Accountable Talk/Peer Feedback

The following is from a weekly column I write in the OCDSB Business & Learning Technologies e-Newsletter called Curriculum Connections.

Using Bitstrips as a tool for a discussion of Character Ed traits, it was quickly noticed that the students were demonstrating acceptance, appreciation and respect in their cooperative approach to learning and their positive comments to peers on their finished stories. Great!

Looking more deeply, and reflectively, at the comments, we were soon discussing what constituted accountable talk and effective peer feedback. Using the following graphic as a starting point, students could be asked questions such as “How could your comment help the author develop his or her meaning?” or “What could you ask that would help the author understand how this connects to a safe and caring learning environment?”.

As further peer comments were analyzed it was noted that chronology played a part in the content, as is often the case when a blog is posted and the “long tail” of comments occurs. Often people comment, not on the original post, but on other peoples’ comments.

Many teachers have asked for a recommendation for a safe blogging site for their classes. Bitstrips has potential for a rich, interactive environment. Teachers can post a discussion question or graphic, using the Visual Language of the medium, which engages multiple learning styles, and students could comment using directed Accountable Talk. The teacher can easily jump in for “just in time” responses that ask for deeper connections, respectful disagreement with mindful rationale, or extensions of opinion. This activity could be done in a lab (partnering would elicit collaborative thought), or in a small group around a classroom computer.

Any comments?

Bubbles and Gutters

The following is from a weekly column I write in the OCDSB Business & Learning Technologies e-Newsletter called Curriculum Connections.

This week I address:
Media Literacy 3.3 Conventions and Techniques; Reading 2. Understanding Form and Style

The comic and graphic novel genres have specific codes and conventions, just as text-based language does. Exclamation, question, and declaration (spoken, whispered) are clearly identified through the use of speech bubbles and formats that are as widely known as quotation, exclamation and question marks, and periods. Bitstrips defines these bubbles clearly for the student. A number of shared activities could be designed, such as create a comic with different speech bubbles and have an elbow partner fill in the text, or match different texts with the appropriate bubble.

Another important feature of panel writing is the space between the panels, called the gutter. The gutter can indicate the passage of time and indeed graphic novelists such as Scott McCloud will be very deliberate when deciding how large the space will be.

BUT WAIT THERE'S MORE! Reading 1.5 Making Inferences/Interpreting Texts

Another use of the gutters is for making inferences or predicting. Students can infer what has taken place to move the story from panel to panel, predict what will happen in the next panel or fill in missing panels. Working in small groups, students could storyboard a strip and then leave out a panel for other students to fill in.

Comic Life allows the ultimate manipulation of gutters.

For a detailed description of the codes and conventions of the comic genre, plus over 40 activities, check out “In Graphic Detail” by David Booth and Kathleen Lundy.

Copyright/Copyleft

The following is from a weekly column I write in the OCDSB Business & Learning Technologies e-Newsletter called Curriculum Connections

Voice 2.2 (Gr.3) - establish a personal voice in their writing, with a focus on using concrete words and images to convey their attitude or feeling towards the subject.

There is a lot of software readily available to help students establish their personal voice and activities can be developed according to which software is used. For example, using Bitstrips, students can communicate their feelings and emotions by manipulating the body language of the avatars and using speech bubbles. Indeed the comic genre lends itself to concise and well-chosen words. Comic Life and Photo Story3 require the importing of images to start the digital story. (Bitstrips now has this functionality.)

But how to acquire appropriate images for students to use? Teachers, and students, should be aware that there are some copyright restrictions to using images from the internet. The term Copyleft refers to those licenses that have been created to enable people to openly share their work, in various ways.

Creative Commons is a non-profit organization committed to collaborative sharing of online creative work. People can select how they want to share and post their work with this license clearly labeled. You will find a detailed description of the various licenses at http://creativecommons.org/about/licenses. Basically a contributor can decide to share with a combination of attribution (by), share-alike (same license), non-commercial use and/or no derivations (no changes, remix).
The license is identified by a graphic similar to this.

Two places to find these Creative Commons-licensed images are http://www.flickr.com and Google images. Both sites require an advanced search. If you know of any other great places for appropriate images, please share!

Writing for Purpose and Audience

The following is from a weekly column I write in the OCDSB Business & Learning Technologies e-Newsletter called Curriculum Connections.

A framing question to prime the inquiry pump about writing for different purposes and audiences might be to ask your students how the intent of their writing might influence their choice of the various digital tools. Specific questions might include: Is the language of texting and blogging the same? Would you text your teacher? How does publishing your work on the internet affect your word choice, idea support and your draft revisions? Are full sentences the most effective way to collaboratively brainstorm online when gathering supporting evidence for a group project? How is writing a script for a comic strip different than writing a narrative?

Pop Quiz – What do you call a Narrative Script? Answer below

Marshall McLuhan said “The Medium is the Message” (1960).  Never more true, digital tools can be used to carry, and make, meaning. Blogging is generally used for supported opinion and peer feedback, and is a great way to model appropriate and respectful online behaviour. Popular blogging sites are www.edublogs.org and www.blogger.com. Teachers can moderate all comments prior to posting. The site can be expanded to include class newsletters, uploaded images, videos and files, or an online extracurricular club.

A wiki is a collaborative space for online discussions, group projects and e-portfolios. Each group or student could have his/her own page for uploading files, images, and scanned or digital work. www.wikispaces.com will import your students without the need for an email account. You can also post homework, a class calendar, forms and invite parental discussion. A great feature of wikis for educators is the History record of contributions. Student participatory levels are easily determined, and assessed, and inadvertent deletions can be restored. For OCDSB workshop notes on wikis please go to http://ocdsbwikiworkshop.wikispaces.com/ You will also find lots of help and resources at http://www.wikispaces.com/site/tour 

www.weebly.com peeks my interest. Seems like a combination of website with embedded blog. It was very easy to use, drag and drop and I added students without email addresses.

