UPDATE AS OF 1/15/14:
The company Gobstopper has changed its name to Curriculet, but this update hasn't changed how I use Curriculet with my students. The stories and information in the below post still hold true despite the change in company name.
While I've written quite a bit about assessing writing (ad nauseum) via digital means, reading instruction and assessment have remained a primarily paper-based enterprise in my class. While students can create projects, take quizzes, write responses digitally via BYOD and 1:1 using Google forms and docs, I've been missing a digital method for close reading of texts in my bag of instructional tricks. I've tried incorporating e-texts, PDF's, Google doc versions of texts and encouraged my students to use the Kindle Cloud Reader app on their devices and home computers, but I've been lacking a method for reading to be interactive as a whole class. I could not figure out a way to accomplish close textual analysis in an efficient and digital manner...
UNTIL NOW!
I can't tell you how
ridiculously THRILLED I was
when an article on
Gobstopper appeared in my
Techcrunch feed on
Feedly. I almost dropped my phone. Gobstopper is an e-reader platform that allows teachers to input and customize annotations, resources, questions, and quizzes linked to the Common Core Standards directly into a public domain text, and provides the students with immediate feedback, and the teacher with analytic data on student and class performance. Canonical texts found on the public domain are available in Gobstopper for FREE. And pair Gobstopper texts with FREE public domain
Librivox audiobook recordings of the texts and you will strike gold with digital reading instruction.
Seriously?!
YES! JACK.... POT!!! Don't believe me?
Try out the student demo.
AND THERE IS MORE....
Gobstopper also offers a summer reading program. Available texts are already embedded with annotations, quizzes, and questions. The content creation is already done; all the teacher has to do is assign the books. No wonder Gobstopper's name alludes to
Charlie and the Chocolate Factory, because this is SWEET!
From Flowergirl to Dutchess
Appropriate, considering the themes of identity and transformation in the play, I first used Gobstopper with Shaw's
Pygmalion. While on the public domain,
Pygmalion was not listed as a text in the Gobstopper store, with an email request to Gobstopper support, the text was quickly added and I could begin customizing the "curriculet" with my own annotations and questions. The process was fairly simple: highlight the text, choose the option, enter the content. Questions, annotations, and quizzes can be loaded anywhere in the text and the teacher can choose to have the corresponding excerpt highlighted as well as select the appropriate Common Core Curriculum Reading Standard for each question. For annotations, I embedded screencasts I've created, links to Librivox recordings,YouTube videos, Google Forms, Google Docs, webpages, Edcanvas ... the list is never ending; anything living on the web can be linked in an annotation. Quizzes for each reading section were also easy to create. Students received their reading assignment and due dates, and I would check on their progress and accuracy.
In addition to
Pygmalion, my students also read
Romeo and Juliet via Gobstopper. My instruction for both texts though differed:
Pygmalion was read independently out of class while we watched excerpts of
My Fair Lady and
West Side Story in class, and
Romeo and Juliet was read synchronously as a whole class.
Prior to Gobstopper, the students were given a packet of worksheets and materials for understanding Shaw's play and we focused more so on projects that connected to the theme of the play as opposed to close textual analysis. I was never really sure if the students actually read, truly understood Shaw's play or just opted for reading the Sparknotes and viewing the film online. Pairing the Librivox recording of
Pygmalion with the enhanced Gobstopper text, I had clear indicators for student performance and understanding. By hearing the text, they were able to better read along and understand, and with the Gobstopper curriculet, they could demonstrate understanding while reading instead of having to answer questions on a worksheet at the end of each act.
"Never was a story of more woe..."
For
Romeo and Juliet, prior to using Gobstopper, students read the text that I put
in a Word doc with arrows and boxes pointing to what I wanted the students to know. Students would pick parts (aka me coerce students into volunteering). We'd read together in class; I'd try to get students to act their parts, and stop every page and scene to go over the answers to the questions in the boxes, as well as explain to them the nuances and artistry of the language. While we got through the reading, it wasn't until that I would show the movie clips that students "got it" and understood the language. WHY? Because Shakespeare is meant to be performed not read statically sitting in an uncomfortable student desk, and seeing the actors' movements solidified understanding. While I would encourage students to act their parts out, what that really amounted to was them standing in the front of the room reading monotonously from the text. I was asking them to do too much at once: read, comprehend, and synthesize into a performance. We were also taking at least 1 week to get through each act. With 5 acts in
R&J, that amounts to 5 weeks of reading-- in case you didn't know, the play is only 2 hours long.... 5 weeks vs 2 hours: no wonder students couldn't remember the opening brawl scene when we finally got to end, we were reading slower than Friar John riding a donkey in the Zeffirelli version.
Flipping the reading of
Romeo and Juliet using Gobstopper and Librivox, students read asynchronously in class. I signed out the mobile lab and a class set of headphones, and assigned an act a day. What was not finished in class was for homework. I reviewed the class report the day at the beginning of the next class and clarified any misunderstandings, then let them return to reading independently. If a student had a question in class, I was able to speak to him/her one on one and address his/her concerns as needed. This process was much more successful then demanding students to be compliant and pay attention as we read together. No longer did I hear complaints of "you're going too fast!" or "can't we just move on already?!" Now that the reading of the play took only a week, we had time for creative projects that included group performances of chosen scenes and skyping with an author (that's for another blog post!).
Gobstopper allows me to efficiently and effectively flip reading instruction from synchronous and static instruction to asynchronous, supported, and student paced. By embedding instructional elements in the text and linking it to an audiobook, students can listen to people read who already understand the text and control the pace of their learning while reading. Independent and whole-class reading of complex texts while aligning with Common Core Standards is no longer a Sisyphean endeavor when using Gobstopper.
 |
| I like Gobstopper so much, I shared it at #EdCampPhilly. Photo credit: K.Jarrett |
-----------------------------------------------------------------------------------------------------
UPDATE UPDATE UPDATE UPDATE as of 8/8/2013
I will be writing more about using Gobstopper in the very near future, but I couldn't wait to share this...
Curriculets are now share-able Let me SHOW YOU!
Sign up/in to Gobstopper first, then click on this link, and you can see the curriculet I made for A Midsummer Night's Dream.
...AND, the feature I have been waiting for! Gobstopper is MOBILE!
That is some sweet candy to have in your pocket!
Gobstopper employs some awesome people, too! I got to meet Jason, Sean, and Marika at EdmodoCon 2013. A highlight of my experience!
 |
From Left to Right: Sean, Marika, and I at the EdmodoCon
after party. Where's Jason? |
.png)
.png)
