The Hobbit aims to give you choice over what you study and how you do it. We believe that you will put in more effort when you choose your own areas of study and assessment tasks. From this effort we hope to see assessment tasks completed with real quality. Dont let yourself down!

The Task: Choose two assessment tasks to complete from the assessment GridIts crucial that your work demonstrates significant understanding of the novel. For example, if you chose to draw a picture, you would need to explain why your picture was significant. You could do this either in writing or through an oral. If in doubt check with your teacher!

Dont forget to check out what you will be assessed on before your begin your project (rubric). Extra marks will be given to innovative projects. If you make a short film why not try to upload it on Youtube? Just remember to connect your work to the novel and we wont argue! Check with your teacher if you are unsure.

Outline the key narrative events in the story using the terms you have learntMap Bilbos journey throughout the novelAct out a scene from the novel in precise detailFind a piece of music to accompany a series of images that recount an important scene in the novelCreate a significant BLOG or Web page about the novelIn your journal, explain what you found most interesting about the novelStoryboard the plot or create a cartoonCreate a timeline of events from the novel in an eye catching wayRetell a key scene from another characters point of view Build an A4 size model of a scene from the Hobbit and explain its importance to the novelDescribe the characters in detail in a format of your own choiceDevelop an essay question with your teacher and write your own response to the novelCreate a quiz on the novel in the style of Who Wants to be A MillionaireCreate a diorama, poster or artwork of an important sceneCompile a list of new words that you discover in the textCreate a book or audio book for young childrenExplain your personal beliefs about the power of monsters, heroes or fantasy in our cultureSurvey people about their beliefs about myths, legends and monstersExplain why Tolkiens novel has appealed to so many generations. Use a Venn diagram to compare fictional heroes such as Bilbo with real heroesCompare and contrast this story with another from the fantasy genreCreate a virtual tour of Smaugs cave or another important location in the novelDraw and label characters from the novelIn consultation with your teacher, develop your own taskCreate a movie trailer for the Hobbit. Create a video game detailing Bilbos journey that is attentive to the quest narrative structure Rewrite a part of the novel that interests you from any characters perspectiveDress up as a character from the book and explain a scene from your perspectiveWrite a song based on the story lineFacilitate a class debate on an important issue in the novel.

Assessment Tasks

Hobbit Project RubricHIGH (3)INTERMEDIATE(2)BEGINNER (1)ContentThe task demonstrates a thorough knowledge of the one of the following: a quest narrative, character stereotypes, themes and issues, the evocation of setting; content relevant to the stories or social context. The task demonstrates a good understanding of the genre including a competent knowledge of one of the following: a quest narrative, character stereotypes, themes and issues, the evocation of setting; content relevant to the stories or social context.The task demonstrates some knowledge of a quest narrative, character stereotypes, themes and issues, the evocation of setting; content relevant to the stories or social context.RelevanceTask demonstrates complete relevance to the stories studied. The student has demonstrated a strong ability to link content to the novel. The task is relevant to the stories studied. A link is established between he project and stories but requires further development. Task shows little or no relevance to the stories studied. No link is established between project and stories. EffortStudent has worked hard and consistently, used home and class time. Cannot ask more of the student. Work shows good effort and appropriate use of class and home time. Student could dig a little deeper. Personal best not fully achieved. Student has not used class or home time efficiently. Needs to see the connection between effort and success. Personal best not achieved.PresentationWork is thoughtfully presented, proofread, polished and clearly named. Work is well presented with few errors.Work is poorly presented with many errors

Name: Score:

Printable Rubric in Word

Student Work SamplesHobbit Movie Trailer

http://www.youtube.com/watch?v=L0aELnHzY1A

Bilbo Baggins character study on MySpace, http://profile.myspace.com/index.cfm?fuseaction=user.viewprofile&friendid=405215417Game ShowCharacter StudyOnline Quiz: http://www.thehobbit-mythsandlegendssurvey.speedsurvey.com/

Created by Edward Catchpole http://wwtbam4.tripod.comWho Wants To Be A Millionaire

Welcoming your Host Matthew The Hobbit

64Title screen

For $100

A: Gandalf

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Who Is the main character in the book? C: Bilbo

B: Thorin

D: Bimbo

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For $100

A: Gandalf

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Who is the famous character in the book?

