As a work around for not having screencasting capabilities on my Chromebook, I would do a Google Hangout by myself, capture to YouTube, and screenshare to record the screencast. Then I'd have to go back and edit out my initial clicking around to screenshare. While this worked, it was cumbersome and inefficient. I've been patiently waiting a Chrome screencasting app that doesn't use Java, and have instead been using Screencast-o-matic on my school and home computers. So imagine my excitement when Richard Byrne's post sharing Screencastify came across my newsfeed! After installing the extension in my Chrome browser, I immediately tried it out.
To record a tab, click on the icon in your browser and a window appears to access settings and start/pause/stop recording. To learn more about how to use Screencatstify, check out their YouTube video.
I had some issues with it dropping audio and frames and had to change the setting to 1FPS to record the following screencast and it wouldn't let me direct upload to YouTube. Now I was using this on my home WiFi network which is limited in bandwidth, so I wonder if I would encounter the same issues at school on a better network, and I have 2 different Google log ins (one for school & one for home), so I wonder if the multiple log ins contributed to not being able to upload to YouTube. I was able to save the file to my Chromebook and then upload it manually to YouTube without issue.
Overall, I can't complain, and since Screencastify is still in Beta, I anticipate that any issues I have will be resolved with time as the developers receive feedback. I've waited this long, so I can be patient for just a bit longer.
Similar to other whiteboard screencast tools, Animoby lets users create multipaged screencasted videos.
Take a look at this demonstration from Animoby:
Features:
Use on Apple or Android devices
Variety of tools and colors
Connects to Dropbox
Import PDF's from email or Dropbox
Able to insert images
Able to zoom in and out
Save as compact files
Share and email projects
Various background templates
Share to Facebook, Twitter, Google+
New users will appreciate the extensive video tutorial menu on Animoby's website. The videos are easy to understand and demonstrate use of the app. While the interface is intuitive and easy to navigate, having the tutorials available is a positive. Also, visit Animoby's homepage to view what other users have created.
Students could use Animoby to demonstrate understanding of concepts taught in class. Imagine screencasts of students solving equations-- talk about showing your work! Students could also demonstrate active reading skills by recording themselves talking through reading a text on a PDF or picture taken of an excerpt from a book. Music and Math teachers will appreciate the preloaded backgrounds available: from blank sheet music to various styles of graph paper, subject area teachers will easily be able to create screencasts to use in their classes. I'm partial to the white lined paper background, as you will see in this example I created: http://www.animoby.com/a/3214
I used the Animoby app on my iPad to create this screencast of the literary device, Personification. I did a quick Google search for images, saved them in my camera roll, and added them to the presentation, cropping the images as needed. Animoby's save feature allows me to start a project, save it unfinished, and return to as needed before recording and publishing it to the web.
Recording was simple, and the quality is excellent. I really like that I was able to zoom in and out of each image while recording. You'll hear my dog Charlie barking at the neighborhood cat in the background, but I can still be easily heard over the noise. I could have deleted it and re-recorded the audio, but I chose not to for the sake of demonstration. After the final product is published, I emailed it to rmyself to generate a URL from which I can get the embed code or share to Facebook, Twitter, or Google+. The embed code could also be used for adding the Animoby projects to blogs or Edmodo posts.
What I would like to see is Animboy be able to connect to Google Drive. I use Google Drive more so than Dropbox, and having this option would be a major plus. It would also be nice to have the option to include background music. While Animoby works great on tablets, I wonder if a paired down version could be available for smartphones. Teaching in a BYOD district with most of the students using smartphones, having a screencasting tool for a smartphone would be an asset.
Animoby is versatile and easy, and I'll be sure to recommend it to colleagues and students.
Tab Scissors and Tab Glue are two extensions to use for quickly splitting your tabbed browser windows into groups and "gluing" browser windows back together. As a teacher who has to transfer grades from my Edmodo gradebook to my district gradebook, both extensions save me time minimizing and sizing windows. Anything that I need to do using split screens can be done more efficiently with Tab Scissors and Tab Glue.
Voki is a free web 2.0 tool used to create talking avatars. Characters can be customized to look like historical figures, animals, cartoons, and even one's self. For a fee, users can join Voki Classroom for more access to options and the ability to control privacy settings. Vokis are limited to 60 second recordings of either a user's voice or a computer generated voice, so I use Voki for quick assignments or part of a larger project.
