“A journey of a thousand miles begins with one step.”

I was reminded of  this quote as we worked through our recent session on ‘Writers Workshop‘.  Not only the global concepts of ‘writers workshop’ (lots of time to write and explore, choice and voice, conferring during and not after the fact…) but what this looked like in the digital world?  Our goal was to use Google Docs as an avenue to explore, critically challenge  and grow our student writers.  The advantage of Google Docs was the availability of anytime, anywhere as well as the collaborative nature of the tool allowing both teacher and student to work, support and revise in real time.

We started with a visual sequence of the writing process to frame our journey and then dug into a couple of “mini lessons” examples (adding detail, voice). Mentor texts used for each were Love You Forever (R. Munsch) and Voices in the Park (A. Browne).

One of the most difficult parts to grapple was the structure of a “mini lesson”.  Trying to keep it to 10-15 minutes is a challenge for any teacher.  These sessions are meant to be focused on specific elements, allowing for majority of time for actual writing.  A good resource that explains this is Day by Day by Ayres and Shubitz.

What I took away –  ’mini lesson’ was focused on a specific target, making it possible to keep to 10-15 minutes, use only specific pages in the mentor text that provided a clear example of the focus.  Finally the lesson was teacher-directed so student input was not included (or kept to a minimum) in the mini time period.  Students were asked to quickly return to writing in order to practice the skill on their written piece.

Google Apps for Education provides us with a coordinated collaborative environment to further our writing efforts.  We were able to easily create IDs/passwords following our blog ID conventions.  Another collaborative community was born.

Our little pilot writing project of seven classes across the district is excited to see what will happen to student writers as they engage deeper with the writing process. Our history tells us that when others (even family members) join in the writing conversation, that both the writer and the writing is taken to a different level.

My fascination with TED just increased with the launch of its newest initiative dedicated to Education.  It is called TED-Ed: Lessons Worth Sharing.  TED was originally created to bring together great minds and grand ideas aimed at changing attitudes and ultimately the world.  The website and conferences plays host to inspired thinkers and those who would engage with such ideas.

The current TED-Ed has five playlists organized into Awesome Nature; How Things Work; Playing with Language; Questions No One Knows the Answers; Inventions that Shaped History.  These are sure to expand as time goes by.  There is even a place where you can suggest lessons that they can animate.

Imagine the possibilities of incorporating powerful video content into the classroom. Imagine conversations…debates…questions that explode into research.

Capture that story (whether at school or home) with just a mic and a simple online recorder.  Vocaroo (http://vocaroo.com) is a simple online audio tool just made for that purpose!

Use it for audio recordings of class news, radio shows, as student assessments for oral readings or to increase skills in reading. You may even find that students after listening to their voice, will redo their recordings to make themselves better understood.  While the end results may be used for a variety of projects, adding voice recordings to your blogs or wikis provide a level of personalization that text cannot.

Click here for step by step instructions and how you can insert it into your blog.

I wasn’t quite sure how to title this, swinging back and forth from “Passionate Conversations” and “Growing Readers”, both of which I believe Lit Circles to be.  I’ve been working with a fabulous teacher on engaging her class  with Literature Circles.  Oh not the process with all the jobs/roles (which I’ve done many times before), but the approach outlined by Faye Brownlie in Grand Conversations, Thoughtful Responses.   Our goal was to encourage enthusiasm for reading and create environments for deep conversation (in other words, give ‘choice and voice’).  We chose to extend our notion of ‘environment’ to include not only the physical classroom, but also online using our class blogs to extend the walls of conversation.  In doing so, we believed that we could complement the innate need to find community, purpose and audience. Thankfully, I work with a great team who came along to help and document our journey.  We hope to share both the instructional content as well as the conversations and some video clips along the way.

