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Posts Tagged ‘onenote’

Following my last post (soapbox more than sharing sorry) I realised something. Aside from the very real pressures preventing teachers from using digital technology effectively, have we been blinded by science? What if we all take a big step back, right back to the NZC, then maybe forward a bit to our curriculum area’s learning objectives and then inch forward slightly to our department’s goals. Is it possible to start from the purpose of the lesson and THEN consider the place of digital learning tools?

Here’s an example. My Year 9s are going to close view Ang Lee’s stunning film Life of Pi this term. Close viewing a visual text (being a critical media consumer) is a core skill in English. We want students to be able to infer meaning from a visual text, to consider how the director uses a range of film techniques for a specific purpose, to analyse how those big ideas are incorporated in the text and reflect on the importance of those ideas in their lives, their community and the world.

To attain those objectives we generally:
1. Watch a film and review key scenes
2. Explicitly teach a range of film techniques
3. Discuss and analyse ideas in the film
4. Discuss and analyse the director’s purpose
5. Relate techniques to purpose
6. Reflect on the film’s messages for individuals and for society

So, you watch the film, you do term:definition matches and you write an essay that demonstrates you can apply knowledge and express ideas.

How could digital technology enhance that process?

1. Close view – Use the best TV you can with best sound system available. Use pause and slow mo.

2. Techniques – take screen grabs using a snipping tool, print image to A3, get students in groups to label the techniques or use phones/ipads to go out and replicate a few scenes to help embed techniques and effects. Make the key literacy terms interactive and competitive – try quizlet, Kahoot, Edmodo.While it might take 30 minutes to make your quiz, if you make it generic, you can reuse.

3. Ideas – upload background notes on your LMS. Then give the students opportunities to work through a range of tasks (character analysis, themes analysis, narrative techniques) online, in any order they choose, over a week.
4.Director’s purpose – check: has your DVD got interviews with director at end? Are they on YouTube or the film’s official website? These can be viewed as a class or online with headphones as a close listening activity. I’m going to use an interview with Yann Martel (author of Life of Pi) on RadioNZ as an extension activity.

5 and 6. To consolidate their knowledge (moving from Bloom’s understand and apply to analyse, evaluate and create) students choose their groups (student choice) and complete an assignment requiring them to collaborate and create.

If you go right back to Bloom’s Taxonomy (or Solo or whichever theory resonates), it’s a matter of starting with basics then working up to the higher order thinking by creating opportunities to independently analyse and avalute. I’ll use One Note on 365 because that’s the platform my school uses. It took me about two hours to set up a shared content library, individual student folders and a collaboration space (the basic tenants of One Note). The aim is to use Office Mix (an add on to powerpoint enabling students to add audio, quizzes and drawings) to create a presentation they will then present to class providing an opportunity for some public speaking as well.

If we start with the big picture, consider core skills, learning objectives and key competencies and plan from there, then digital technology simply becomes a means of getting there – while also allowing students to develop digital literacy skills.

Of course it takes time to learn how to use One Note, Office Mix and Quizlet but it also takes time to create paper handouts and worksheets. My advice for the over or underwhelmed is pick one class or one unit of work. Start with a big bit of paper, mind map the big picture goals/objectives/competencies then consider possible steps. For me, taking time to make sure the folders I create for students in our class notebook match those in the content library and are in a logical order is vital to ensure students can navigate their folders easily. So forethought and curbing a tendency to add extra folders after I’ve set up the directory under the guise of “extras” are crucial.

And as for the essay? My students will still write essays this year (a core skill as that is how they will be assessed for externals in NCEA) via written text studies so will practice that skill again before exams. Risky strategy possibly but if they can see the assignment through, hopefully they will have gained greater insight into the text and thus have more to write about.

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Earlier in the year, I posted about my attempt to encourage wide reading with junior students via the Taieri Hotreads blog. As the year thunders to an abrupt halt, and after sharing this information at a recent Educamp session in Dunedin, I thought an update was timely.

