It was an honor to work with a fellow educator, Tom Murray, at a recent professional development session earlier this month. For me, Tom's workshop provided an opportunity to connect with my esteemed colleagues and engage with thought-provoking resources that reinforced why I teach and how I can intentionally design my approach to help students grow. Key takeaways for me also included the importance of personalizing the learning experience for students. Transformative learning involves helping learners make emotional connections to their "what". Tom also shared a video clip from inspirational speaker, actor, and comedian Michael Jr. (see video clip ) who shares that "when you know your why, your what has more impact because you're walking towards your purpose." We strive to help students learn "their why." I know that my why has changed to some extent since I started teaching a decade ago. I believe it's important to always spiral back to why we teach.
This same "why" question can also help us design or redesign authentic assessments and personalized lessons for our students. Why do we have students use one tool or strategy over another? Educational technology can help students and teachers reach desired outcomes.
I found it helpful that Tom included his Tech Tools for Engagement resource page in his Keynote Info. The items offered here are vetted by teachers. Certain technology tools lend themselves as better ways to achieve learning goals.
I always appreciate Anne Reardon's Learn, Create, and Connect site for sharing various perspectives on technology integration.
What's something new from these resources that we can experiment with in our instruction and assessment?
Ultimately, you know what is best for your students. There is no better "silver bullet" in education than a relational and charismatic teacher devoted to empowering their students to love learning and do great things with their new found skills and knowledge. Technology can enhance the learning magic.
So what's your why? Will understanding your "why" help make your "what" have more impact?
Happy Teacher Appreciation Day! Today is a good reminder to pause for a few moments and remember all of the extraordinary teachers that made an impact on our lives. Check out this 3-minute video from John Spencer called Because of a Teacher (A Tribute to All of Those Making a Difference).
I organized several ideas to help you and your students celebrate and reflect as we walk the "final mile" for the 2017-2018 school year.
Reflect - It's important to pause and reflect before we move forward. Was there a major theme or question that your students thought about all school year? What was their most meaningful takeaway from your class? What advice could they provide for your incoming students? How can students be successful in your class? They could provide three highlights, three game changers, three disappointments, or three experiences that helped their growth. Practical tools to help facilitate this process:
Flipgrid - Just like MASH teachers have done this past school year on our Show & Tell EdTech page(password for access: learning247), you can provide a space for students to reflect on a prompt of their choice. Just go to https://flipgrid.com/, go to Educator login at the top of the page, and then use your school google account (at least for MASD teachers). Use the free options. Create a new grid (or add a topic to your existing grid) and post your question. Send the link out to students to complete. Check out these Flipgrid reflection examples from our AP Human Geography students. Don't forget to create a grid password and share that with students.
Padlet - These guys are changing some site features. Check out the latest District Learn, Create, Connect digital newsletter about these changes. Anne Reardon shared some key updates that impact Padlet users. Once you create your own Padlet board, you can have students post (with a variety of options such as text, audio, video, sketch, etc.) some sort of reflection.
Google Slides - Another option to facilitate reflection could be a shared Google Slide deck with all students. You can provide students with editing capabilities and allow each learner to have one slide where they can share their reflection. I like this technique because students appreciate the opportunity to make their slide their own through a design approach. Provide expectations about not messing with other student work.
Google Document - Don't have time for all these options above, yet still need to reflect for your own benefit? Create a Google Document or a Google Keep note for yourself and add thoughts and suggestions as you go throughout your day. Reference the document often and keep track of growth over time.
Celebrate Success - There are a number of ways to highlight student accomplishments and memories. I like to memorialize classes that I teach by having students contribute their signatures and memories on a class poster. Here are some digital options:
Students can contribute to a class http://en.linoit.com/ board. Have them write a special memory on a post-it note.
Create a short video from Adobe Spark or Sharalike. I've been using Sharalike lately because it provides music from Spotify and it's easy to create. Check out this short video example that served as a tribute to the Cheery Center at a recent event.
Please share any other ideas or techniques that help teachers celebrate and reflect during this busy time of year.
Near the end of our Modern Africa Unit in World Cultures, my students and I were learning about public health challenges and successes. Traditionally, I assign students to groups and each pod researches a disease that has impacted many living in Africa. Each group creates a poster to show their new found knowledge. The activity allows students to know, understand and do several key tasks, yet the students weren't motivated to create these resources. I will share the last minute adjustment and game changer at the end of this post.