How did we start?  Our DLRC (District Learning Resource Centre) has a wide range of book bins just meant for lit circle conversations.  Choosing the bin was easy (each bin is themed with 5 copies of 6 different novels of varying degrees of readability).  A book talk (Lesson 1) was given that was no more than 2 minutes each,  served as hooks – we dangled intrigue, angst, curiosity, mystery and downright fun.  Students were given time to roam the room to check the books out “up close”.  Book groups were organized by student choice and availability of texts.  We also promised them that if they did not receive their first choice, that throughout the weeks they would have free reign on reading all the books if they wanted.  We waited until the next day just to generate the buzz and then handed the books out.  Lesson 2 was simply allowing them the entire period of just solid reading.  The teacher wasn’t too sure about this as previous experience told her that there was no way that we could extend this to 45 minutes.  You could have heard a pin drop the entire time as students found their comfy spots and dug into their texts.   Matching student lives to books that “leap off shelves” was the key.

If you’re thinking of starting the journey yourself, click here for our instructions.  And we’re very interested in hearing your story here.

(…Part 2 – The Circle Morphs)

Do you ever want to do something with your class and the whole technology thing is just too much?  I get that a lot so I’m always on the hunt for tools that “take the mystery out of things” and just work.  Remember that we are also in a world of constant change so there are people out there who are creating new and different tools all the time.  More importantly, how would you use it to support learning?  Here are some that I’ve used in classrooms:

iPiccy - my latest image editor (simple, simple, simple).  Oh did I say simple?  The online tools allow you to apply special effects, add text or paint to jazz up images.  Registration is not required; upload images from anywhere and download the completed masterpiece when completed.
How would I use it?  Have students take images (camera) for their blog writing or other powerful messages; decide on a visual message and edit using iPiccy accordingly; use in a blog post to enhance or support writing or in powerpoint or Glogster presentations.  In any of these circumstances, the goal is to use images to convey a deeper level of communication beyond words. See some examples from Mrs Comeau’s class of grade 3 bloggers - they will tell you that they’re writers!

Vocaroo - This extremely simple online sound recorder is a must-have for recording anything.  I first wrote about this in November, where I explored the importance of developing oral language.   
How would I use it?   Record a practice speech or ideas – use it as a memory jog for writing.  Or instead of writing, record a blog post by audio and post. Voice recorders also give students the independence to self-assess their achievement by capturing and freezing words in time.  Capture another recording at a later time and compare the two recordings.

Spell with Flickr - I love this when I’m in need of some kind of catchy block title images. It stands out better than relying on fonts.

How would I use it? Select words out of writing or connect those words using a visual thesaurus like Lexipedia.  In Spell with Flickr, generate the letters by clicking through a selection of alphabets pulled from Flickr images.  Capture the image and use in blog writing or other writing pieces that need a word to boldly stand out.  In the example above, I chose the word ‘imagine’ to represent all the possibilities of creativity.

Draw a Stickman - This creative site tells a story by including your sketches.  Sketch a “stickman“.  Watch how the story unfolds.
How I would use it?  This provides a twist for those moments when you’re stuck in writers block.  Rather than have students wander the room,  create something and watch the wheels turn. Who knows, it may launch the desire to learn flash animation or programming.

Things happen when you’ve return from a conference.  New ideas attach with
old ones and a host of “how does  this all connect” is sifted through a lens of “what if…”. At FETC, keynote speaker Michael Wesch (watch TED talk) talked about the fast rise of the new technologies (Youtube 2005; Twitter 2006) resulting in a new culture of belonging/communication, with strong implications for education. With information being so readily available, he offered that education needed to put the “wonder” into the question. And keynote - Heidi Hayes Jacobs (watch TED talk) asked why wouldn’t we combine tools to bring about a deeper infusion of experiences.  So my question is how does this connect with the classroom?

I’ve been working with a group of teachers on writing process, writers workshop and literature circles and one of the questions we had was how to effectively increase vocabulary in ways that illuminate and explore the power of words to clearly communicate.  This is especially important for students who find writing and reading challenging (knowing their vocabulary is incredibly smaller than their peers). Forget the spelling list.  Though I’ve used all of the following separately, I’d never thought to combine the tools to gain a deeper connection.

HOW I WOULD USE IT:

Students copy/paste their written text into Wordle or other word cloud  generator.  The most used vocabulary words will appear larger than the others. Access an online visual thesaurus like Visuwords, Thinkmap Visual Thesaurus, Lexipedia (primary – with audio).  Insert the word and watch what happens.  Each provide not only a root, definitions, examples but strategic relationships to other words.  Choose the appropriate word and replace the ‘worn out word’ in their text.  [Use a different colour so it stands out from the other text.]  Reread the entire written text several times to hear the relationship of ideas come together. This also helps with integrating the new words into general vocabulary. [As with any tool of this sort, choosing the correct words in context takes thinking practice - some of the words that pop up in online thesauruses may not be appropriate for all age levels.]

