Teachers Teaching Teachers: A Case Study

I took part in another Teachers Teaching Teachers show last night that focused in (after some tech difficulties with Skype) on one blogging post by a student of Paul Allison and the question of good examples of student writing. We didn’t get as deep into Paul’s case study as we would have all liked but it was still another interesting discussion around our expectations of student writing and how technology can play a role in those expectations. One interesting component of the show: a teacher from Australia was listening in and had two of his students talk about writing assignments that they thought were well-written, so we had some young voices in the mix.

PaulListen to the podcast

Also, be sure to check out Paul’s slideshow that highlights his young blogger working through a piece of writing.

Peace (with TTT),
Kevin

Claymation Collaborations, part two

This is the second of three short claymation movies created by my sixth graders (in collaboration with second graders). I have one more movie to go, later this week. This first movie — The Haunted House — features some cool animation techniques (disappearing girl!).

[kml_flashembed movie="http://video.google.com/googleplayer.swf?docid=1312872253261619570" width="400" height="326" wmode="transparent" /]

The stories are:

  • The Haunted House
  • Bowser’s Race Track

Peace (with monsters and cars),
Kevin

Making Connections: Final Reflections

My big blogging project — Making Connections — is coming to a close and students and teachers are doing some reflecting on the experience. We had more than 200 middle school students from six different schools (targeted at rural and urban schools that are struggling) working on a variety of blogs. One wing did poetry, memoir writing, and friendly letters, while another wing (which I was part of) did shared science experiences and data collection and science-based fictional stories. The Making Connections project is funded through the National Writing Project.

Here are some student reflections:

“I like this weblog project. I like it because you got to communicate with other students. I liked doing all of the work for the blog. It was fun reading and responding to some work from students from other schools. Weblogging in school is very fun. I learned many things doing this project. I learned different kinds of ELA writings such as I poems. I learned how to use constructive criticism. I learned how to write better in the Blog project. I learned how to respond better to other students. I learned personal thing about my friends and classmates. I have learned a lot doing this Weblogging Writing Project.” – Mike

“I liked this project. I liked it because you can express yourself without getting bullied. Kids could write from the heart. So they could write without pressure on your back. By my calculations 90% of students in 99% of schools are not the way they make themselves seem to be. They could be really smart, but not want to show it because of popularity. I learned how to express myself. I was able to write about Megan without feeling mad or sad. I learned how to be a polite critic. I learned to say nice things about others.” — Rose

“I really liked this project. The best part of this project was when we got to write our different stories. Also another good part of this project was being able to use this to talk to some of your friends you don’t really talk too. It was a pretty fun project overall. This was one of the best projects I have ever done or been a part of. I learned how to read a little more carefully. I mean like being able to find any mistakes in the poems and if they had creativity or not. Also I learned that you can have fun with writing poems and stories. I also learned how to be a lot nicer to people than i used to be. I learned how to listen a lot better too.” – Nick

“I liked this project because I got to learn a lot of different things about computers. I also enjoyed the fact that I got to leave the classroom every now and then. Since we got to use the computers it made writing more fun for me. I liked this project because I got to talk to different people in different schools and grades. I learned a few things from this blogging project. One of the things I learned is to elaborate on certain topics. I also learned that are mean seventh graders who don’t answer the letters we wrote to them. This blogging project helped me to use better grammar, kind of. I learned how to give constructive criticism. Which was very helpful. That is some of the things I learned using this blogging project.” – Emily

“The project, Making Connections, lasted for months through the school year. I liked this project for many reasons. One was that it used technology and a different way of a school writing project in a good way. Another thing that I liked was that the writers got to use feeling into their writing and most of the writing entries were very good. Finally, another reason why I liked this writing project was that you got to interact with many schools in this area. They were also very creative writers and had similar and different opinions as I do. This is why I liked this project. I also have learned many things while using this blog. I learned how to use constructive tips and not hurtful ones. I have also learned that many writers feel the same way I do in some topics. I have also learned about many writing assignments and how to improve them. This is what I have learned from this project. “ — Jim

Here are some teacher reflections from a few who were new to the project this year and had no technology experiences prior to Making Connections:

“I have definitely furthered my technological knowledge through this project. I originally thought I would have some difficulty with the technology aspect, but was relieved to discover that it was relatively easy. I have learned a lot about blogging and how to connect writing and technology. I feel more confident with computer technology as a result of this project. I think my students have learned a great deal as well. They have learned how to blog appropriately and meaningfully, and they have gained technological skills. I think they also learned a lot just from reading about the personal experiences of older students involved in the project. Finally, they learned how to give both positive feedback and constructive criticism in their responses to posts.” Paula, Chicopee.

“I felt it was very important in the beginning of this project to get together as a group. We were able set timelines and goals for ourselves and the group, which was very important and helpful for me as a way of keeping focused and on track. However, sometimes time limitations and trying to work around so many peoples’ schedules made this difficult. One of the most productive professional development sessions happened during a scheduled leave day from school. This was an opportunity for us to spend a good amount of time together and actually utilize the computers and learn by doing, not just listening. . One of the easiest parts of the project was having each student post their own introduction. Students love using the computers. I think many students find writing on the computer easier than writing on paper and so we’re more willing to write and share more about themselves or respond to others. We have a mobile computer lab so each student is able to have his own computer. The only problem at times is access to the computer cart. Our school only had one cart at the time of this project and many teachers use this cart. It can be frustrating to know that you have a deadline and then not have access to the computers in order to meet this.”Lisa, Southampton.