I recently came across a quote from Dr. Nadia Lopez while reading Teaching in the Fourth Industrial Revolution, a powerful new book that I shared in a previous blog post. This educator reminds us that teaching is about empowering students to ultimately become positive "agents of change" in their community, despite their circumstances. View her seven minute TedTalk, "Why open as school? To close a prison" and/or her blog post about "Changing the world, One student at a time." From my understanding, this can happen in so many ways. Every teacher has the ability to empower their students to be positive agents of change in their own unique way. As I always express, building relationships is the main ingredient and a dash of technology, when used in the right way, can enhance the outcome.
Here are just a few of the many examples from throughout MASH:
Mrs. Weidman and her daughter model the use of Flipgrid for completing a Sociology fieldwork activity regarding advice (check out the link w/her Flipgrid lesson reflection). She experimented with the tool a few weeks before assigning the task and learned how to use the technology. This process included the use of her daughter in the learning process, who not only helped reinforce written directions, but also complimented the intended learning goals. There is no doubt in my mind that Pam's students learned valuable advice from her daughter about how and why to be a positive agent of change. Pam was able to collect student advice through Flipgrid and since the settings were private ('inactive') and inaccessible to the entire class, she was able to receive honest feedback, that would be difficult to gather in a normal class setting.
Mrs. Jamiolkowski's Spanish students created global challenge campaigns (check out the link w/her Flipgrid lesson reflection). Every learner had their own challenge, such as malaria and overpopulation. After careful research, they designed persuasive and informative infographics that reflected causes, effects, and possible solutions. Also featured on these campaign resources was a QR code that linked to the student discussing their point of view and possible solutions. These solutionary and socially conscious students posted their work in Heather's classroom and actively "read, viewed, interpreted, and listened to a variety of infographics." Another compelling component to this assessment was that it was intentionally a cross-leveled task. Her Spanish IV students were exposed to these campaign posters which helped reinforce critical skills and expectations for Advanced Placement. I love the idea of using authentic audiences and real challenges. Heather's students developed their change agent skills through the skills of speaking, writing, and listening Spanish. Not only is every teacher a literacy advocate, but I believe we're also in the business of empowering the youth to improve the community. Check out some of the examples below. Students selected global challenges ranging from animal cruelty to student wellness.
Mr. Reardon's Health students create a variety of digital resources that showcase their essential understandings. As freshmen, his students learn about the health challenges faced by some teenagers. Their learning is not passive. Joe helps his students become agents of positive change through their design of public health infographics. Check out some examples.
Every teacher has the ability to empower their students to be positive agents of change in their own unique way. As I always express, building relationships is the main ingredient and a dash of technology, when used in the right way, can enhance the outcome. There are so many examples around us. Just visit the classroom across the hall from you or ask one of your own students about one of your own lessons.
Back to that beginning activity, I shared with students that they would be creating drafts for simple, powerful and visual reminders to be posted around latrines and drinking fountains around the Cheery Center; the learning community located in Kenya's Kibera Slum. Water borne diseases are common place in this slum. My students deeply care for the Cheery kids and so I discovered a motivation and passion to do good among all of my students. It was a game changer. Our students genuinely want to be agents of change and improve the world around them.
Resources:
Heather used the resources pictured on the right.
Mrs. Zelenky created a useful LibGuide resource for the what, why and how of infographics.
If you rather not print infographic out, you can have students post them to a Google Site or a Padlet page. Here's an example. The neat part about this is that you can link this one page to Google Classroom or share the page on social media for an intended audience.
I personally enjoy Canva when creating digital products such as infographics or flyers. You can have students create several resources on one infographic like Katie L. does here for her AP Human Geography task to design a banana supply chain resource for inquisitive grocery store shoppers. She developed a short Adobe Spark video that shares her message and then created a QR code that linked to the resource on her infographic.
Inspiration: Check out our district's Learn, Create, Connect resource where you can find many resources and classroom examples.
Think big but start small. At the end of the day, every great idea starts with a tiny thought. Mr. Perry Ditch, who is the Director of Bands at White Oak High School in North Carolina lives out this idea of empowering students to be positive agents of change as he helps his students teach music to the children at the Cheery Center and learn about life changing lessons in addition to Kenyan culture. The older Cheery students then teach music to the younger kids.
Every learner and educator alike has their own learning obstacle. As lead learners, it is our job to help our students grow through their own struggles.How can teachers practically do this in any given school year, especially if they have more than 130 students on their roster? This reality is certainly a challenge for many of us. Genuine formative assessment takes work and I struggle with this practice. Yet, I believe relationships, iteration, and feedback can help, along with some creativity, risk-taking, frequency and a dash of technology. Feel free to comment below on what works best for you.
