We had a lot that we wanted to teach kids today and perhaps we tried to take on too much-but each of the micro lessons we taught seemed so essential! We ended up breaking it down into three charts.
First….review the most important icons from book creator. This was a chart we created ahead of time and used simply to review things that kids had discovered the day before. I ran through it quickly asking kids to give a thumbs up for each item they had used the day before and look around so they could see who might be a specialist in the room. We guided students to refer back to it as needed during the creation time and it was very helpful for a few kids who had not been there for yesterday’s lesson.
Next and probably MOST IMPORTANT…Establish explicit guidelines for HOW to work on a book with a partner. This was a really vital collaboration and social emotional lesson that needed to be done up front so that their time together could be kind, helpful, and productive.
Laura and I went back and forth about this chart during the morning. She ended up “winning” and we used photos of kids in action instead of doing the drawings ourselves. A few willing students from an older grade helped out. We co-created this chart with the class as they noticed what they saw the students doing in the photos and talked through what this might look like.
Reflection: Most of our friends did really, really well with this today. A testament to the great instruction they’ve been getting all year, the value of explicit guidelines in how to collaborate, and the importance of thoughtful pairing. A few friends struggled and I wondered about other strategies we might use in this scenerio to help.
The task…Create a book cover for your informational book about chicks. We took a quick look at some mentor covers before heading off to do work. Students identified that we needed to include a picture, the title, and their names. I hung a small page I had made as a digital reminder on the bottom of the chart. We had intended for students to be given a copy of this at their tables and then it didn’t happen, I wished that it had. It would have been helpful to have a visual reminder of their three tasks as some groups went down the rabbit hole of drawing and started to run out of time. You can visit this link to view the document I created.
Like I mentioned. It was a lot to take in, but they rose to the challenge and most groups were able to create their covers, play with some features of the app, and demonstrate thoughtful partner skills as they worked. I am continually impressed and amazed with the thoughtful energy that Kinder kids give to their work. #powertothelittlepeople
Have you ever watched a presenter and thought to yourself, yes that’s a great idea BUT… What follows is never good. Fill in the blank; not with my students, I don’t have time, we don’t have devices. When I present I love to show real work from the classroom. Students in action, photos, student work, and videos that kids have made. I select these carefully to represent students of all learning abilities. I never show just the “smartest” students. That’s not authentic. Yet there has never been a time when I haven’t looked at evaluations and seen the accusing phrase that goes something like “but my students are English Language Learners, or have IEP’s, or are low income.” My students were all of these things. The work you saw, the clips you viewed were low income students and students with IEPs, students with no label who still struggled, students somewhere in the middle, and yes sometimes the more accomplished. I’m not kidding I’m really not.
But that’s not why I’m writing this post. I’m writing because I want to address the other comment. The comment that went something like “How can I do this without 1 to 1 iPads?” These comments were much more prevalent. They were from naysayers to teachers who really did want to start tomorrow but just couldn’t wrap their minds around how to make it work with what they had. I’m writing this post to tell you I’ve been to the other side.
Last year I left my classroom, 30 ipads, and ten years worth of books and furniture grants to a very lovely teacher. Now my job is to coach people in literacy and technology and lots of things in between. Next year they will all have iPads but this year…yuck. Shared carts of old netbooks that take forever to boot up and even longer to log in. Missing keys, odd trackpads, unfamiliar programs. No shiny iPads, no quick fixes. I’m living in the other side. I’ve seen your BUT. I get it.
And yes it’s hard, it’s challenging some days and sometimes I see in the eyes of teachers that they want to give up and go back. But then they see their students light up and give a little more, and help each other out, and do something amazing. Then they learn something new and feel that spark, that fire again! I’ve been to the other side and we aren’t letting it stop us. We can do it! You can do it! Let’s just try.
How do we ensure that our littlest learners are equipped to use technology in a meaningful way? We go slow to go fast! I’m very pleased to share this document with you, created by myself and a group of fellow instructional digital age learning coaches. (kindred spirits, overall geniuses, and great people)
The concept came to use as we were working on another document to help teachers roll out the year. Where were the lessons for our youngest learners? Hey, these are people who need to learn how to sit on the carpet. Giving them a $600 device takes a little preparation. So iPad Friends was born. A short sweet document with a teaching point and an image of a student modeling. Our hope is that teachers will take the teaching point and make it their own, then take a photo of their own students modeling these great habits.
