Building A Story
Exploring the relationship between student creation & digital texts
Supposition:
When students use their own creations to produce digital texts student engagement and student voice is enhanced.
Introduction
Using our mind map ...starting with our student's first. Student Work Study focuses on the work students are doing in the classroom. We are learning about learning and this is leading to students thinking about their thinking.
Methods
- 2 days per week in 2 schools
- FDK, host teacher, former SWST
- Grade 1, host teacher, first time with SWST
- Grade 6, host teacher, second time with SWST
Inclusion
While the teacher taught her lesson, this Grade 1 student created a ship enabling parallel participation.
Thinking Made Visible
During an interview with this Year 2 FDK student, the story behind this invention emerged.
Communication
A community was created where skills of negotiation evolved.
Literature Review
Grounding student work in research
Exploring concepts of student voice:
Further resources...Karin Morrison's Ed Talk:
Making thinking visible: How to promote engagement, understanding, and independence for all learners which leads to Visible Thinking website about using Thinking Routines.
Exploring concepts of student voice:
Further resources...Karin Morrison's Ed Talk:
Making thinking visible: How to promote engagement, understanding, and independence for all learners which leads to Visible Thinking website about using Thinking Routines.
Evidence and Analysis of Student Learning #1 - FDK
Reflecting & Sharing Learning
When asked how he came up with his plan for his creation, he said "There was a map in my head".
Valuing Student Voice
The classroom teacher transcribes student stories and creates a display of their digital texts.
"I want it to go up there!"
The transcript demonstrates student voice clearly expressing his thoughts and needs to drive his own learning forward. He points to the area where other texts are displayed.
Evidence and Analysis of Student Learning #2 - Grade 1
In this transcript of conversation, the student articulates his enthusiasm while creating his digital text using the Book Creator app. He explains why he prefers creating digital stories and reflects on his increasing independence as an author. It was observed that he was focused and greatly enjoying reading his own e-reader to himself.
Screencast by mrsdsilva from Screenr.com
Evidence and Analysis of Student Learning #3 - Grade 1
Students used storyboards to plan and build a narrative and then built it using Lego. They used Pixie 3 to create a digital text that included speech bubbles for characters.
A Pixie 3 Story
Motivation
Students followed an 8 step task to insert their photos into Pixie 3 text independently. Many students appeared to remember the steps from the classroom lesson- demonstrating motivation.
On Task
It was observed that students remained on task and focused until completion of their digital text creation.
"I loved that he actually spoke up"
Sharing of the digital texts to an audience allowed students the opportunity to provide astute observations about their peer's stories. Students recognized the voices of the quieter students and were excited to hear their peers.
Evidence and Analysis of Student Learning #4 - Grade 6
Students Engaged in Dialogue- Listening, Questioning & Learning
Students used Haiku Deck to create a visual presentation. Students focused on "how to use language effectively as a tool for communication". The discussion was interactive with students debating and questioning each other. Students were able to incorporate other student information into their own presentations.
Key Learnings
- Time for student led creating, designing and constructing is important in classrooms.
- Students investment of their identity is important to their engagement in their learning.
- Technology is a tool that can be used to amplify student thinking and voice.
- Sharing of digital texts enables student voice to grow in the classroom in the forms of interactive dialogue which enriches student learning.
Inquiry Leads to More Questions...
From: Will Richardson Learning on the Blog
Questions for our students and ourselves:
What did you make today that was meaningful?
Who are you working with?
What did you share with the world?
Questions for our students and ourselves:
What did you make today that was meaningful?
Who are you working with?
What did you share with the world?
Student Work Study 'Monograph' 2012-2013
A more detailed paper of the collaborative inquiry can be made available by contacting Janet D'Silva.
Email: janet.dsilva@peelsb.com