Creating a Voki is very easy and can be done quickly. Even in the free version there are a plethora of options and characters to choose from. Users can change the background image and customize the look of the stock characters. Publishing Vokis is easy too and users can publish directly to sites as well as copy/paste a hyperlink or embed code.
My 9th grade Honors students incorporated Voki as part of their Create a Hero Project, creating a profile of their hero character and give him/her life using Voki. Students provided an overview or teaser for their hero's journey stories and published the Vokis on their student blog pages by embedding the Voki into their Hero Stories. I was able to show my students how to embed in HTML without having to go over the basics of coding-- something I have yet to learn. Students also shared their Voki with others in their Edmodo small groups.
Here are some examples from my students. Click on the PLAY icon in the bottom left corner of each one to hear a preview of their stories.
My students could also create Vokis of characters explaining concepts taught in class or summarizing chapters in a novel. World Language teachers could use Voki for recording students speaking short passages. History teachers could have students bring historical figures to life. Voki is an easy to use and versatile classroom tool for any subject area. For other lesson ideas, visit Voki's Lesson Plan Page.
Guest post #6 is submitted by Lisa Butler, a middle school Spanish and Social Studies teacher in Hershey, PA. Lisa has been using Edmodo for 2.5 years and hosted an EdmodoCon viewing party, and "enjoyed both learning from the passionate speakers and the parallel discussions we had because of the sessions." In addition to creating Animoto videos, Lisa is active on Twitter (@SrtaLisa), writes about educational technology topics on her blog, and enjoys attending educational conferences. Lisa and I were lucky to connect during EdCamp Philly this past Spring!
Guest post #5 is written by Jaclyn Karabinas, a 3rd and 4th grade looping teacher from Hampton Falls, NH. Jaclyn started using Edmodo 1.5 years ago and has been busy getting other staff members on board. According to Jaclyn, "The possibilities with Edmodo are endless. This was my first ever post about Edmodo, reflecting on what I started to notice about how it joined my students together and helped students to communicate..." As you read, think about how Edmodo can fuel your classroom.
Can you think of a time when you had a question? Of course you can—
Can you think of a time when you had a question but:
A. Couldn’t get a word in edgewise
B. Weren’t quite sure how to word it
C. Thought someone might judge you
D. You actually didn’t have one- but now you do- and it is too late!!!
Questioning. Hands-down the most important skill that will further our learning at any given point in time, yet some learners may have barriers. Consider the pace of thinking among learners in your classroom. Teachers know that students need “wait time” and while that can be challenging to remember sometimes, wait time is only one management strategy. We can have students turn and talk, we can have them journal their current thinking and questioning- but what if the question happens at home? Or interrupts the creative process during an assignment? Asking parents is not always helpful, no matter how willing and intelligent they may be, because the parents were not in the class that day- they have not been read-in on the experiential details!
For us as humans, thoughts can appear and disappear in seconds, no matter our age. Young learners do not necessarily have all the access and all the tools that we have. So let’s give them what they need. Read the following plea of questions, and pause to absorb the imagery it provides:
Mrs. K I am stuck writing about the adveture from the point- of- view of [Sacajawea] . I have no clue I really have no clue. I guest that I have writers block. What should I do about it . I wiil try to thing about what I can do about it. I don’t what I should now. Should I justdo or not. Should I holed off from it or not. I have no clue what to do . Can you please help me please.
A handful of very important things have happened:
First, she is clearly trying to do her best, yet feels stuck, so she aims her question to a trusted source. Second, she thought to USE that source, or was encouraged to-and did-despite struggles with writing. (This probably took her 10 minutes to write.) Third, she didn’t have to cry to a parent to get them to write a note, just to hand it to me the next day with a defeated look. Finally, and most importantly, she could get it off her chest so that the next morning I could greet her and say, “Hey! I got your message. Let me help you later today during Writer’s Workshop.” I mean, it’s one assignment and it’s about the learning, wherever it happens!
How does this happen?