Earlier today I was looking for resources on extreme weather for one of my teacher teams and stumbled on this article. Below is a screenshot or you can click the link to read the entire thing.
It gave me pause for thought because it’s peppered with embedded Tweets like the one in the image below. Now this is nothing new to me as an adult reader and a Twitter user. But I wondered how many students would recognize this new type of nonfiction text feature and know how to approach it. What might we want students to consider when they encounter an embedded tweet in an article?
Perhaps that there has been a shift in author? Therefore a possible shift in validity.
How do we look at the source and decide if it’s reputable? Is this an expert in the field like a weather person? Is this someone who is giving us a “from the scene” perspective?
What image literacy skills might students need to interpret, connect, and synthesize the tweets with the body of the article?
We’d love for you to share your experiences if you’ve tried using any articles with embedded tweets with your students.
Building on our recent digital artifacts discussion I thought we might take a minute to look at the value of using screen casting in the classroom. When I first learned about screen casting my initial thought was “what a great tool to use in math!” I began to create quick tutorials for students to help them learn concepts and strategies. These were shared on our website so that any student (or parent) who needed to could access them. I would use QR codes on class charts to provide quick access to certain tutorials and make the charts come alive. And all of these things were great, but…
I was starting to feel like my own little Khan academy. Sure it was personalized to our curriculum and the learning we were doing directly in class. But I couldn’t shake the nagging feeling that this was a tool that should be in the hands of STUDENTS!
You see, unless you can sit and watch kids solve and think through problems there are essential pieces of information that you miss. I would look at papers and see erasure marks, sometimes down to holes in the paper, and wonder what process had taken place to get the student to the end goal. Where was their understanding breaking down? If they caught a mistake in their process how and why and when? I thought perhaps if I could get them screen casting that I would have answers to these questions and I could be a better math teacher. In the end, I was right.
Let’s look at an example of a screen cast from a former student of mine. In this screencast she is doing something that we call an “interactive” screencast. This is where the student is creating the screen cast for an audience and is tasked with engaging the audience to solve the problem, then provide an explanation as to the correct answer. It’s one of the many formats we brainstormed as a class so that students understood that screen casting is not just a digital quiz to be turned into the teacher, but that we often have different purposes and audiences for creating them.
As you watch think:
What does this student already know? What is she able to do?
What questions do you have about her process? What do you assume she had done mentally that we don’t see?
What evidence do you see that she understands the concept? At what level does she understand it? (Is there evidence that her understanding goes beyond just being able to apply an algorithm?)
What feedback would you give this student about her screencast? About her math process?
What are some next steps for this student?
We’d love for you to share your thoughts in the comments!
This is the third post in a series about making digital artifacts of student learning work for you as a teacher. In this series we will discuss the types of digital artifacts we collect, how we manage them, and what to do with all of those great pieces of evidence of student learning. You can read the first post in this series here and the second post on ideas for managing artifacts here.
We’ve been exploring using digital artifacts in the classroom. So here are three simple ideas for getting your students started with digital artifacts tomorrow!
Snapshot and Reflection: Ask students to take a picture of a work product that you would like to have them reflect on. Then incorporate this into a reflection artifact by annotating directly on the image (Skitch) or adding some writing (Pages/Keynote/Google Drive) or spoken reflection (Sonic Pics). Students might save this and add to it over the course of a unit or during the week. Or perhaps they share with you immediately for a goal setting conference.
Video Reflection: Using a built in recording program and camera ask students to stop by the reflection book and share something they learned today. If you have multiple devices students can work on a rotating basis. If you only have one then set up a quick recording booth and have students cycle through during the day or week. You might ask them to talk for two minutes about how they applied a reading strategy during independent reading, reflect on their observations from a science experiment, or share a portion of writing where they accomplished a goal.
Padlet Exit Ticket: You know we couldn’t leave Padlet out of this one! It’s such an easy and versatile tool. Ask kids to take a few minutes to share a new piece of learning, lingering question, or even record a quick video right into the padlet. You can guide students with a specific question or leave it more open ended.