Relationships
How well do we know each of our students? Getting to know our learners, and building community is the secret ingredient to success. One of my favorite teachers in high school made a point to maintain relationships with each of her students. This is challenging at the secondary level because teachers see so many students throughout the day, but she was able to creatively get to know us. She was present before and after class. She communicated to us through our reflection assignments, and attended our school activities when she had the time. Overall, this memorable teacher was caring and knew our strengths and weaknesses well enough that she could challenge each student in a different way. She made learning personal through her attempts to understand each student. I don't think there is any technology that can replace the relational job of a teacher in the classroom. Check out this seven-minute video from Teacher, Rita Pierson who addresses an audience about every kid needing a champion in their life. #ItTakesATeacher to help make the magic happen. Technology, however, can provide teachers with unique and time-saving strategies to promote relationship building in the classroom.
The process of learning is messy business. I don't believe that learning is a clear cut path, but rather, a meandering and zig-zag sort of journey, that eventually leads to further understanding. Educator & Speaker, George Couros, writes about this process in his blog, The Principal of Change. He shares an image from comedian Demetri Martin on what "success" and learning actually look like. I also think of the Iceberg Illusion for success and learning. There is so much beneath the surface.
I believe the role of the teacher in each of these images is to help students navigate their own path and ultimately guide them in the right direction. We are essentially mentors and coaches. We cannot just give our students the answers but we need them to practice independent learning and take an active approach to seeking understanding. Iteration, through the relationship-building process is one way to help grow our students. Students and their teacher are in a feedback loop and they consistently refine their work after receiving feedback, hopefully each time, getting closer to desired outcomes. I believe that feedback serves as the gasoline in this engine of change. This is a helpful video resource from the Teaching Channel regarding How to Personalize Feedback for Students that I wish I noticed sooner in my teaching career. Also, check out this Edutopia article, 5 Research-Based Tips for Providing Students with Meaningful Feedbackabout the importance if this technique. The article mentions some counterproductive techniques that I know I've been guilty of in class. In general, the author shares that meaningful feedback should:
Be conducted carefully (check out the tips in the article)
Involve learners in the process
After working with a few teachers around MASH, I'm set to experiment with some more personalized learning techniques that were shared in a recent EdTechSandbox post. One of the learning stations will be a feedback activity where students will offer feedback to each other and I will conference with each learner.
A dash of technology
I appreciate the advice from Educator, Alice Keeler (@alicekeeler), who noted that
"good teachers can't be replaced by technology. What technology does is allow teachers to spend more time focusing on their learners and building those relationships."
In promoting relationships, iteration and feedback, while trying to save time and energy in reaching all 100+ students on your roster, try these tech tools:
Voice comments on Turnitin.com - If you have students submit documents on this site and you're attempting to provide meaningful feedback, try the voice comments. Jess Atkinson shared with me that she loves using verbal feedback in turnitin.com. Although the experience can be "awkward for the students, I’m
sure (and for me, too, honestly) ... it’s so much better when they can hear my
tone. It’s quicker for me to do a comment and explain any issues/strengths than
it is to type them out." Jess also shared that this is her first year trying this technique and she plans to survey the students to evaluate if she should continue this technique. I'm encouraged by Jess's innovative approach to feedback. See the tool in action in this video.
Talk & Comment - Chrome Extension- This free extension that you as well as your students can place on their Chrome accounts allows voice comments on any Google Document. Students can use this app when offering peer edits, or explaining steps in a math problem. I recently used this function to offer verbal feedback on student papers. After recording my 29 second comment (you're limited to 30 seconds for the free version), I pasted the sound clip URL into the private comment section in Google Classroom. Students appreciated hearing the tone of my feedback and they actually took more interest into how they can improve their next draft.
Screencastify - Chrome Extension - This is another free extension that many of our Chromebooks already have installed as an Add-On. You can add these programs on your school device as well. This is another tool that allows you to record your voice and even your screen as you or your students provide feedback.
Kaizena is another tool, similar to the Talk & Comment extension, that allows for high-quality feedback. Its mission is to “empower students to improve skills through feedback from their peers and teachers.” Once students add this extension to their Chromebooks, you can offer various forms of time-saving and meaningful feedback. Some cool features include: Speak instead of type (voice comments help you to convey tone and emotion in your feedback).Stop repeating yourself (you can use one of its curated lessons to explain concepts or create your own). Track and rate skills (quickly communicating strengths and weaknesses). Integrate with Google Drive.