Firstly, I used wordpress! No surprises there. I chose WordPress because I have experience using it for on c21learners for personal reflections. Anyone interested in using this platform just needs to visit WordPress online where online tutorials take you through the basics. I find it easy to post to, add links and tags and embed images and videos.  I’m aware that other schools have blogging facilities available through LMS systems, Google and Onenote. These would be great if you want/need to keep your site private and could well be easier for students to use if they are already familiar with those systems. I opted for a public site in the hope that it might attract comments from a wider circle of people than myself and classmates to further inspire/motivate reading.

I started by introducing students to the concept of blogging, discussing how blogs differ from other formats, showed them examples and discussed in groups acceptable rules for commenting. Those rules were then displayed in class to ensure we were all on the same page. This seemed to work well as there were no silly/nasty incidents (phew). I also created a handout summarising the steps in how to write and submit a post which they referred to while blogging (happy to email that to anyone if you are interested, just leave a comment here with your email). I know handouts are old school but when you’re working with 30 kids in a lab and they are all asking the same question three times an hour, “refer to handout” is the way to go!

Students were invited to join the blog via their school email accounts. Initially I set deadlines (2 posts and 2 comments per term) and displayed their progress on a chart in class. We used our school labs and library for blogging but ideally, my aim was to get them blogging independently.  Some did and are still happily blogging away, others have struggled to complete blogs for a number of reasons. These include lack of familiarity with using digital tech, literacy issues (writing is not a forte for some) and the fact that some of them are not reading independently beyond set class texts. At all.

Successes have included:

  • students who have become engaged in blogging and are writing good posts on their own
  • students making links between texts
  • students engaging in conversations about books
  • students learning how to be good digital citizens
  • students having an opportunity to write in a new (digital) format
  • students discovering new books to read through the site
  • Students loved getting personalised feedback on their posts, I’d always comment before publishing a post
  • Encouraging critical analysis of texts and introducing the making links concept is a good way to prepare students for NCEA tasks and terminology
  • Using tech angels – students who had successfully set up posts, added links or pics were able to help others
  • Encouraging problem solving – when there is one of me and lots of them, sometimes they have to work things through
  • creating a culture where the importance of reading is regularly, passionately and unreservedly promoted and rewarded

Downsides have included:

  • students taking ages to sign up due to inexperience using school email accounts
  • students inadvertently setting up a blog site rather than accepting my invite (easily fixed by deleting the site in settings options)
  • students defaulting to visual texts (I relaxed rules to allow one each when it became clear some would never experience blogging at all if I was too rigid and stuck to novels!)
  • too many posts on the same text  – not sure if this is a negative in terms of my aims but it did make the site repetitive for our followers
  • cutting and pasting comments on novels/films from the internet into posts – Grrr. The old authenticity chestnut but again, good for junior students to learn about this issue now rather than miss a senior assessment later for trying the same
  • overly simplistic comments – “cool” “nice one Snoop Dog” “you rock” etc etc. Because I was the site administrator, I would  go back to the author and request better responses
  • students not having the confidence to experiment with the full range of functions available such as adding hyperlinks
  • having to moderate each post and comment – yes time consuming

What would I do differently?

  • ask students to supply the email account they know how to use – gmail, hotmail, whatever
  • ensure students are invited as contributors not followers
  • create credit card sized cards for each student to record their user name and password on – so much time was wasted having to rest passwords! Suggest they make it the same as their email accounts so this is less likely to happen
  • create categories together to ensure everyone is using same archival system
  • limit tags to text titles and authors to avoid tag cloud explosion

At the end of last term, the most prolific bloggers were rewarded with a book each in recognition of their efforts and next week, I’ve organised a pizza lunch for those who met the deadlines. It would be great if students continued blogging at the end of the school year (that’s my utopia!) but I won’t hold my breath. I will certainly keep sharing my (young adult) reading with them over summer and if it inspires even one student to pick a book they might not have otherwise read, I’ll call it a win.

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