Edmodo is a Social Learning Platform- think secure Facebook for classes/schools Carefully instructing students how to use this platform is key. Knowing that is a learning tool for communication and information sharing is central to its success. Creating a space where teachers and learners can share information in an asynchronous (without time constraints) environment allows process time for ALL. Whether you are the student that is still gaining the confidence to speak up or the student who process at a much slower pace than your peers, you get the benefit of sharing your thinking in your time. Of course, establishing guidelines for appropriate use is extremely important, especially so students and teachers have an understanding about the platform’s purpose and that you will not be sitting at your computer all night at the students’ disposal! The nuts and bolts of use are for another day- today I want to talk about the power it hands to kids by placing this tool in their kit.
What else?
A few students have posted questions on the weekend, and perhaps I didn’t see them until Monday, but again- I can still let them know that they have been heard. The few kids on my mind would not necessarily remember the question come Monday morning, for a variety of reasons. But posting it to me on Edmodo gets it in print and in my hands- no strong memory needed! Students with anxiety? This helps in numerous ways! Another student began to find links that enhanced our study of Biographies. He was able to post these so others could benefit. When one girl accessed these sites, she was extremely thankful to the fellow student. I replied, “I am so glad you like information sharing!” She responds, “I don’t just like it, I LOVE it!”
I can post sites for all students to access and catalog in personal libraries called “backpacks” but most importantly I can directly and privately post sites and information to differentiate for individuals. No more asking, “What was that site?” or wondering “I think I typed it in wrong!” However, individuals with “student status” can only post to the whole class. The latter is a feature that is really important for security and teacher monitoring. During an intense class project, I was able to post a poll asking if they felt prepared to move forward, which gave me clear information about their perception of confidence. Edmodo became a home base, teaching us as a class its power for the remainder of the year.
Not all of my students are into it. And that is the best part, because that makes it truly a differentiated tool. We still have a lot to learn, but for now, I will add it to my toolkit.
While browsing through the Language Arts community on Edmodo, I came across a post by Kalina Noelle, who shared a simple and easy newspaper clipping generator, and Mrs. Osborne who replied with another site with even more newspaper templates. Cool!
While the newspaper clipping tool is very useful for creating story starters or fake articles about content studied in class, I also came across something even cooler on the site and generator blog:
In December, Dean Shareski, professor at the University of Regina in Saskatchewan, Canada, put a call out on Twitter for teachers who would be willing to pair with his pre-service student teachers for a virtual mentoring project. While I've mentored pre-service teachers in person (and in New Jersey), doing so online was new for me, and I jumped on the opportunity. Using Edmodo for the virtual classroom space, teachers and students connected from 1,972 miles away.
SRHS to University of Regina = 1,972 mi, approximately 30 hrs driving
I've had the privilege and honor to work with Jozette Sherstabitoff the past few months. Joz connected with students on Edmodo and worked with them on collaborative Google Docs. Joz and I communicated via Edmodo, Gmail and Google Hangouts. I have thoroughly enjoyed working together, but what is more important are her thoughts on the experience....
When I first entered into this mentoring program, I was a little hesitant. First off, I am a middle years person and Kate teaches senior English. I was a little intimated to start, not knowing what I could offer her. However, as the semester progressed, I realized that the difference between our teaching levels did not necessarily matter. I was still able to learn many new things that can be applied to my level of teaching.
Here are some reflections on what we have done and what we have learned.
What have Kate and I been doing this semester?
Commenting on assignments in Edmodo
Commenting on papers in Google Docs
Having a Google Hangout with the students
Making a video for students to watch
Creating a quiz on Edmodo for students to complete after watching my video
What are the benefits of being mentored?
Learning new tools. The biggest thing I took out of mentoring is Edmodo. Edmodo is like an online classroom, where Kate can upload videos, assignments and quizzes. It is a great way to have students collaborate online and outside of the classroom. Edmodo is also great for reducing paper use!
I can use Edmodo in the middle years just the same way Kate uses it at the senior level. I could upload videos for students to watch during class and after class. Assessments can be taken online just the same as at the senior level.
Learning new teaching styles. I was exposed to the flip classroom idea through Kate. I have heard about the idea before and was able to see some models throughout her class. The exposure will benefit me in the future if it is a style I choose to adopt.
Learning new assessment techniques. Kate got me thinking about assessment in general and the styles I use.
The assessment she uses can be applied to middle years level. For example, Kate uses a rubric called OSU (outstanding, satisfactory, unsatisfactory) and gives students a mark from it. The rubric can be used to assess at the middle years level.
The main benefit of being mentored is the thinking that happens! Kate always had me thinking about what I would do differently, what I like, and what I do not like about her class and education in general.