Remind - Offer convenient and meaningful feedback. "Messages can be sent in real time to an entire class, a small group, or just a single person. Your phone number and your students’ numbers are blocked for privacy." This free app allows you to share feedback via voice as well.
Any other innovate ideas? Share them below.
As lead learners, it is our job to help our students grow through their own struggles.How can teachers practically do this in any given school year, especially if they have more than 130 students on their roster? Relationships, iteration, and feedback can help our students grow, along with some creativity, risk-taking, frequency and a dash of technology. I hope you can experiment with one of these iteration & feedback techniques mentioned above and see positive results.
Almost three years ago at the Pennsylvania Educational Technology Expo & Conference, I participated in a one-hour professional development session that forever changed my teaching career. This riveting session was about Empowering Students and Teachers To Change the World and was delivered by Michael Soskil, an elementary science teacher from Wallenpaupack Area School District. Among many accolades, Mike was awarded the prestigious Presidential Award for Excellence in Mathematics and Science Teaching, the 2016 Top 10 Finalist for the Global Teacher Prize, and the 2017 PA Teacher of the Year award. The message that day was simple, yet powerful. His mode of delivery was the global collaboration tool known as Skype. We played Mystery Skype with a classroom in the Midwest and then heard inspiring stories about global collaboration projects between Mike's classroom and an oasis like learning community located in the Kibera Slum, just outside of Nairobi, Kenya called the Cheery Children Education Center. As Mike was teaching his students about ecosystems, sustainability and the importance of clean water, he reached out to Jairus Makambi, the headmaster of Cheery school through Skype in the Classroom. After Mike's students Skyped with their new friends from Kenya several times and debriefed the many challenges that plague the community, such as Cholera and other waterborne diseases, something profound happened. Mr. Soskil's learners felt empowered to help the Cheery kids. The global collaboration continued. Each classroom learned something new from the other such as lessons on how to speak or sing in Swahili in exchange for lessons about science. Meanwhile, Mike's students worked on solving the poor water quality issue at the Cheery Center through an additional partnership with other schools. This small rural learning community in northeastern Pennsylvania along with other schools around the globe were able to help the Cheery Center obtain water filters from Life Straw. The spark I received that day from Mike was that as teachers, we have amazing opportunities to empower our learners to be positive change agents in their communities. Students need to do something with their learning and learn how to solve real problems in the world! Additionally, I continue to employ Mike's mantra into my daily teaching and that is "every problem that our world faces has a solution locked inside the passions of our students." It is our job as teachers, to help students discover this life change and practice essential skills in preparation for life in the "Fourth Industrial Revolution."
Since that initial seminar with Mike, I weaved Skype into my instruction and helped my Social Studies students connect with all different places on Earth. This risk taking paid off. Never before have I seen students so engaged and productive. Global collaboration tools such as Skype, Facetime, Hangouts or Zoom allow authentic learning to thrive. We connected with the Cheery Center in the Kibera Slum to learn about the importance of overcoming poverty through education, schools in India about population challenges, a former student in Jordan about the Syrian civil war and refugee crisis, and the list goes on. On occasion, we will Skype with our partner schools for about ten minutes to simply sing songs to one another. During the 2016-2017 school year, our students partnered with several classrooms throughout the district, including our kindergarten students, to help solve a major problem at the Cheery Center. Students developed empathy through collaborating with the students at Cheery and integrated design thinking to launch their solution. Watch their campaign story, nicknamed #RaiseTheCheeryRoof. The goal to help rebuild the Cheery Center was $4000. Our learning community helped raise more than $8000! These funds also contributed to the construction of latrines and a water tank.
MASH Student team Skyping with Cheery Student team
2/20/18
This year, the opportunity to be change agents through global collaboration has once again captured the hearts of my students. Students at our high school and middle school are working alongside an international student partnership to help the Cheery Center extend to grades 7 and 8. Our students titled this movement, #1MoreStepAhead. Please watch one of their newest social media campaign videos created by MASH students. This is the Cheery Children Center Foundation site. Every learner has a part to play. Our student public relations team is coordinating fundraising events with their international partners. The art team is developing blue prints for poverty simulations. The video team is creating commercials. Students are eager to help their friends in the Kibera. They wish for these dedicated Kenyan children to attend grade seven and eight. Our learners, from all levels, are relentless in this pursuit. They are compassionate and desire to help find a solution, more than I've ever seen. This generation of students we educate are hungry for projects meant for good.
