Tag Archives: media

Days 3 & 4: Interview A Friend

 

This is the fourth post in a series about launching the use of the app Book Creator in a kindergarten classroom.  You can read the first three posts by clicking on the links below.

During planning we thought that a great way to get the kids going would be to have them interview each other.  We wanted them to have an opportunity to talk about and connect with learning that they were already doing and to share some questions they had.  This was also a way to get them into book creator before their was much action with the chicks.

Day 3

I did a simple illustrated chart to try and support their efforts.  We discussed a few guidelines for contents and agreed that each student should say three things they knew about chicks and one to two things they wondered.  Our send off directions were “Think, Practice, Record,” and we chanted it a few times together before partners went off to their working spaces.  We also discussed what it meant to be professional so that they could elevate the quality of their work.

The recording was a bit bumpy at first as it was the first time they had recorded another student.  They found themselves rerecording a lot because their initial attempt was too quiet or focused on someone’s feet.

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This is my terrible chart.  Luckily Kindergartners are very forgiving.

The most exciting part of Day 3 was that one of the eggs started to crack!  The students gathered close looking at the crack and trying to take a picture for their book.

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The first egg begins to hatch
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Students work as a team to edit a page in their book.

Day 4

Several students still needed to record by day 4 and we also wanted them to go back and look at their work to see if they had done what we had decided on.  Laura typed up this little editing checklist for teams to use as they went back and reviewed their videos.  Many students found that they had said three things they knew but forgot to share a wonder.  To avoid frustration we suggested they just make a second video on their page with their questions.  This was also a helpful strategy for students who were struggling to get the whole thing done in one sitting.

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A checklist for video revision.

By the end of day 4 most students had completed their videos, revised their covers, and were excited to see that some of the chicks had hatched!  Just in time for us to get some content for our book.

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The first hatched chicks!  Complete with decorations for the box.

We identified two areas to go next; partner work and content.  Partner skills were getting rusty at this point and we found ourselves mediating a lot of disagreements.  On the other hand we also felt like it was important that they begin to use their knowledge of nonfiction features to get some meaty content in their books.  We discussed it with the teachers and they agreed that the social stuff needed to come first.  So we were left wondering…what strategies could kindergartners use to help them work together?

Come back tomorrow for a guest post by Laura Meehan, iDal Coach and my daily work buddy.  She will be blogging about Day 5: Strategies for Working Together.

Tweets As A Nonfiction Text Feature

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.

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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.

Making Digital Artifacts Work: Part 1

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.

A student shares important elements of their book club book using a digital tool
A student shares important elements of their book club book using a digital tool

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.

We capture snapshots of kids at work and use these to make our record keeping rich and reflective.
We capture snapshots of kids at work and use these to make our record keeping rich and reflective.

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.

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This anchor chart appears in our new book Amplify: Digital Teaching and Learning in the the K-5 Classroom

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.

A student prepares images for an audio reflection on reading strategies.
A student prepares images for an audio reflection on reading strategies.

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.

A student shares a screenshot demonstrating their ability to model and use numbers to solve a math problem. This image is saved for reflection at the end of the unit.
A student shares a screenshot demonstrating their ability to model and use numbers to solve a math problem. This image is saved for reflection at the end of the unit.

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.