Chapter nine of Teaching Writing Using Blogs, Wikis, and other Digital Tools describes three forms of electronic feedback: intertextual, text editing and footnote (comment) features (Beach et. al 193). I have used the track changes option of MS Word in a previous career and found it challenging at times to sift through all the different types of changes. I am trying to imagine my 13- and 14-year olds attempting to comprehend it. It is visually messy and sometimes distracting.
From my experience students do like to conduct text editing electronically or on paper. Colors are easy to see and clear comprehend, unless you have a color-blind student, then other editing can be incorporated (undline, double underline, etc.).
The other feature that I was not aware of was the commenting feature of Word. How cool is that! Highlight a word and insert a comment so the student can scroll over and receive detailed information instead of my cryptic AWK, which only tells them it is a whacky sentence or unclear. Now, I can give further, FAST information as to what AWK really means. I can also show them how to fix it, if needed, instead of using the "track changes" feature.
From classroom experience, peer reviews aren't always effective if the person you have reviewing your writing isn't literate in how to alter or improve writing. Online feedback allows ALL students to see what others say, different ways in which to say the same ideas in one's writing and helps provide scaffolding for academic language used in writing. I have used clock partners that students will routinely work with to help facilitate peer reviews on paper, but recently, I have asked students to use the clock partners to provide online formative feedback through Moodle postings of drafts and as summative audio feedback for a VoiceThread biography.
I created a rubric for the poet biography voicethread project that I am attaching here. It resembles the rubrics we use in the Wayzata district at the middle school level, specifically 8th grade, so students are already familiar with the format. It incorporates the 6-traits of writing and some of the digital writing features also needed (bullets, headings, color use, image use, etc.). Another aspect that is often a part of writing is transitions, but when you are creating an audio/visual product, one still needs transitions to move the viewer through the text. In my case transitions are provided via audio prompts and through slide order.
This was the first year I created this assignment and assessment, so I now have some examples that I can show to students next year that allow them to assess it using the rubric before they begin their project. This ensures we all understand what is what and how to aim for the minimum, mid-level or excel for more, as there will be 3-5 examples to view, discuss and work as a group to assess.
Monday, November 30, 2009
Sunday, November 15, 2009
11.17.09 Comics
11.17.09 Comic creation
I looked at Ann's example as well as her students of poetry comics. Because I am teaching that unit now, I thought I’d see what I could create. I chose ToonDoon for no particular reason and got to work. I decided to use “Fire and Ice” by Robert Frost for my poem to comictize because I thought the cartoon characters could be fun with the poem’s text. One of the characters available was George W. Bush. Now, I’m not a big fan, so it got my mind going on how I could use him with the poem. I then thought about political situations connected to Bush and problems we encounter today due to his course of action or not. I wanted to choose Iraq and Afghanistan but couldn’t find their flags, so I chose another continual, generational conflict: Israeli-Palestinian conflict. I think the text of “fire” and “ice” suits their conflict because of peace talks off and on again, missile launching and suicide bombing. Bus no longer fit, but then when I tried to comictize Netanyahu and Abbas, it didn’t look anything like them, so I plunked Bush in the final frame.
I’m quite happy with my result, but there were some frustrations along the way I encountered. I wanted more frames than the templates offered. I wanted 8 frames, but was limited to the 3. I couldn’t find ways to add others. I also wanted to be able to make Abbas and Netanyahu more realistic looking than the ToonDoon options provided. I don’t like that the hair options don’t’ mold to the head shape. Weird. Lastly, I wanted the bubbles to be more flexible so that they hugged the text more than they did.
http://www.toondoo.com/cartoon/1132036
Some thoughts about student use: I think it’s fun to choose a character and facial expression for them, but I think that each frame should show some change as the text is added. Having the same character(s) and expressions each frame doesn’t really show what comic strips do.
Another concern, if using them as political cartoons, is offending others. I know this genre often does and will, but as I was creating my cartoon, and elected not to use the revised images of Abbas and Netanyahu, I was wondering if my Jewish or Arab students would find it insulting and disrespectful. Some guidelines on the subject would need to be created, but in a way not to limit the political voice. I think about what happened to Van Gogh, a Danish man, who created a cartoon of Mahamoud, which many Islamists found insulting and disrespectful, to the point of death threats.