What are the benefits of being a mentor?
Reflecting on assignments. Kate keeps me updated on the learning that is happening in her classroom. While telling me what is being taught, I believe she is able to reflect upon the significance of their tasks.
Getting another opinion. Kate explains what the students are doing and how she is assessing them. When Kate tells me about the assignments and assessments she is able to ask my opinion, what I would do differently, what I like, etc. Kate is able to see a different perspective through my answers, and justify her own reasons by explaining what she does to me.
Another set of eyes on her students. Kate asked me what I thought about her student’s online identity. Having another aspiring teacher look over student work is a pure benefit for the students. They have another proof reader to help them be successful.
The main benefit of being a mentor is the reflection that happens. I think Kate is able to reflect on her teaching by showing me what she does.
I would like to thank Kate for the experience she has given me. I enjoyed her, and her students very much. Thank you for taking me in!!!
In addition, check out our Google Hangout discussing technology integration in the classroom.
Be sure to follow Jozette Sherstabitoff on Twitter @jshersty and read about her other adventures in teaching on her blog http://misssherstabitoff.wordpress.com/
With all the focus on standardized testing and the discussion of the flipped classroom in education today, it is interesting to return to Howard Gardner's interview with Edutopia in 1997 and reflect on then and now.
Talk about RELEVANCY!
Consider these questions:
How do digital tools tap into students' multiple intelligences?
How is assessment still mystified today? Do digital tools take the mystery out of assessment for students?
How do digital tools help in the transition from a teacher-centered to student-centered? Or do they hurt?
Tagxedo is another nifty free tool for creating customized word clouds. Compared to Wordle, Tagxedo has more options and the ability to customize the shape of the word including uploading a picture of your own choice. Tagxedo will also use one's blog, tweets, website, and other sources for the content of the cloud.
Students wrote "Where am I from" poems as modeled by poet George Ella Lyons and then created a word cloud symbolic of their identity and the places that shaped their identity. The screencast below shows how to use Tagxedo and upload your own image (by the way, using Screencast-O-Matic, I created the screencast and uploaded it to Youtube in about 7 minutes total during 2nd period today).
Student Examples
Students posted their projects to their small groups in Edmodo for review. Students can then discuss artistic choices, as well as easily see commonalities among their classmates. This quick project could also be used as an ice-breaker in the beginning of the year as a way for the students and teacher to get to know one another.
We are using this activity as an introduction to John Steinbeck's Of Mice and Men-- a novella centered on the themes of belonging to and yearning for one's own place. OMM is also rich in symbolism ("Tell me about the rabbits, George!"), and this activity provides an introduction to the meaning of chosen symbols.
Student often question an English teacher's analysis of literature: How do you KNOW John Steinbeck intended the rabbits to represent George and Lennie's dreams? One answer is found in asking the author and conducting literary research: go through John Steinbeck's published letters and journals or contact the folks at the Steinbeck Institute in Salinas, California (I have!). The other answer can be found in activities where students are authors and create. Students should be making the same kind of informed choices when crafting a creative piece. The three students pictured to the left used the star, infinity, and yin-yang shapes. While I, as the reader, can postulate that these shapes represent always reaching for balance in one's learning and life, the only way to know conclusively is to ask the artist. So ask the students, "why?" You just might learn something new.
Working with Ms. Morris, Mr. Lindgren-Streicher, and Mr. Thomasson back in August and similar in concept to Google's 20% time projects, the Blank White Page Project was conceived as a way to connect students and teachers through questioning and self-directed learning. While we are implementing this within the confines of the continental US, this project could be adapted to include classrooms around the globe.
The Process
The class discusses types of questions and students make a list of questions they have always wondered about. The questions should be open-ended and require research and creativity to answer.
One of the teachers in the group creates a Google form for recording and a Google site for housing the questions.
Students go to the BWP site and record their questions.
The teacher moves the questions entered by his/her students on the Google form to the various categories on the BWP site.
Students return to the site and peruse the questions, choosing one to answer.
Students create "an answer" to the question, share it with the teacher, and the teacher posts it to the site. Answers can be in any form as long as they address the question.