We’d love to continue in this series. But what questions do YOU have? Leave us a question or burning issue in the comments and we’ll work your needs into our next post. : )
This is the second post in a series about making digital artifacts of student learning work for you as a teacher. In this series we will discuss the types of digital artifacts we collect, how we manage them, and what to do with all of those great pieces of evidence of student learning. You can read the first post in this series here.
What do I do with all of these digital work samples!?!?!
Unless you are an organizational wizard you probably already have some stacks of papers collecting in a basket or on a table somewhere. It’s only September! Digital artifacts are fantastic but what can we do when we have an inbox full of video responses to view instead of a stack of written responses to read? Digital artifacts can and will often take more time to review, especially at the beginning when you are thoughtfully thinking through how you want to integrate them. However, you don’t have to give up all of your time to devote to these artifacts.
Impose time limits: Students can and will record a five to ten minute video if you let them. Teaching kids how to create a media response is key. We model for them, demonstrate how to plan (or not in some cases) and show how we are mindful of time. In the example below we see a student’s third attempt at creating a short and to the point video that captured her most essential questions from a short video the class had watched. The process of limiting herself forced her to narrow her thinking to the most essential pieces to share with the teacher and class. Additional questions were kept in her notebook and revisited when time allowed.
Reflect on the task: If students are struggling with time limits we sit back and reflect on the task that we’ve asked them to complete. What did we hope to accomplish? What did we hope that students would learn or demonstrate? I’ve left more than one class session thinking “that should have been done in 20 minutes, why did it take 50 and some kids still need more time?” There is a time and a place for using technology as a reflective tool. As you learn more about how and why you want to use these strategies reflect, reflect, reflect. What opportunities provide the most information for you and benefit to students.
Spot Check: Lucy Calkins once said that if she was able to sit down and read everything that her students wrote then they weren’t writing enough. I will confess. I do not always look at every single video, every single time. There are situations in which we might spot check the class for overall understanding or focus in on a core group of students who we identified as possibly needing more support during a conference or lesson. Yes you want to try and look at as much student work as possible, but you also have to be realistic.
Engage Students in Self & Peer-Reflection: We teach students self reflection skills and partner feedback skills to help support kids when we can’t always be present. This feedback is an essential part of the learning cycle as they work with and support each other on everything from giving effective video book talks to math strategies used in a screencast.
We all know teaching is a balancing act. Hopefully, at the end of the day, we can find a system that works well for us and our students. Remember, kids need to own the learning. So teaching them to take on part of these responsibilities is both effective for you and them!
Check back next week for our next post in this series. Three ideas for digital artifacts you can try tomorrow!
This is the first post in a series about making digital artifacts of student learning work for you as a teacher. In this series we will discuss the types of digital artifacts we collect, how we manage them, and what to do with all of those great pieces of evidence of student learning.
What is a digital artifact?
Digital artifacts can be photos, notes, student projects, blog posts, Tweets and just about anything that students create using digital tools. They comprise a mixture of student created and teacher documented artifacts of learning over the course of the year.
Digital artifacts are great supplements, in some cases replacements, to traditional artifacts that we collect in the classroom because they add elements that we wouldn’t have otherwise been able to capture. For example, teachers often collect student notebooks to read through writing, gather evidence about skills learned and applied, and check on the sheer volume of work that kids are doing. Digital artifacts can add student voice and reflection to this.
Instead of attempting to confer with every kid we can capture their voices and thinking through the use of technology tools. We can ask kids to create reflection presentations or portfolios of digital work using screen shots and simple apps like Keynote, SonicPics, or iMovie. Essentially digital artifacts give us more information than we have ever had about our learners.
How do I begin collecting digital artifacts?
I like to the start the year with something simple like capturing photos of students at work and a few notes about the photo in my Evernote account. A notebook for each student holds these notes, snippets of conversations, and other work samples over the course of the year. This is a tool for me to learn more about my kids and to use for reflection when planning.