I think the biggest goal that I had this year was to incorporate technology into the lesson modeling that I needed to do as an ELA coach. I was also concerned in the beginning as to the benefits of this project in terms of being a more effective way of writing than traditional. The students responded in a very positive manner to this project and I think that blogging made them forget their sometimes negative feelings about writing.”Michelle, Chicopee

Peace (in reflection),
Kevin

Taylor Mali and Teaching

I’ve linked to Taylor Mali and his poems before, and even ordered one of his poem-scroll pens, and someone sent this video link along. It’s a nice way to end the school year and makes me wish he could talk to parents around the world. (Maybe the video is a start)

[kml_flashembed movie="http://www.youtube.com/v/hw1MFobWD_o" width="425" height="350" wmode="transparent" /]

Peace (with passion),

Kevin

Claymation Collaborations, part one

Some of our collaborative claymation groups finished up with their mini-movies this week (see movie down below) and five more groups are still working. This is the first year we have tried true animation (as opposed to still images) and it has been tricky. Not because of the software but because we just can’t seem to scrap together long enough blocks of time. We have tried to juggle the schedule of second graders with my sixth graders, and it isn’t easy. But, as in the past, except for some mini-lessons, I place the onus of the entire script writing, clay creation, recording/video, and editing on the students and only help when needed. I really want them to “own” the final product for themselves.

So here are the first four movies:

[kml_flashembed movie="http://video.google.com/googleplayer.swf?docid=-8605309725608707121" width="400" height="326" wmode="transparent" /]

The episodes here are:

  • The Lost Diamond
  • The Paper Shredder of DOOM
  • Island Gone Bad
  • The Walking Fish

As we finish up (next week is our last full week, so we are under the gun), I am trying to reflect a bit on what has worked and what has not worked, as my wife and I are running a claymation animation camp for middle school students next month.

Here are some thoughts:

  • Some kids have the patience, and some don’t. It takes patience to do animation and the more patience they demonstrate, the better the animation. It seems like a simple equation to me, but not always to 8 and 12 year olds.
  • The software and webcams have worked fine (although one seemed to have gone out of focus – even though the students didn’t tell me and I could have easily fixed it), although we should have done more to ensure they were all speaking loudly into the microphones. The audio is up and down.
  • We needed more mini-lessons about how to take a photo of a video image, and use that as a still image to stretch the movie to keep in sync with dialogue. This has been the greatest challenge for the kids — having the movie work with the audio.
  • The students have loved using the tech for this project, even when frustrated (which happens). They have been so engaged every step of the way and are always asking, “Are we doing claymation today?” (And to which I reply, “We also have other things we need to be doing, you know,” and then a sigh from their direction)
  • I wish I could have discovered the Pivot Stickman Animation program before this began because it is such a great intro to stop-motion animation. Oh well.
  • We need more than 45-minute blocks of time — at least an hour, or more, would have been helpful as momentum always seemed to be stalled at the end of a session. This project began in April (yes, April!) and we aren’t done yet. Phew.

Peace (with animation),
Kevin

Student Reflections: Digital Story Project

Most of my students (64 of of the 72 I have as writing teacher) took a final reflective survey the other day as the end of our Digital Science Picture Book Project. This gives me some feedback on how things went, but also will provide some data for a chapter that I am writing about the project for a future book.

I asked a range of questions and you can view the collected responses through this Google Docs document.

But here are some things that stood out for me:

  • 97 percent enjoyed the assignment (a nice little boost for a teacher at the end of the year)
  • 97 percent also said that using technology to create the books made the project more enjoyable
  • 87 percent said that their books would have been different if we had not used the technology (and other written responses earlier detailed the ways in which they saw their books as very different from paper versions)
  • 75 percent said they would rather use technology to publish a book than the traditional methods (which I am not sure is such a good thing, but I haven’t thought too deep yet on that)

Peace (in reflection),
Kevin

Karen’s Educational Mash-Ups

I found this site the other day — Karen’s Mashups — in which she goes out and collects cool stuff in the world of technology and education, and then mashes and merges them together into one big, informative show.

Here is a great mashup she did about kids and podcasting, with many elementary student voices coming through the mix. (I wish our Youth Radio had been included — maybe next year)

Peace (in sharing),
Kevin

OnPoEvMo: Worms, June 2007

It must be the hectic end of the year mindset but my brain has not been working on much poetry lately. This morning, however, this short little one popped up at 4:30 a.m. as my cat woke me up and I was smiling at a phrase our two-year-old son has been saying, completely out of the blue.

 

Worms
(June 2007)

Listen to the Poem

“I like worms,”
he says so matter-of-factly that to doubt the words
would be to doubt his very person,
even though the words come out of nowhere and
roll off his two-year-old tongue like a song
once lost and now found.
Last month, his word was “yesterday.”
Yesterday, his word was “tomorrow.”
Today, it is “worms.”
Who knows what the real tomorrow will hold for him
and he’s not waiting, either, as he dances
on his toes across the room, humming a melody
in an ode to his newfound love of
worms.

Peace (with slippery crawling things),
Kevin

 

Podcasting and Speech Class

Some friends, Troy and Dawn, from the Red Cedar Writing Project, have been working to integrate podcasting into speech class, and then researching the impact such Web 2.0 tools may have on student learning. They are doing this for a variety of reasons, but one of them is that they are writing a chapter for a book I am co-editing on emerging technology and learning (yeah!).

Troy and Dawn recently guest-hosted Teachers Teaching Teachers and I wanted to share the podcast of their show, since it was very informative on many levels.

Listen in on the discussion

Peace (in a pod),
Kevin

Women in Art

This is an amazing morphing video of women in art (although one person commenting at YouTube noted that as an American Indian woman, she felt left out — a valid point). This kind of animation is very cool but way beyond me.

[kml_flashembed movie="http://www.youtube.com/v/nUDIoN-_Hxs" width="425" height="350" wmode="transparent" /]

Peace (by moving together),
Kevin