Students can complete the BWP project individually or in groups comprised of members from their own school or elsewhere. Using Edmodo, Twitter (#BWP12), Skype or Google Hangouts, students can collaborate on creating and sharing answers. This process can be continually repeated throughout the year and additional teachers and classes can be added to the site. Additional participants could be found via networking on Twitter with other educators-- just pop into a #flipclass chat on Monday nights-- or via posting a request to one of the communities on Edmodo. I've met teachers online from all over the country, Canada, and Australia, many of whom are interested in connecting their classes.
Grading
Since this is project based learning, students could be scored with rubrics on the use of technology and creativity and effort in answering the chosen question. Self evaluation and reflection is also an important piece of the assessment process. Students could also be additionally evaluated on their communication skills and ability to collaborate. The objective is for students to take ownership of their learning, so they should "own" the grade, not the teacher.
This has really been bothering me. I was so excited to begin this project (and I STILL AM excited to continue it), but I have met with some set-backs this year that have impeded the process and participation. I'm very frustrated by these set backs and not being able to better connect with the other teachers and classes.
"Hey guys, wait for me!"Not all schools are on the same schedule. My collaborative colleagues began classes in August, and my school year did not begin until after Labor Day in September. I was the last one in the group to get my students started. Between mandatory diagnostic testing and getting the school year rolling, I wasn't able to get started on BWP until mid-September, a full month and a half behind the other participants.
"We can't get in the computer lab today." While we have computer labs, media centers, and now a solid wi-fi infrastructure for BYOD in my district, we are not as far along with integrating technology on a daily basis in the classroom as compared to a 1:1 district. I am bound by scheduling constraints and access to the computers themselves. We have 6 computer and mobile labs for 2000+ students right now and students' home access is inconsistent.
"What's a Google Site?" I may be a MS Word wizard, but I haven't earned my wings yet flying through the cloud. I didn't learn about Google Sites and how to create Google Forms until this summer and, other than using Microsoft programs, my students have also had limited exposure to technology in the classroom. This September was the first time many of my students have filled out a Google Form. My district is on the cusp of emerging from a ground-based school to one in the clouds as more teachers integrate web 2.0 tools in the classroom, and (after much delay) we are finally becoming a Google school and students will have their own Google Drive and access to collaborative apps. We are all learning as we go!
"We got walloped by a hurricane." Seriously, walloped. I was all set three weeks ago to get students started on answering questions for BWP, and then we got hit by Hurricane Sandy and school was closed for two weeks to be an evacuation shelter for our regional community. Numerous teachers and students were and currently are displaced and the past week has been about the recovery efforts and supporting the community. I can't complain about a change in plans considering the circumstances.
Thinking Ahead
For any collaborative project that extends beyond the bounds of the physical classroom, teachers need to consider the following logistics:
Infrastructure: Does the school/classroom have the ability to connect to others? Does the school have available technology for completing the project and staying in contact?
Timing: How will the school calendars and schedules hinder communication and the process? What are the timelines for the project?
Participants: Are all participants on the same page? Do all have the same expectations? Are all participants able to give the same level of commitment?
If I've had issues on a national-scale, these could be compounded when applied to a global project. It is important to be proactive and prevent issues from occurring so that the project will be a success. I want the BWP to be a success because I know that it is a valuable self-directed project for my students, as well as myself. So, after much delay, we are ready to move ahead.
We all have so much to learn!
"Be patient toward all that is unsolved in your heart and try to love the questions themselves. Do not now seek the answers, which cannot be given you because your would not be able to live them. And the point is to live everything. Live the questions."
Teaching students to infer and formulate arguments can easily be in context of a novel. Using Steinbeck's Of Mice & Men, students can analyze the text to create an outline for a mock trial for either George or Lennie. The final project can be completed on paper, using word processing skills and completed using a student's BYOD device.
A student's smartphone or tablet does not have to just be used for a special occasion in the classroom. I encourage my students to use their device daily for note taking, recording ideas, reflecting, and researching. For this assignment, students will use their device throughout the process and to create the final products.
Collecting Witness Statements
This project requires students to examine the story from various viewpoints and use textual evidence to support the perspective. Students begin by collecting witness statements from ALL characters mentioned in the story: The Boss, the various ranch hands and even the quickly mentioned Girl in the Red Dress. On paper, students would complete the chart and cite page numbers to reference statements. Students need to consider what each character knows and how their viewpoint is different from the reader's perspective. Not all characters know all events. After all witness statements have been collected, students would organize the characters into lists by who likes George or Lennie.