With students it’s important to discuss what archiving is. We give kids examples of the types of work they might want to collect over time. We discuss how each of these items can be used for reflection on ourselves as learners. We also make time for this process, reminding students at the end of a lesson to capture a snapshot of learning from the day or to tag a post with a special tag like “learning” or “archive” so that they can easily find it later. At the end of a unit or quarter we set aside time to review these artifacts, reflect on learning and growth, set goals, and share with peers and parents.
What types of digital artifacts are the most important to collect?
Although going digital as a teacher has its benefits I believe that the most important artifacts are those that students have created. These might be video diaries/blogs of students sharing learning, short projects or work samples, specific blog posts, exit tickets, or other student created work.
We encourage students to collect a variety of samples across subject areas and those that best showcase their growth as a learner. Times when they can pinpoint how, when, and why they met goals and showed growth.
We empower kids by giving them the ownership over their learning and reflection process through these digital artifacts and set up structures to help students catapult themselves to success. These structures include student checklists, goal setting sheets, and conferences.
Check back on Friday for our next post in this series on managing student digital artifacts. We’ll talk about how to handle all of the new work that you have available to you.
I first heard of One Little Word over at Two Writing Teachers. What a wonderfully simple way to focus your energy for the year. No messy resolutions, just one little word.
So I thought: why not try it with students?
I started by pulling a variety of exemplars and popping them into my favorite tool…Padlet. This visual layout worked great in helping students see the variety of words and the visual/artistic element of the project.
As they viewed it we talked about what we noticed and some things that we wanted to keep in mind as we made our choice. I asked students to view the Padlet through two lenses. 1) word choice and 2) design elements. Then students got to work, here is a photo of their hard work!
They attacked this project with gusto. (I’m sure it was sounding better than revising those pesky feature articles.) Students used both traditional and digital tools to create their words. Then they each took a picture or screenshot, posted it to their blog, and wrote a bit about why the chose the word that they did.
It’s tempting to over schoolify things sometimes so I didn’t set any expectation for their writing other than to explain why you chose the word you did. I took a big step back on this and just allowed students to do things however they wanted because I was hoping to encourage creativity and excitement. By making the one little word their own and not a “project for school” I hope they take it to heart and use it to help make 2015 an amazing year.
It’s not too late for you and your students to find your one little word for the year! Will you try it tomorrow and let us know how it goes?
This post originally appeared on our blog Inquiry Live in the Classroom on November 5th, 2014. We felt that the content and ideas were consistent with the message of our new blog and that it was important enough to repost.
In her recent blog post Nancie Atwell opens up about the role of technology in her classroom. As a leader in our field of teaching writing, Nancie, suggested that:
I do think classrooms in grades four or five and up should have computers, so kids can experience and experiment with word processing, but I have concerns about them in the younger grades. In fact, I think the trend of iPads in the primary classroom is a mistake.
We’re grateful to Nancie for starting this conversation as districts across the country purchase more and more mobile devices without thinking about the pedagogical practices that must go hand-in-hand, if not lead, how we think about using these new tools. This dialogue is necessary and overdue. Nancie is one of the literacy leaders who has guided our thinking about student writing, the reading and writing workshop approach, and how best to frame our own thinking about the teaching of writing, both of us appreciate and admire Nancie’s work. We respect her opinions about what works in reading and writing classrooms.
We agree with Nancie that many schools are using technology poorly; instead of embracing redefinition as Dr. Puentedura has advocated for, teachers are often misguided and use digital devices for sight word practice, prompted responses and (sadly) weekly assessment and test prep. We recognize that there are poor models of classroom technology out there. We also respect and acknowledge how Nancie employs technology at her school.
However, in this case, we humbly suggest that her opinion on students writing with technology is limited, and we feel compelled to offer a different vision of how students can become digital readers and writers.
First, in the upper grades, we feel that her insistence on computers for word processing is too limiting. Let’s unpack this assumption just a bit. First, though it can feel like our students have their noses stuck in screens for far too long throughout the day, technology is not the enemy here. In fact, word processing is just the beginning of what technology offers to writers. According to leading researchers in the field of K-12 writing instruction, Jill Barshay reports that:
In 83 percent of 30 studies on the use of word processing software, students’ writing quality improved when they wrote their papers on a computer instead of writing by hand. The impact was largest for middle school students, but younger students benefited, too. The theory is that students feel more free to edit their sentences because it’s so easy to delete, add and move text on a computer. The more editing, the better the final essay.