C: Bilbo

B: Thorin

D: Bimbo

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For $200

A: A Gun

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

What is the most powerful object in the book? C: Gandalf

B: The 2 swords

D: The ring

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For $200

A: A Gun

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

What is the most powerful object in the book?

C: Gandalf

The To Swords

D: The Ring

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For $300

A: Gloin

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Oin and his rhyming friend .. His friend?C: Poin

B: Goin

D: Boin

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For $300

A: Gloin

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Oin and his rhyming friend .. His friend?

C: Poin

B: Goin

D: Boin

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For $500

A: Baggins

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

What is Bilbos last name?C: Baigens

B: Bagans

D: Bagons

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For $500

A: Baggins

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

What is Bilbos last name?

C: Baigens

B: Bagans

D: Bagons

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1st Milestone $1000

A: Mind

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

To get out of the cave Gollum plays games with bilbo ? C: Riddle

B: Fun

D: Didnt play any games

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1st Milestone $1000

A: Mind

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

To get out of the cave Gollum plays games with bilbo ?

C: Riddle

B: Fun

D: Didn't play any games

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For $2,000

A: Barrel

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Bilbo sends the dwarves in a..?C: Tunnel

B: Bucket

D: Castle

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For $2,000

A: Barrel

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Bilbo sends the dwarves in a..?

C: Tunnel

B: Bucket

D: Castle

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For $4,000

A: Dwarfs

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

What are goblins favourite source of food to eat? C: Cow

B: Mutton

D: Pony

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For $4,000

A: Dwarves

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

What are goblins favourite source of food to eat?

C: Cow

B: Mutton

D: Pony

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For $16,000

A: Never Lonely Mountain

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Where was Smaugs cave located?C: Lonely Mountain

B: Smaugs Mountain

D: It Didnt Have A Name

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For $16,000

A: Never Lonely Mountain

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Where was Smaugs cave located?C: Lonely Mountain

B: Smaugs Mountain

D: It Didnt Have A Name

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2nd Milestone For $32,000

A: Gollum

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Who said this riddle. Thirty white horses on a red hill, first they champ then they stamp then they stand still. C: Thorin

B: gloin

D: Bilbo

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2nd Milestone For $32,000

A: Gollum

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Who said this riddle. Thirty white horses on a red hill, first they champ then they stamp then they stand still.

C: Thorin

B: Gloin

D: Bilbo

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For $64,000

A: The Beginning of the end

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

What is the last chapter of the Hobbit called?C: The Return Journey

B: The last stage

D: The Dwarves

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For $64,000

A: The beginning of the end

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

What is the last chapter of the Hobbit called?

C: The return journey

B: The last stage

D: The dwarves

84

For $125,000

A: Real Silver

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Bilbo Had what type of buttons on his waist jacket?

C: Real Gold

B: Snowy white

D: Royal Blue

85

For $125,000

A: Real silver

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Bilbo Had what type of buttons on his waist jacket?

C: Real goldB: Snowy white

D: Royal Blue

86

For $250,000

A: 1927

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

When was the book first published?C: 1957

B: 1937

D: 1947

87

For $250,000

A: 1927

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

When was the book first published?

C: 1957

B: 1937

D: 1947

88

For $500,000

A: Goblin

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Who is Bert in the book? C: There wasn't a Bert

B: Dwarf

D: Gollum's assistant

89

For $500,000

A: Goblin

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Who is Bert in the book?C: There wasn't a Bert

B: Dwarf

D: Gollum's assistant

90

Congratulation your on the $1,000,000 question.

A: J.K. Rolling

1,000,000500,000250,000125,00064,00032,00016,0004,0002,0001,000500300200100

Whos the author of the book?

C: J.RR Tolkien

B: Darwin, Charles

D: Grimm, Jakob

91

Congratulations your on the $1,000,000 question.