Collecting Physical Evidence
Students also need to examine the setting in various scenes to collect physical evidence that can be manipulated to support their case. The evidence can't be disregarded or changed, but it can be used to support viewpoints. This piece of the project is very important for students to formulate their arguments because there are certain things they cannot get around. For example, (spoiler alert!) the cause of death for Lennie can't be changed. Students can't get around the location of the bullet wound and state that George was attacked by Lennie and shot him in a different spot. The self-defense angle for George will have to account for the ballistics evidence as shown in the story. Lennie never handles the luger so his finger prints cannot suddenly appear on the gun.
Additionally, students can manipulate the crime scene. For example, Curley's Wife dies in the barn, but the defense team for Lennie could state that she fell from the hayloft and died as a result of her injuries. The prosecution could refute this claim with the physical evidence of hay, fibers, puppy fur, etc found on Lennie's and Curley's Wife's clothing. We know from Crooks' statements that Curley's Wife is always in the barn, poking around where she shouldn't be and even threatens Crooks in Chapter 4. It is conceivable for the defense team that CW was in the barn, wearing her little red mules, and met with an accidental death. Although, the prosecution for Lennie's case should bring up the evidence of CW's smeared make up being on Lennie's hand (which readers know got there when he "reprimanded" her for yelling).
Select a Case & Position
After witness testimonies and evidence have been collected, students need to decide which case and position they want to argue. There are four possibilities:
I tell the students that truth doesn't really exist; truth is just a bunch of people agreeing to see things the same way. The point of this project is in the process and the ability to support the case. I've watched enough CSI and Law & Order to know about circumstantial evidence and proving reasonable doubt, and I've done week-long mock trials in class where students are assigned roles, but there's always those few students who don't get into character and invalidate the activity. I've changed this over the years to just a persuasive-argumentative assignment to preserve the integrity and prevent the three-ring circus. The objective is to have the students examine all of the evidence and witness statements prior to selecting a case, so that students will realize the best argument instead of picking a side and trying to support it and then start over when they realize they don't have enough evidence to support their position. Prosecuting George for the death of Lennie is easy. There's enough evidence to prove that he did it between the lack of signs of a struggle, the ballistics evidence, and motive. George constantly belittles Lennie (as Candy overheard) and there's witnesses who can attest that George has been manipulating Lennie. The Boss will even state that George has been stealing Lennie's pay. Sympathetic readers will shout, "But Lennie can't take care of himself! George has to!" But all that matters is PERCEPTION: to a jury George can seem manipulative, controlling, and heck, with his new best friends, Slim & Candy, what does he need Lennie for?
Defending George is another viable option because he can be portrayed as a hero: the Girl in the Red Dress from the town of Weed will testify that George saved her life by beating that big lug over the head with a fence picket. Even the pugnacious Curley will state that is was George who pulled his hand from the clutches of Lennie's vice grip. But, there is that ballistics evidence to overcome: shooting someone in the back of the head usually isn't done in self-defense...
Defending Lennie is difficult. One could try the insanity plea, but throughout the novel, there are examples of Lennie knowing right from wrong, and there are are the numerous times where he threatens violence. Sympathetic readers will shout, "But Lennie only gets violent when the things he loves are threatened! He doesn't mean it!" But to a jury, the PERCEPTION is that Lennie is a menace to society who kills mice, puppies, and pretty women. Ouch. We've all read enough school uniform essays to know that the easier side to choose is in support of uniforms, and school uniforms in this day and age is a dud topic. Students like reading OMM and that connection enhances this activity. They see George and Lennie as real people instead of some nebulous persuasive essay topic, which makes this activity so valuable.
Another valuable lesson is in organization: Once students have made a selection, they organize their information into an outline. To facilitate the process, students fill in the blanks on the provided template to create a rough draft and then use the draft to type up a final copy.
The Final Product
Students type up an outline for their case and is an individual grade assessing ability to follow directions, craft a legitimate argument and demonstrate understanding of outline format. Students would peer edit each other's outlines using the provided checklist.
For the BYOD component and to make up for not doing an actual mock-trial, students would work in groups comprised of people with the same court case and position. Students would create a digital portfolio of crime scene photographs, videos of witness' testimonies, and/or scenes from the mock trial. The final group portfolio would be posted on Edmodo and as part of their online participation grade, students would comment on each of the groups' portfolios. Students would complete self evaluation forms using a checklist and OSU rubric.