As for teaching ideas, it is a great way to teach irony, sarcasm and visual choices to make a point. Once again, audience analysis is key. Creating realistic scenarios so that students could even use research they find and combine them with visuals that support their message which could then be sent to various groups or even our media outlets.
I looked at Ann's example as well as her students of poetry comics. Because I am teaching that unit now, I thought I’d see what I could create. I chose ToonDoon for no particular reason and got to work. I decided to use “Fire and Ice” by Robert Frost for my poem to comictize because I thought the cartoon characters could be fun with the poem’s text. One of the characters available was George W. Bush. Now, I’m not a big fan, so it got my mind going on how I could use him with the poem. I then thought about political situations connected to Bush and problems we encounter today due to his course of action or not. I wanted to choose Iraq and Afghanistan but couldn’t find their flags, so I chose another continual, generational conflict: Israeli-Palestinian conflict. I think the text of “fire” and “ice” suits their conflict because of peace talks off and on again, missile launching and suicide bombing. Bus no longer fit, but then when I tried to comictize Netanyahu and Abbas, it didn’t look anything like them, so I plunked Bush in the final frame.
I’m quite happy with my result, but there were some frustrations along the way I encountered. I wanted more frames than the templates offered. I wanted 8 frames, but was limited to the 3. I couldn’t find ways to add others. I also wanted to be able to make Abbas and Netanyahu more realistic looking than the ToonDoon options provided. I don’t like that the hair options don’t’ mold to the head shape. Weird. Lastly, I wanted the bubbles to be more flexible so that they hugged the text more than they did.
http://www.toondoo.com/cartoon/1132036
Some thoughts about student use: I think it’s fun to choose a character and facial expression for them, but I think that each frame should show some change as the text is added. Having the same character(s) and expressions each frame doesn’t really show what comic strips do.
Another concern, if using them as political cartoons, is offending others. I know this genre often does and will, but as I was creating my cartoon, and elected not to use the revised images of Abbas and Netanyahu, I was wondering if my Jewish or Arab students would find it insulting and disrespectful. Some guidelines on the subject would need to be created, but in a way not to limit the political voice. I think about what happened to Van Gogh, a Danish man, who created a cartoon of Mahamoud, which many Islamists found insulting and disrespectful, to the point of death threats.
As for teaching ideas, it is a great way to teach irony, sarcasm and visual choices to make a point. Once again, audience analysis is key. Creating realistic scenarios so that students could even use research they find and combine them with visuals that support their message which could then be sent to various groups or even our media outlets.
Sunday, November 8, 2009
11.10.09 podcasting reflection
I love making podcasts. I took a class in our district’s Academy to learn the process. We were able to make a podcast to use in our classroom. Since I teach To Kill a Mockingbird and Roll of Thunder, Hear My Cry, I decided to create a podcast to provide background information on Jim Crow laws and life in the South during the 1930s. I added music and photos to enhance the audio and learned a few things: always use the LARGE photo option, as the images get distorted and bleary if you only use the thumbnail version and don’t go for perfection; just get going. I have put into practice the first, but am still working on the second.
I think there is a lot of room for podcasting in my classroom. Absences could be quickly podcasted, mini-lessons on any topic, or examples of reading fluency could be recorded.
Students could also podcast their book discussions and I could then evaluate the quality of their “talk.”
I have recently used my podcast as an example of a book talk for my students. They are in the process of creating book talks as individuals, pairs or trios about a favorite book. These can be played on our school news, so there is a real audience, and I would like to have them connected to our media center book search. How cool would it be to look for a book by genre or author (using tags from our podcast) and then be able to listen to a or many students reveal their feelings and thoughts about it?!?
My current podcast was fun to produce, but frustrating in uploading it to MM. I am quite happy with my enhanced podcast. It is a book talk about Thirteen Reasons Why, incorporating music and images, but I can’t get it to MM as my Garage Band creates an m4a file, which is not recognized by MM. I thought by stripping the music and images and leaving my vocal track, I could import it into iMoive, but no such luck. So I have added to my knowledge that if one uses images in a podcast and wants it to be viewed outside one’s laptop/PC, then one needs to record it in iMovie. I also learned that there is just a audio recording fuction (no isight camera required) in iMovie. So lesson learned. In the meantime, you can only view my enhanced podcast if I email you the file.