Add these new words to an anchor chart in the classroom so everyone has  a ‘visual anchor‘ when writing.  Paint chip strips are great for generating word lists.  Record the ‘worn out word’ in the top colour box, then add ‘juicy’ words that are connected. When reading, keep a post-it note handy for recording words that ‘pop off the page’  and use these as starting visual anchors. Connect these words with others found in Visuwords.  Warning – this activity becomes a bit contagious.

How do you strengthen and extend vocabulary in your writing?  I’d be very interested in having you share your ideas here in the comment box.

How to Develop Blog Writing: Brainstorm Session

Sometimes our questions may be “how do we start our classes blogging past the basics?”.  Here is one way that may help to introduce the students to the idea of commenting.  (We did this at our recent SCIT gathering.) This starts in the classroom with good questions.

1. Record some questions or statements on slips of paper.  Give the students, scratch pads of paper (I use recycled paper from the recycle bin) that they can scribble thoughts/comments.   (*Using small scraps of paper help those students who may not enjoy writing or have difficulties with writing.)
2. Read the questions aloud; then tape them up on the walls around the classroom.
3. Have the students do a GALLERY WALK to read the questions and discuss some that interested them enough to comment.  They do not have to comment on every question.
4. Students record their comments on the strips of paper and tape it under the questions.

Building Criteria and Chances to ‘Redo’

(This is an opportunity to include collaboratively built criteria and engage in self assessment.)

1. As a class, brainstorm what elements would have to be included to create a comment that is detailed enough for others to understand.  (*Writing is all about communication.) 
2. Use Inspiration program and a Brightlinks/Smartboard (if you have access) to take the notes.  The tool – Rapid Fire within Inspiration can aid in the interactive process.  (Invite students to articulate their thinking.)
3. Use colour coding to group thinking.
4. Have students return to the wall questions and select one-two comments that they wish to add more details/change/edit…  Students use a different coloured pen or marker to add/change/edit/re-write.  They may wish to refer to the brainstorm web.  (They may also wish to ask a ‘walk-about partner’ for help in adding vocabulary to make it clearer.)  Repost these onto the wall as examples.  The use of colours clearly separates “off the top of head” writing and writing that is expanded.
5. Discuss how this is like blog commenting – developing written or even oral comments that is clear and detailed takes practice.   If the questions allow for further deepening, have students research or find other texts that support their comment.
6. Reflect how using a criteria helps with the end result.

• Using the Brightlinks or Smartboard, one can mark the screen, use the camera tool to capture it (jpg) and upload to your blog.
• If you don’t have an interactive projector, simply use a digital camera and upload the jpg image to your blog.

Connecting Journey

Questions to consider in the connecting process:

1. How does the tool support or enhance the learning process?
2. How does it meet the needs of all learners?  (Think about your class.)
3. How do you plan to address the management of technology in your teaching environment?

Moving from the last post on Reimagining Conversation, I wanted to dig deeper into the importance of oral language as foundational to literacy development. We are creatures of connection and we use language to communicate our needs, ideas, feelings and discoveries.  The abilities to express ourselves grow over time and practice…lots of practice.  Yes, I know you’ve met those who seem to have an incredible command of spoken language.  But for most of us, it is through practice that we become comfortable with organizing our thoughts and articulating it in such a way that lead to understandings.

The “art of speaking and listening”  plays a critical role in the development of writing and reading skills.   How do we effectively provide the experiences and practices needed to truly strengthen this area?  One obvious way is to use technology as a vehicle.  The key would be to find a way to “say what we want to say, then freeze that in some way in order to reflect upon it, then change/recreate it to give it deeper meaning”.   So we’re after a device that will ‘record and freeze words in time’…hence “spoken ink”.  Using technology, we have many options that offer not only engagement but flexibility.  Consider the following as starting points for rethinking what we currently do.