I don't have student examples created just yet because we start our OMM unit next week and this project is for the end of the unit, but I am recruiting former students to create some sample witness videos They will be posted in the next few days.
I've been thinking about writing and how to evolve my students into better writers, but to be honest, I don't really consider myself an accomplished writer. The irony should be slapping you, dear reader, in the face: I am an English teacher, so shouldn't I be an accomplished writer? Other than the publishing I've done on the copier at school, what I've written here on this blog and starting to write for Teachercast, the answer, sadly, is no.
English teachers are the jacks of all trades in the academic world: we juggle reading, writing, analysis, standardized testing with a myriad of texts and techniques. While the Common Core Curriculum Standards are supposed to provide English teachers with a common core of skills and texts, English classes are not standardized because the scope is too broad. Writing gets sandwiched in context with the literature taught in class, and while I've written before about the merits of peer editing, I still feel as if there isn't enough time to get the students to become better writers.
The same dilemma is mirrored in my own life. Here I am typing on my laptop perched on the counter next to the onions caramelizing on the stove and surrounded by my daughter's first grade homework marooned on the kitchen island. And there's dishes and lunch boxes scattered about waiting to be corralled. But here I am, striking while the iron is hot, typing up this post. I'd like to think that I'm producing quality work, but I'm sure I will be editing this piece when I am less "distracted".
How can students become better writers when they too are distracted ... hold on I got to stir the onions... by all the other "stuff" that is covered in class?
I've
been asked, due to how much I'm able to produce, if I sleep. Yeah. I
need 7 hours, or I'm pretty useless. And my productivity has plummeted
since I became a father (that's not a complaint). Back when I banged out
The Master Of Verona, I had a lot of 10,000 word days. My best was a
22,000 word day. These days 5,000 is a good day. But I'm also a better
writer, and better editor, than I was ten years ago. I'd rather have
5,000 good words than 20,000 ones that have to be pared, replaced, and
eventually cut. (The second draft of MoV was 300,000 words. The one St.
Martin's bought was 192,000.) I don't know if that makes me prolific.
But it does keep me busy.
(Swap out quote above for screenshot of FB post after dinner is finished... Oh no! I forgot to start cooking the porkchops! Be back soon!)
10,000 words a day-- to write 10,000 glorious words a day. What a feat! Granted, this feat requires the desire to write. How long does it take to write 10,000 words? I'd like just 10 minutes of uninterrupted time (hold on, stirring onions again).
I wonder how many words my own students write in a day and what type of writers would they be with that quantity (and desire). If anyone out there in cyberspace has read Malcolm Gladwell's The Outliers, there's that magic number appearing again: 10,000. Granted Gladwell points out that it is 10,000 HOURS that are needed to create mastery, but I wonder, could students master writing in 10,000 words total? (We don't have 10,000 hours!) And, here comes the obvious questions, when and how do we implement writing 10,000 words in and out of class? 10 x 1,000 word essays? 2 x 5,000 word research papers? 20 x 500 word activities?
I've never taught a dedicated writing course that was exclusive to writing, but I do remember being tortured by a Creative Non-fiction class during my undergrad years. While that class was dedicated to writing, I know for a fact that it didn't make me a better writer. I did not connect well with the professor and my own insecurities about writing did not foster improvement by the end of the course. I'm sure there are plenty of other students who have had similar experiences.
The other piece of this puzzle is the use of technology to foster writing. Students have access to writing in forms that were not available to me way back when: Facebook, Twitter, blogging, email, etc. Technology has enable us to return to an epistolary society. Granted, most of the writing is in short bursts, but I do know that Twitter's 140 character limit makes me rethink sentence structure and how to be concise. I've done some quick Do Now type writing assignments where students compose a tweet in the voice of a character, but writing on paper doesn't have the same affect as using the app-- so more Twitter-type assignments will have to wait until students are allowed to have access.
So, thinking further about writing and technology, how else can I evolve my own teaching of writing into something that connects to the students, makes them think, and is fun? While using plug and play strategies with paragraph and essay structure has worked to get students started, I want to evolve their writing into something that is beyond cookie cutter. Traditional teaching strategies are not enough anymore.