TIP – most web hosting sites provide help and FAQ’s for self-directed learning

These suggestions represent just a few of the many, free web resources available to students for thoughtful, purposeful and creative writing. If you are using something that is working well in your classroom, please share your stories.

Answer to Pop Quiz – A screenplay!

Bitstrips - when the sum is more than the parts.

The following is from a weekly column I write in the OCDSB Business & Learning Technologies e-Newsletter called Curriculum Connections.

This morning I had the privilege of working with an awesome group of grade 5/6’s using Bitstrips as our medium. The students were introduced to the application last week and happily spent the class creating their avatars, and their families’, after having seen their teacher’s example, which included her family and her dog. We are using Character Education to drive this unit, with links to Language Arts expectations and Learning Skills.

Today’s task was to take one of the traits from the Character Wheel, conveniently found in their planner, and create a digital story. They were asked to consider what it would look like in a school setting and how students might act or talk to each other. As a reflection piece the work would be posted in the computer lab for discussion.

But we never got to the assignment.

The students quickly saw that, through the on-line class-sharing mode, many comments were posted from classmates, and their teacher. (Teachers can select to moderate comments). They were excited to expand their stories, and invite comments or reply to other comments in the queue in a blog-like atmosphere. What struck me most was how positive and supportive their comments were, and how respectful the depiction of other students was in their social stories. Character traits were fundamentally embedded into their conduct, both online and in class.

Future lessons will break down the ten traits for discussion and understanding, but sometimes true character speaks for itself.  

Two Thumbs Up?

The following is from a weekly column I write in the OCDSB Business & Learning Technologies e-Newsletter called Curriculum Connections.

With the advent of netbooks, tablets, and moble devices such as cellphones and iphone touches, what constitutes 21st Century Learning keyboarding skills, and mastery?

From a curriculum standpoint, if a grade 9 or 10 student opts for Business Studies, we find:

Electronic Communication: Students will identify the skills and competencies (e.g.,keyboarding skills, software knowledge and skills) needed to work effectively in an information and communication technology environment;
Digital Literacies: Students will:demonstrate efficient use of a computer workstation (e.g., proper keyboarding technique, correct posture).

But how do they get there from here? Should we be “teaching” keyboarding at elementary? From a very early age, students are texting, their thumbs used in the newest version of the two-fingered hunt and peck. And they input text with astonishing speed, not even considering the emoticons, short forms and acronyms that form the language of the cyber-streets.

Read the following blog, authored by Dr. Leigh E. Zeitz, Ph.D. , for some thoughts and research about keyboarding. http://keyboarding.wordpress.com/ Thanks to Kent Manning for that Twee-source.


All The Right Type is a Ministry licensed software for school use and provides tutorial style practice, a motivating rowing race and tracking.

On-line websites offer similar experiences, and can be used at home. For grades 7-10 check out http://www.freetypinggame.net/play.asp  and http://www.sense-lang.org/typing
For grades 1-6 try http://www.bbc.co.uk/schools/typing

Getting Started

The following is from a weekly column I write in the OCDSB Business & Learning Technologies e-Newsletter called Curriculum Connections.

Welcome back to a safe, inclusive and creative year. We are bursting with plans and ideas to help you use the tools and software readily available to facilitate demonstrations of understandings about curriculum, globality, citizenship and diversity.

To assist with some of the early classroom dynamics of using digital media, we have been working hard to help with computer lab and classroom workstation management, first day activities and digital media learning skills. The Instructional Technology Coaches will be contacting Principals soon to re-establish the connections they made last spring and to provide the supports where needed.

What to do once the students are logged in?

A great first day activity, which would promote acceptance and appreciation, would be to create a “Classroom of Care” using Bitstrips. http://www.bitstripsforschools.com/ Open an account and have students create an avatar to add to the class profile. Students can select attributes, props, and backgrounds that reflect who they are, and then present themselves or let classmates determine what makes them special. You can connect with other OCDSB Classrooms of Care online through a safe, sharing environment. If you are new to Bitstrips, take a tour . You and your students will have created a magical place for chronicling all the great collaborations throughout the year.

The following is a document that reflects the Learning Skills from Growing Success.

Learning Skills for Computer and Multi-media Projects

Responsibility

•    I will use the computers and Internet appropriately for school purposes.
•    I will report any problems with the equipment to my teacher.
•    I will complete and hand in assignments within agreed upon timelines.
•    I will not share my userid or password.
•    I will ask before I print.
•    I will respect copyright.
•    I will respect the equipment and leave my workplace tidy.

Organization

•    I will have my userid and password.
•    I will sit at my assigned computer and place books under my chair.
•    I will use my time effectively when researching on the Internet.
•    I will complete all pre-work (storyboards, scripts) before using the computer.

Independent Work

•    I will review my work to ensure that I can finish within the allotted computer time.
•    I will get on task.
•    I understand that computer time is limited, so I will stay on task.

Collaboration

•    I will understand my role in group work (e.g. data researcher, equipment manager).
•    I will listen to others' ideas about how to use the computer or applications.
•    I will ask my elbow partners if I do not know how to do something.

Initiative

•    I will use new resources and tools to create assignments.
•    I will try to solve a problem on my own before I ask the teacher.
•    I understand that I have the right to a safe learning environment, and so do others.

Self-Regulation

•    I will be aware of how my projects are progressing.
•    If I am not sure about something, I will ask.
•    I will choose applications or web resources that will help me be proud of my work. 


OCDSB/BLT/BM
2010/9/8