I keep in touch with Mike on Twitter. He is a global collaboration mentor, but also someone that is an agent of change and who demonstrates everyday leadership (thank you for the video, Mrs. Reeder).
I was honored to read an early copy of Mike's work, along with five other Global Teacher Prize recipients. Teaching in the Fourth Industrial Revolution: Standing at the Precipice.As an educator in the trenches, I found this book to be inspirational, yet extremely practical. Using the context of the "Fourth Industrial Revolution," as mentioned above, several major questions are addressed:
Are we really preparing our students for the challenges they will face?
Will technology ever replace teachers?
The authors each have their own spin on these questions, but essentially, they all support the urgency for education to be rooted in human relationships and empathy. We must empower our students to solve problems with "solutionary and socially conscious" mindsets way before they graduate.
This book fuels my purpose to help students become citizens, actively involved in bringing positive change to their world community. Best of all, the authors provide dozens of tried and true examples of how to put their ideas into practice. Learn from the best teachers from around the globe. Their book is available on Amazon. All proceeds go towards global teacher projects. Let me know if you order a copy! I highly recommend reading this book. It is a game changer.
Follow the authors on Twitter (even if do not have Twitter):
Thank you to Mike and the five amazing co-authors of Teaching in the Fourth Industrial Revolution: Standing at the Precipice for your dedication, patience and leadership in helping teachers like me take steps in empowering our students.
What is one thing you would change in your classes to enhance the student learning experience?
This BIG thinking or dreaming is powerful. I just watched this video from SpaceX about their recent successes with launch rockets returning back to the launch pad. I was reminded of moonshot thinking.
For me, big thinking comes from a place of reflection, especially after those lessons that didn't go as planned. Have you ever had those days?
My Period 1 APHUG Students
My Period 1 APHUG Students
Here's an example of one of those days just the other day!
My students and I were recently learning about why people around the world have different standards of living. Economic development, specifically the impact of weath, health, and access to knowledge on human lives, is one of the major themes in our 10th grade AP Human Geography and World Cultures curriculum. Our Social Studies transfer goal of analyzing perspectives drives this section. In the activity depicted in these images, each student posted their assigned country statistics, organized in order of their Human Development Index number. I prompted students to explore the data; observe, look for patterns, create hypotheses for global development. Long story short, my students did a good job. Many of them did exactly what I asked them to do but, for some, the new activity was an act of confusion. Some were still unsure what concepts such as Infant Mortality Rate or the Secondary Sector truly meant. How could they compare numbers if they didn't grasp the vocabulary. That's my bad. After reflecting, I took notes on my lesson plans for next time on how to make the experience better.
Think Big But Start Small
I pick up ideas from my colleagues all the time. I work closely with Jen and Anthony. I'm constantly learning from these innovate teachers. I learn from all of my MASH colleagues when I hear students describe what they're learning in class, see Twitter posts on #MASHteach and #MASDproud, or simply just catch up with someone at the infamous room 239 copier. There's all of these ideas but so little time. Where do I begin and how do I fix this lesson for next time? I decided to experiment and modify a differentiation technique that Sandy Bohrer implements with her ELA students which is blended learning. According to TeachThought, this technique is the "use of both face-to-face and eLearning approaches to deliver learning experiences (as opposed to direct instruction)." In short, this graphic illustrates exactly what I was looking for.
I wanted to try something that allowed me to structure individual progress and especially work with struggling students. I observed Sandy during my planning period and discovered a method that works well with small or large classes, comprised with students from different ability levels.
Sandy's ELA Class: Station Rotation
Sandy's ELA Class: Station Rotation
I started small. I examined three days worth of plans for one lesson. I then came up with several stations, including one that was a teacher-student conference. Each station included an activity that varied in process or product. I created groups ahead of time.
When I tried this in class the first time, I had to definitely make adjustments with activities. I also had to set student expectations for this learning environment. I've learned to fail forward! The return on instruction was worth it. I appreciate Sandy's dedication to her craft. This instructional approach allowed her to conference with each student in her class over the course of a few days. The relationships built in this process are instrumental to the success of her students.
This process reminds me of the importance of thinking big and starting small, while always thinking about what's best for your students. Here's an additional blended learning resource that I was given by an educator from Dallastown School District. Check it out!