During our class, Pete noted the lack of need for images with a podcast. I disagree. I think middle school students would be more in tuned with audio supported by images. I know I am. Granted, I don’t need to look on my iPod to see the images, but if I am at a computer or in a classroom and just listening to a cast, I would prefer to listen and see something, too.
I think there is a lot of room for podcasting in my classroom. Absences could be quickly podcasted, mini-lessons on any topic, or examples of reading fluency could be recorded.
Students could also podcast their book discussions and I could then evaluate the quality of their “talk.”
I have recently used my podcast as an example of a book talk for my students. They are in the process of creating book talks as individuals, pairs or trios about a favorite book. These can be played on our school news, so there is a real audience, and I would like to have them connected to our media center book search. How cool would it be to look for a book by genre or author (using tags from our podcast) and then be able to listen to a or many students reveal their feelings and thoughts about it?!?
My current podcast was fun to produce, but frustrating in uploading it to MM. I am quite happy with my enhanced podcast. It is a book talk about Thirteen Reasons Why, incorporating music and images, but I can’t get it to MM as my Garage Band creates an m4a file, which is not recognized by MM. I thought by stripping the music and images and leaving my vocal track, I could import it into iMoive, but no such luck. So I have added to my knowledge that if one uses images in a podcast and wants it to be viewed outside one’s laptop/PC, then one needs to record it in iMovie. I also learned that there is just a audio recording fuction (no isight camera required) in iMovie. So lesson learned. In the meantime, you can only view my enhanced podcast if I email you the file.
During our class, Pete noted the lack of need for images with a podcast. I disagree. I think middle school students would be more in tuned with audio supported by images. I know I am. Granted, I don’t need to look on my iPod to see the images, but if I am at a computer or in a classroom and just listening to a cast, I would prefer to listen and see something, too.
10.27 iMovie making
I brought in tons of photos of my niece from my sister’s wedding, pregnancy, niece’s birth and then her last 18 months to incorporate into an iMovie in class. It was a disaster in terms of quantity of photos, excessive amounts. It made me think about the importance of choice and answering the question: “What do I really want to convey?” Something that should guide every movie maker’s work.
Instead I chose to use myself as the subject and add in those who are important to me. I’m not thrilled with it, but I wanted to question what our society thinks….beauty and age, how we judge others by it and what is really expected by a number. I used my 40th birthday photos from last August to show the elemental beginning. I think it is a decent start, but has a long way to go.
http://mediamill.cla.umn.edu/mediamill/embedqt/48370
Instead I chose to use myself as the subject and add in those who are important to me. I’m not thrilled with it, but I wanted to question what our society thinks….beauty and age, how we judge others by it and what is really expected by a number. I used my 40th birthday photos from last August to show the elemental beginning. I think it is a decent start, but has a long way to go.
http://mediamill.cla.umn.edu/mediamill/embedqt/48370
October 13: wikis
I have used wikis in my classroom at a very introductory level. I have syllabi posted, links, expectations, etc., and I have used it for online literature discussions as a differentiated way for students across classes and teams to have a richer discussion than they could with me or with only one other student in their class. I required students to post a minimum of 3 high-level questions using Blooms Taxonomy, one discussion topic per chapter, and 2-3 vocabulary words per chapter. Students were able to create their own novel dictionary with vocabulary words, have discussions which were pertinent to them, and get their questions answered or challenge others.
I’d like to repeat this process with a larger group, 143 students and with multiple books related to the theme of prejudice. I’d also like to add an online roleplay where students assume the role of a character from the book and/or outside fictitious character and discuss a specific question from their point of view. I found our course’s use of this powerful and think my students could gain a great deal from stepping into another’s shoes/POV.
I’d also like to have students keep a blog with post-discussion reflection that I could subscribe to.
Another wiki use would be to discuss a controversial topic and be required to take sides and post one’s links to support their opinion with research. This would be a great way to bridge understanding of rebuttal concept and help students to write a collaborative research paper before they are expected to write one of their own.
I’d like to repeat this process with a larger group, 143 students and with multiple books related to the theme of prejudice. I’d also like to add an online roleplay where students assume the role of a character from the book and/or outside fictitious character and discuss a specific question from their point of view. I found our course’s use of this powerful and think my students could gain a great deal from stepping into another’s shoes/POV.