For story writing, I've stumbled upon Google's Story Builder which uses text, music, and video to build a creative story that has moved beyond the bounds of paragraph structure. I'm excited to explore this with my students. I'll be starting Canterbury Tales with my not-as-academic seniors after Thanksgiving and Google Story Builder could entice the students to tell their own creative traveling tales or adapt the tales told by Chaucer. My freshmen students have excelled at using the netbooks in class, so I'm sure this tool will keep them enthralled when writing creative stories of their own or those that connect to Of Mice & Men, The Odyssey, and Romeo and Juliet.
I have this song in my head now while trying to conclude this post...
So...
If we could write 10,000 words, could we write 10,000 more...?
(Off to finish dinner!)
PS-- I think my blog post turned out better than dinner. Multitasking is definitely not the answer for cooking or writing...
Part Deux: I Need a Contractor for Google Story Builder
Using Google's Story Builder
So I started playing with Google's Story Builder today to create an example for this post, and while I like it for the potential use and the innovative way to show creative writing, I'm having an issue writing up my own example story. I feel like I'm back in that dreaded writing class again and having writer's block. Creative writing is just not my forte because it involves building and thinking forward. I think in a backwards direction by analyzing and deconstructing what is already present; I break things down instead of build them up. If I don't know where I want my story to go, how can I write the story? I am such an analytic thinker and my creativity is a MacGyver type: I synthesize things in front of me and manipulate to create something new.
Here is an example from Google and the characters of 30 Rock, which is better than any example I tried to create, and frankly, captures the process I went through.
The Writing Process
I'm fascinated by the process authors use to write because I want to learn how they create. When I am writing a blog post or an essay, I start with my subject or theme and then the post evolves as I write. I go with the flow instead of planning everything out beforehand. I just write and wander on the page and the style evolves during the editing process.
I attempted humor in part one of the post and tried showing how my life mirrors writing in the English classroom (not a dedicated writing class). The humor evolved as I was writing: I didn't start the post thinking, "Gee, let me write a humorous piece." I actually intended to write a straight forward review on the Google Story Builder, but the post just went in a different direction. I'd like to think I was funny, but only you the reader can tell me.... maybe I don't want to know.... (my attempt at humor again... ok, I know it isn't funny to have to point out the jokes and explain them....)
Teachers, writers, and authors, how do you write and what other tools have you found that students could use? Does your muse hit you on the head with divine inspiration while in the moment? Or do you go charging in with a map of what you will write and leave your strategic mark?
No words can convey the sense of loss and devastation. This is the irony of being an English teacher: I cannot articulate my feelings over this disaster. The island has shaped who I am today and who my children will be.
Rebuilding will be a long process that will be ongoing even after the media has turned their eyes to a new story and the fervor for donating has diminished. If you can help, please do so. If you cannot contribute now, please contribute in the future.
For information on how you can help support those in need from Hurricane Sandy, please click on the following links. I will only post links to reputable sites. Stafford Storm Relief Center on Bay Ave in Manahawkin and the King of Kings Church on Rt 9 in Barnegat has FREE items for displaced families.
From the Long Beach Township Police Department: Of importance FEMA’s strongest recommendation is to file a claim with your insurance company and also register a claim with FEMA at1-800-621-3362or online at disasterassistance.gov FEMA strongly recommends if in doubt register your claim and generalities can be analyzed at a later point. FEMA guidance will be available to you in the immediate future.
Cleaning, Rebuilding and After the Storm Information
On FaceBook, follow Stafford Strong, Stafford Bucket Brigade, Waretown Bucket Brigade, and Tuckerton Bucket Brigade to find ways to be part of the clean up effort for the Long Beach Island and mainland areas. Networking on FaceBook and Twitter has been a vital way for communities to stay informed and take action. Throughout the storm and the power outages, mobile FaceBook and Twitter have been the only ways for people to gain information, so all the cross-posting and sharing has had a powerful influence. Below are additional links to information about the cleaning and rebuilding process and the opening of the island to residents.
For more information and images on how the Long Beach Island and surrounding mainland areas were impacted by Hurricane Sandy, please visit the links below.
WPVI Channel 6 ABC in Philadelphia has chopper footage organized by town name. Just go through their video page to find the town. Also there are videos of reports given from the affected areas.
CBS Philly also has video of reports from the area.
Can you think of a time when you had a question? Of course you can—