Steve Graham and Delores Perin shared these results in the 2007 Writing Next report, and — sadly — in many K-12 classrooms we still don’t see technology being used for revision and editing in this proven manner. Yet, word processing is just the beginning of what students can, and should, do with computers.
Second, as we dig a bit deeper into Nancie’s claim about using computers only for word processing, we know that there is more to consider. Indeed, we know from our own research, teaching, and professional writing that computers — as well as tablets and smart phones — provide students with countless opportunities for reading and writing. And, when we say “reading” and “writing,” we are talking about both traditional alphabetical texts (books, articles, essays, poems) as well as digital texts including blogs, ebooks, and hypertexts. Our professional organizations — such as NCTE, IRA, and NWP — have been calling for a broadened view of digital literacy for well over a decade. We would hope that Nancie would consider doing so, too.
Now, to unpack the second part of her concern: that “the trend of iPads in the primary classroom is a mistake.” While Troy does not have the benefit of being in the classroom everyday with younger students, Kristin does. And, from this experience, she would argue that the primary grades are exactly where kids SHOULD be using technology as it transforms their ability to create, share their ideas and connect with an authentic audience beyond the classroom. In fact, it is essential.
Let us explain a bit more.
In the early childhood years, many students are challenged by the physicality it takes to produce a piece of writing. Ideas are often generated and lost before a young writer can transmit them to the paper. In today’s digital writing workshop, students can scaffold their own development by recording a video snapshot of the story they want to tell. Once the ideas are captured on video, the child can transfer the story to paper while going back to rewatch the video as many times as needed in order to remember and include all the parts of the story. Video recording tools allow us to meet the writer where he is and nudge him to become a more proficient writer and idea generator.
Using digital publishing tools like the Book Creator App or Little Bird Tales, we find new ways to celebrate active literacy in the classroom as students can draw, write, speak, listen, view and read all within a piece they create. The ease of which a child can add audio to their own book signals to the learner that each child has a story to tell and is the owner of that story. Embedded audio provides a window into the thinking and gives us a picture of what a child knows and is able to do, not merely what their fine motor abilities allow them to produce on paper.
Most importantly, technology expands our youngest learners audience as students publish their writing online. Enhanced eBooks, student blogs and classroom Twitter accounts invite primary age students to move beyond the writing wall in the classroom and into a writing world. Feedback from their families, blogging buddies and experts in the field inspires them to write even more. Students view themselves as important contributors to the global writing community and move beyond learning about writing to living life as a writer.
Moreover, these observations extend beyond the early grades. We can point to numerous examples where teachers in upper elementary, middle school, and high school are using digital reading and writing to support their students’ literacy development. As a point of reference for upper el and middle school, we would suggest that Nancie look at some really innovative educators who teach writing with technology such as Kevin Hodgson, Jeremy Hyler and Katharine Hale.
Finally, we suggest that the concerns Atwell suggests are less about her students’ abilities — as well as the capabilities of the devices — and more about her stance as a teacher. Certainly, we want students to feel positive about their reading and writing experiences: reaching fluency with the written word, providing opportunities to talk about books with one another, holding a well-worn novel or favorite pen in our hands. These are tactile, valuable experiences. As she notes, there are social reasons embedded in writing and reading that make these practices both pedagogically useful as they humanize our classrooms.
However, if as teachers we discount the opportunities that crafting digital writing and engaging in digital reading can offer students, then we are doing our students more than a disservice. We are failing to prepare them for academic, workplace, and real life opportunities to engage in literacy practices. This is not about our personal preferences for or against technology. It is about the ways that we teach students to become literate.
We are grateful to Nancie as a thought leader and for her decades of work, as well as for her blog post in which she invites us all to reflect on the role of technology in our classrooms. However, we disagree with her stance that word processing is the only way to use technology in the writing workshop and encourage Nancie and others to rethink how we engage students as writers. We strongly believe the trend of iPads (or any tech) in elementary (or middle or high school classrooms) is, indeed, not a mistake, but a necessity.