I’d also like to have students keep a blog with post-discussion reflection that I could subscribe to.
Another wiki use would be to discuss a controversial topic and be required to take sides and post one’s links to support their opinion with research. This would be a great way to bridge understanding of rebuttal concept and help students to write a collaborative research paper before they are expected to write one of their own.
Tuesday, November 3, 2009
October 20: Post Online Roleplay
October 20, 2009 Blog Posting: Online Roleplay
I chose a photo of a white-middle class-looking older person to match my 65-year-old character. She looked knowledgeable and confident of herself. I chose the name Harriet because it sounded like a name given out in the 1940s. I wanted my character to be knowledgeable in education and have some contact with technology even though she is in her sixties. To help her bridge the gap between old school and new school, I added grandchildren to her bio: ages 8, 10, 12, 15. This allowed her to see how her grandkids use the technology but also allows her to see firsthand how it contrasts with her use/knowledge. I made sure she still actively subbed in secondary schools so she had some contact with current technology in the classroom.
To convince others, I took on an empathetic approach, “I can see what you mean…” and following it up with my own point of view afterward. On some occasions, I took a humorous or sarcastic approach, in particular with Kyle and the Book Man, because their personalities were so strong. I used some articles that were provided by Rick and some that I found on my own and hyperlinked them to support my arguments, but I don’t think they were effective. I think I would have to pull out the parts in more detail. I relied on the user going to my hyperlink article. Not effective and I would need to remind students that they will need to pull some quotes or paraphrase a bit and add the hyperlink.
I think the roles with the most power were the “loud” roles (Kyle, Book Man and the admissions officer). They had lots of support for their feelings and positions and they were rapid-fire posters. It was hard to keep up, especially in chat mode. Some of the least-powered roles were the ones that had little voice in them. Having a strong character and position seemed to make a difference. I don’t think my role had much power because I was a middle-of-the-roader. Those who spoke loudly through their character’s personality and continuous postings seemed to have the power.
My personal beliefs were not that different than my characters. I see both sides of the issue. I do think students have more problem-solving and decision-making abilities using the Internet, but I don’t think they read deeply. I also think being able to read sustainably is a challenge, especially for boys. This is from my observations in the classroom. To read for 20-30 minutes continuously is a problem more than it was when I started teaching six years ago. Students don’t’ seem to have the endurance if the text doesn’t GRAB them from the get go. They abandon books so quickly. I did shift from seeing that online reading is more challenging on the eyes than paper reading based on some research that was noted. Screen technology is getting better, but I’d rather have a book on a beach than a Kindle, iphone or laptop. The tactile interaction is something that I enjoy.
Teaching using online role play has many possible uses to me. Some uses could be: novel conflicts, research topics, voice lessons, rebuttal lessons, persuasive techniques, and any current controversy.
Teaching eighth-grade students requires online interaction. They grove to it more than “turn and talk.” It provides some safety that face-to-face doesn’t allow.
Assuming a position other than their own opinion is a bit difficult for any age, especially this one. That would require some group brainstorming before hand.
I think they would enjoy researching their character/role, finding an avatar that matches their character’s personality and learning how to “speak” in the voice of that individual. Here is where I get real excited: teaching voice using the role play. To be able to show why you would use more formal vocabulary and sentence structure or more teen speak if that was the case. Being able to research ahead of time and incorporate that data in their postings would be essential. It was tough to find additional sources online on the spot, even with the time I researched beforehand.
I also thought that being able to go back to the postings to gather sources and opinions would be a great opportunity to help with teaching rebuttal techniques. Students often have a tough time with writing rebuttals in persuasive pieces. The roles allow rebuttal opinions and data to be prewritten for them. The brainstorming of that portion is halfway done.
I chose a photo of a white-middle class-looking older person to match my 65-year-old character. She looked knowledgeable and confident of herself. I chose the name Harriet because it sounded like a name given out in the 1940s. I wanted my character to be knowledgeable in education and have some contact with technology even though she is in her sixties. To help her bridge the gap between old school and new school, I added grandchildren to her bio: ages 8, 10, 12, 15. This allowed her to see how her grandkids use the technology but also allows her to see firsthand how it contrasts with her use/knowledge. I made sure she still actively subbed in secondary schools so she had some contact with current technology in the classroom.