A: J.K. Rolling

1,000,000500,000250,000125,00064,00032,00016,0008,0004,0002,0001,000500300200100

Whos the author of the book?

C: J.RR Tolkien

B: Darwin, Charles

D: Grimm, Jakob

92

CongratulationsYou are a WinnerYou Win 1,000,000

You decided to walk away ( Chicken!!)

You are wrong

Daniel J. Cookson

THE HOBBIT CHARACTERS

Gandalf Bilbo Dwarves Beorn Gollum Smaug

Gandalf, also known as Gandalf the Grey, is known more for his part in the Lord of the Rings trilogy, however he was still an important character in The Hobbit. Gandalf is a friend of Bilbo Baggins mother and he initiated the adventure by rounding up the dwarves and Bilbo. Gandalf is a courageous wizard, full of wisdom and leadership, and has many useful contacts. Without these contacts, the dwarves and Bilbo would not have succeeded on their quest.Gandalf the Grey seems like the kind of person that always gives you confidence about yourself and whenever youre around him you can feel safe. He seems like a very gentle wizard, but can become aggressive when necessary. Without Gandalf, this adventure could not have happened and he was fantastic in the way he helped the dwarves and Bilbo.

Bilbo Baggins is a Hobbit (Hobbits are small and friendly people that are fantastic at sneaking around). Bilbo is the type of person that tends to steer clear of adventure, but soon finds himself the main character in this quest for gold.Bilbo starts the story as a very simple type of character but slowly grows into a strong leader that the other dwarves can look up to as a role model.Finding the ring in a tunnel under the mountains was a huge moment in the story. Bilbo had found this ring, and now had the ability to make himself invisible. This played a massive part in getting Bilbo and the dwarves to Smaugs cave which was their destination.Although Bilbo seemed reasonably shy and a little boring at the start of the story, he grew into a brave little warrior that put his life in danger on numerous occasions. The dwarves admired this greatly and they formed a great team.

Thorin Oakenshield The leader of the dwarves

Dori Nori Ori Play the flute, however dont do anything distinct during the story.

Balin Dwalin Brothers that accompany Bilbo on the journey

Fili Kili Youngest of the dwarves and are the ones who accidentally chose the Goblins cave as suitable lodging for one of the nights.

Oin Gloin Play the flute, however dont do anything distinct during the story.

Bifur Bofur Bombur These 3 dwarves are often mentioned together. Bombur stands out as fat and heavy and suffered a narcoleptic delusion for part of the story.

Beorn, half-man and half-bear, is a fearsome protector who helps the dwarves and Bilbo on their journey. Gandalf knows of Beorn and guides the group to his home. He tells their story of having to fight off the Goblins and through some clever thinking from Gandalf, gets him to listen.Beorn provides food and shelter for Bilbo, the dwarves and Gandalf and protects them from the wolves. He gives them some handy supplies which help them arrive at Mirkwood.Beorn would be a handy person to know, as he is quite a fearsome fellow who could scare off just about anyone. He seems like an interesting character who lives an interesting life, but it sounds very enjoyable.

Gollum is a creature that Bilbo encounters in the caverns of the Goblins. Gollum has lost his birthday present which is in fact the ring that Bilbo had found and put in his pocket. The ring had the incredible ability to make anyone who put it on their finger, to turn invisible. Gollum plays a minor role in The Hobbit, by playing a game of riddles with Bilbo and causing havoc for him whilst trying to get through the mountains. Gollum reappears in the Lord of the Rings trilogy.I think that Gollum would be a very frightening creature to meet. He seems psychotic although reasonably intelligent at times.

Smaug the dragon, is the villain or evil one in the Hobbit. Smaug has terrorized several towns and within his mountain, guards a massive horde of treasure. Part of this treasure belongs to the dwarves, which is why the journey began in the first place, to claim back their treasure. Smaug dies at the end of the story, due to an arrow piercing his unshielded breast.Smaug seems like an intimidating beast that will do anything to protect his treasure. It would take an extremely brave person to try and steal the treasure, which shows what a brave effort it was from Bilbo Baggins.