Talking avatars:  These are online and definitely engaging (visually, kinesthetically, musically, linguistically) and can easily be embedded in blogs and wikis.  Further, avatars take the place of students and thus for the very shy student this is a definite plus.  Blabberize, Voki, and Build Your Wild Self  are sites that you can create or upload images and use them as voice recorders. Some of our teachers are already using them to share their weekly vocabulary content.

Online Sound Recorders:  Vocaroo (simple),  AudioBoo,  Aviary’s Myna (audio editor like Audacity) are available audio recorders.

On the Computer:

How would I use this?

• Create one classroom account so all students have access. This makes life easier for you to manage the content.
• Build an activity that arises out of your content area, something the students can really sink their teeth… (eg. something important to share,  something controversial that needs some research … discoveries or important learnings of the week?)
• Use partner talk to expand/clarify missing details; record ideas using a graphic organizer (eg. Inspiration); practice and practice;  record and post to the world; self assess according to a criteria (and redo).  (*Nothing like having an authentic audience to encourage “redo”.)
• Inform other teachers or other professionals  (depending on your topic) or students to comment on student recordings.

Assessment – Critical to Knowing?
Consider using the performance standards for oral language to help students reflect upon their learning. Criteria that is clearly outlined and anchored with examples go a long way in supporting students  to identify what to do next.
Click here to download.

What tools are you using or how are you facilitating opportunities for practice in oral language?  Please offer your comments or suggestions.

Many of you have dipped your toes into cyberspace by launching your blogs, whether they are class blogs, specialty group blogs or professional blogs. They all have something in common – a place to gather, connect and have conversation.  The key factor being the conversation or communication.  The flexibility of the tool is that it allows for text, audio, video, and images – all of those things that add value to our communication.  This is not an “integration of technology” or even a “21st century tool”…you’ve all heard those terms before.  Rather, blogs and wikis simply allow a gateway for the exchange of ideas.  In doing so, we develop a community strengthened through mutual sharing.

We are very fortunate to have an ever growing population of educators who are embracing this as an opportunity to build upon their teaching/learning practice. Check out Ms. Beaton’s Blog where she is sharing her professional journey in formative assessment on Ruminations of Assessment.  Her secondary students are seeing first hand that “important learning is risky and sometimes scarey”.  What an incredible opportunity for discussion in class!  For those of you who are interested in formative assessment, she is working with a team of teachers in developing and sharing assessments across the curriculum.  Go to their wiki – Burnaby Assessment Network.

Wander over to Ms. Chan‘s site, which offers a wide range of information about her class community.  Books are shared with specific questions to ponder and prompts for home conversations.  Students and parents are invited to comment to enrich the thinking or to ask questions.  I can’t wait to see what unfolds over the course of the year.  These are just a couple of sites and there’ll be more highlighted as teachers find ways to push the envelop of thinking and engagement.

How are you using blogs or wikis? Or how would you like to use this?
If you are interested in “Jumpstarting your Blogs” we have another series being offered on November 23 and 30th.  Please go to the Staff Development Calendar.

It’s nearing the end of the year and looking forward to a little warm weather and a slower pace. Over the next couple of months, there’s a bit of time to do a little play and see what’s just around the corner. In that vein, here’s a little bit for you to discover.

Interactivity – Here We Come

For those of you who have access to Smartboards, you may be interested in the Smart Express tool. This free web application allows you to use, interact, edit, and create any Smart Notebook templates/lessons. You simply launch express.smarttech.com and you and your class have access to the many online templates or other digital content on the Smart Community site.   Using Smart Express tool, you have a streamlined toolbar to create your own interactives.  These opportunities allow a greater flexibility with the activities and can be accessed by students/parents at home.  Read more about it here.

Publish that written epic tale on your blog or website by using FlipSnack. This web tool takes your pdf documents (stories/newspapers…) and creates flash pages that you can turn.  Just like a real book!   You can upload and share your projects online.

Youblisher is an online publishing site.  Using the “elementary school newspaper” template  in Google Docs, create a class newspaper on any topic.   Integrate the writing process and performance standards.   Convert the product to pdf and use Youblisher to publish a web version of flippable pages. You can either host on the site or embed the newspaper on your own blog or website. It’s almost like holding your very own newspaper.