To convince others, I took on an empathetic approach, “I can see what you mean…” and following it up with my own point of view afterward. On some occasions, I took a humorous or sarcastic approach, in particular with Kyle and the Book Man, because their personalities were so strong. I used some articles that were provided by Rick and some that I found on my own and hyperlinked them to support my arguments, but I don’t think they were effective. I think I would have to pull out the parts in more detail. I relied on the user going to my hyperlink article. Not effective and I would need to remind students that they will need to pull some quotes or paraphrase a bit and add the hyperlink.
I think the roles with the most power were the “loud” roles (Kyle, Book Man and the admissions officer). They had lots of support for their feelings and positions and they were rapid-fire posters. It was hard to keep up, especially in chat mode. Some of the least-powered roles were the ones that had little voice in them. Having a strong character and position seemed to make a difference. I don’t think my role had much power because I was a middle-of-the-roader. Those who spoke loudly through their character’s personality and continuous postings seemed to have the power.
My personal beliefs were not that different than my characters. I see both sides of the issue. I do think students have more problem-solving and decision-making abilities using the Internet, but I don’t think they read deeply. I also think being able to read sustainably is a challenge, especially for boys. This is from my observations in the classroom. To read for 20-30 minutes continuously is a problem more than it was when I started teaching six years ago. Students don’t’ seem to have the endurance if the text doesn’t GRAB them from the get go. They abandon books so quickly. I did shift from seeing that online reading is more challenging on the eyes than paper reading based on some research that was noted. Screen technology is getting better, but I’d rather have a book on a beach than a Kindle, iphone or laptop. The tactile interaction is something that I enjoy.
Teaching using online role play has many possible uses to me. Some uses could be: novel conflicts, research topics, voice lessons, rebuttal lessons, persuasive techniques, and any current controversy.
Teaching eighth-grade students requires online interaction. They grove to it more than “turn and talk.” It provides some safety that face-to-face doesn’t allow.
Assuming a position other than their own opinion is a bit difficult for any age, especially this one. That would require some group brainstorming before hand.
I think they would enjoy researching their character/role, finding an avatar that matches their character’s personality and learning how to “speak” in the voice of that individual. Here is where I get real excited: teaching voice using the role play. To be able to show why you would use more formal vocabulary and sentence structure or more teen speak if that was the case. Being able to research ahead of time and incorporate that data in their postings would be essential. It was tough to find additional sources online on the spot, even with the time I researched beforehand.
I also thought that being able to go back to the postings to gather sources and opinions would be a great opportunity to help with teaching rebuttal techniques. Students often have a tough time with writing rebuttals in persuasive pieces. The roles allow rebuttal opinions and data to be prewritten for them. The brainstorming of that portion is halfway done.
11.03 Podcasting ideas
11.03.09 Podcasting uses
My idea is to use it for book talks. Students can record them using imovie or garage band. Then the media center can house them so that if any student at the school wants to look for a good book, they could use the tags like “adventure, romance, fantasy, series, etc.” to help search for a book or after a search, they could click on the podcast to hear about the book from a student who liked it. Multiple podcasts on the same book could also help students determine if it really is something they might enjoy rather than rely on one person.
I had issues with the file type, so I am posting my book talk link about 13 Reasons Why later.
I also like the idea of using it as a tool for teaching grammar. I enjoy MPR’s podcast called the “Grammar Grater” and would model my mini-lesson on it. A quick focus on common errors that I could then require students to listen to and reflect what they learned and what they need to fix in their writing.
My idea is to use it for book talks. Students can record them using imovie or garage band. Then the media center can house them so that if any student at the school wants to look for a good book, they could use the tags like “adventure, romance, fantasy, series, etc.” to help search for a book or after a search, they could click on the podcast to hear about the book from a student who liked it. Multiple podcasts on the same book could also help students determine if it really is something they might enjoy rather than rely on one person.
I had issues with the file type, so I am posting my book talk link about 13 Reasons Why later.
I also like the idea of using it as a tool for teaching grammar. I enjoy MPR’s podcast called the “Grammar Grater” and would model my mini-lesson on it. A quick focus on common errors that I could then require students to listen to and reflect what they learned and what they need to fix in their writing.
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