I look forward to learning and sharing more about this technique.
Storytelling is one of the oldest and most effective instructional methods used among cultures around the world. Ask anyone to share a story from their childhood and I'm confident they could recall a vivid snapshot of the moment.
In today's tech tip, I wanted to share some practical examples from our MASH learning community of how storytelling can empower students and enhance their learning.
Storytelling with maps using using Google Tour Builder
All stories have a setting; a geographical backdrop. Google Tour Builder is a free "web-based storytelling tool which lets you easily create and explore stories and places around the world."
Imagine having your students "create a tour of any subject of their choosing, zooming in to show the places where events took place, and easily integrating the story’s text, photos and videos." You can have learners navigate to each location in the storyline and help "immerse them in the relevant places through Google Earth’s imagery and the custom content you provide" (Google Tour Builder Site).
This tool can be used in many disciplines. At our most recent MASH Technology Integration Committee after school PD session about Empowered Learners, our FCS department discovered how Google Tour Builder supports their Italian Cuisine Unit instructional objectives. I'm exited to see what they come up with! Lissy Weirich, our experienced German teacher, continues to innovate
instructional methods. See her summary below of why and how she used Google Tour Builder to help her learners reach the specific learning goals.
Guten Tag! I’d like
to share a quick but effective synthesis or summary activity that Joe
recommended, a very easy program to use Tourbuilder
lets students combine a Google Earth map with photos and or videos, a choice of
icons for pins, and text.
My Level II students are currently learning about
prepositions of location as well as various geographical places, such as river,
sea, forest, lake, city, and so forth.
They are also in the process of reviewing the present perfect
tense. Thus, with the addition of
transition words, students combined both concepts with a focus on correct word
order. To model, I created a tour
through Germany using eight familiar geographical locations, telling where I
had been and what I had done there on my itinerary. After walking students through my model, they
researched a country of their choice other than Germany (to apply to a new
situation), selected five appropriate sites with photos and provided captions.
They shared them with me in GoogleDocs and students had to read at least three
of them and comment on one.
This program worked well in a world language class. They liked having a variety of choices in the
project and liked seeing the real world view of the location on the map. I also
can see uses for it in history, foreign foods, language arts, and more. The only drawback was not being able to use
the umlauts for the vowels, as there was no way to switch to a German keyboard
and cutting and pasting them was too tedious.
Lissy's Google Tour of Germany
I am inspired by Lissy's desire to try new instructional approaches with her group of students. I also admire how she allows student choice with their country selections, and an authentic way for learners to express their voice. This digital storytelling format allowed Frau's students to demonstrate their learning in an unconventional way. Check out Lissy's example here. I love that she modeled the activity for her students. Not only does this allow the teacher to get an understanding of the tool, but it also shows students what an exceptional product would look like. She also worked on this in advance of the unit and found time here and there. I respect her time management and willingness to try something new. See a student generated tour. As part of their assignment, students also provided constructive feedback to their peers. One student wrote:
I liked how you had multiple pictures for each place. The pictures were all great and your sentences weren't just simple, you tried to make them harder for you. I learned many things from your tour. Overall, great job!
Thank you Lissy for sharing your digital storytelling lesson along with rationale and feedback with us. #ItTakesATeacher! For more information about Google Tour Builder, visit their how to page.
Storytelling using WeVideo
Our students have access to WeVideo. I gave students an opportunity this fall to become storytellers of one of their assigned countries. They were asked to create a digital story that dynamically
reveals their selected culture. Possible
themes: National Geographic Episode Segment, News Special, History Channel
Segment, Food Network Episode Segment, Netflix Series Episode Segment, Digital Narrative,
Digital Children’s Story, Suspense Novel Chapter w/ sound effects, Musical,
Claymation, etc. I created some criteria and rubrics for content, as well as the product. Contact me if you would like me to share those files. The digital stories were awesome. Students added their videos to their Google Site culture tabs. After I previewed each one, I then added the videos to a YouTube playlist to support their class activity.
Here are some examples:
Juli F., 10th Grade
Morgan B., 10th Grade
I love how Juli and Morgan used WeVideo sound effects to make their stories come to life!
There are many more examples of how MASH staff is using digital storytelling techniques. I look forward to meeting with our 9th grade ELA & Social Studies teachers about their Cornerstone tasks who had their students preserve actual stories from family and community members.
Here are some ways that we can incorporate story telling throughout our instruction.
Feel free to share below how you're incorporating story telling.
