Its been a long time since I last blogged but my last venture into Greenscreening needs to be shared. It was inspiring, easier to do than I thought it would be and the results were very rewarding. I have wanted to try green screen videos but thought it might be too difficult. I am glad I took the plunge. My students are too.
Our project:
Students used Book Creator and started with
to research and publish an ebook on their chosen explorer. They worked in pairs using iPads to research and publish and save the book as a video.
After creating the books they used Veescope Live and a green background to film what they learned. I thought they would record a sentence or two but was surprised how much of their research many were able to present. If I had asked them to present their books or do an oral report I know they would have had difficulty presenting without reading. However, filming added a whole new dimension and they were eager and able to orally present their research. They enjoyed the project, and the results were impressive.
I was able to watch the process unfold and assess their learning along the way. I adapted the assignment for students that needed support by ensuring they had explorers that had enough information for them to readily find what they needed, but so much as they would be be bogged down. They were able to complete the project and ALL of my students are able to film and present with confidence. They were proud of their success and eager to work on the project.
My stronger students became the directors and filmers after they completed their own first and mentored those that needed help. We all watched and as we were filming students edited their books that were playing in the background and offered suggestions. We were not able to redo the filming after editing but I learned we can film over the green background and add the video after. Now that we know how to use a green screen we can make those adjustments. Watching students WANT to go back and edit their work was gratifying. Once again, having a purpose and and audience made all the difference. Knowing the films would be added to their YouTube channel and Blogs transformed their learning and truly made their learning visible.
We are moving on to use Minecraft to create trading forts and will use the green screen to present them as well. There have been times that I worried about how much content was retained by not having each child study each explorer, but the students not only remembered what they learned but by watching and helping each other film they also learned about other explorers along the way. They paid attention to the presentations and enjoyed watching them.
Beyond that, they emerged as better collaborators, they worked out problems with shadowing, timing, and other technical issues and are eager to move on to our next adventure in learning. They have already started at home and are discussing it at recess and lunch. They have taken charge of their new project and have become artists, publishers, directors, builders and mentors.
It is very exciting time for us.
We are currently working on making student portfolios to share our work and have uploaded it to Youtube and to each student's blog.
Blogging, again.
We are up and running again and have restored most of our lost work. We have just finished our Global read Aloud novel and are now busy looking into the endangered status of elephants and gorillas through the World Wildlife website. We have been skyping weekly with our new buddies from a neighbouring school. It has been exciting to meet with them weekly and share our pictures, blogs, and predictions.
This was my first Global Read Aloud. It has been a lot of hard work, but we enjoyed the book, made new friends, and learned how to blog. We are going to work with the other school to create a joint final project. If all goes as planned we will make our first 1 minute video on the book. This is our first inter school collaboration. It has encouraged us to take the time to share and provided new pupose and deadlines for our hard work.
We have also started to use Book Creator to publish our first ebook on Ivan, and made a slide show with Animoto as a pre-read prediction activity.
I attended the first dinner meeting with @shaeski on Digital Storytelling and I tried to use ideas from the session during October as part of my commitment to Designs For Learning. Usually I have students write about their reading and then create illustrations to add to their writing. For October, I flipped that. I started each reflection on the book by having the students make a picture to show me what Ivan or Stella felt, who their favourite character was and what their favourite part of the reading was. After we drew we wrote about our drawings. During this time we also did a impromptu write on Halloween. One thing I observed was that my weaker writers did better with the picture to jump start their thoughts. It gave them a tronger, more visual starting point than a word web or a brainstorm, or a class discussion. I think I will use this more often and next time I will extend it by getting students to focus on describing the setting and characters from their illustrations to add detail and enrich their writng.
As November starts we will be having a seies of First Nation workshops on drumming, weaving, salmon, drawing, potlatches and button blankets. We will be writing about our learning and recording our expereinces with video and photographs. I will take most of the footage and pictures as they work. Usually the students journal or blog about the workshops. This year I will have the students make a video or a digital collage to describe their experiences and then use them to present what they learned as well as blogging like we usually do.
Our next project is Remembrance Day. We have made torn paper poppies and we will spend time finding pictures of the war and using them to make a slide show to remember. We will share with the school at our assembly as our contribution to the service.
This year has been an adventure in integrating technology. Our school acquired a cart of iPads as part of a pilot project in innovative learning. Our goal was to use them in class to see if and how they changed the way we teach and learn. The project was not just about using ipads in class but about discovering how using them would change the learning experience. My class got 5 iPads to use full time and I got personal Ipad to use.
Integrating technology was not new to me, but the iPads were. The first thing I did was to explore many of the Apps that were available to use in a variety of applications. I looked at apps that helped learn math facts, others that let you create books, video and music, and still others that let you download and read eBooks. I had intended to try it all.
Including the MacBooks, my goal was to use this equipment to create online portfolios of student work to motivate students and to allow parents to follow their progress throughout the year. We started with publishing a creative writing assignment for
Halloween. Each child followed the writing process in planning,
drafting, editing and publishing their own story. They learned how to
create a webpage, took photos of their illustrations and posted both.
During the process they learned how to use Dropbox, how to upload
pictures from iPads and then download them to use in a
blog. We worked through many problems, and their resolution and enthusiasm grew with each success. They learned to value each others opinions and to rely on each other for support.
Then we started blogging...and writing took on new importance to the class. The students began to take charge of their own learning. They stared blogging about class activities. Laterthey took on a new role as a character from our novel and their blogs became her diary.
I had started a blog as well to experience it myself and record and reflect on our progress.
"We started to blog with the idea of blogging once every week or two. We
now blog every day we are together. The kids are always looking for more
ideas to blog. They write more now. They are more creative in their
blogs and they are always busy taking pictures of their work with the
iPads to publish their work in their blogs. "From My Blog at the time (Blogging a Class Changer)
About this time we finished our Literature Circle novels and started a new project. We worked in our groups of four to create a video of the books. The students rewrote the book as a play, created sets, characters and scripts and used the ipads and MyStopMotion to create animations of the books. They used iMovie to do voice overs for them. I showed them briefly how to use the app and gave them very basic instruction on iMovie. They took up the challenge and became directors, actors, and producers.
"We jumped in
feet first and again the class surpassed all expectations. We all
started together but soon leaders emerged and as problems were encountered,
solutions were found. Everyone was proud of their finished movie and
gained a deeper understanding of the elements of a story. As I watched
and listened I realized just how important this was to them and marveled
at their new found expertise in setting and character portrayal. " (Reflections on Innovative Learning year 1)
We also took on the researching of the building of the CPR and its importance to B.C. We watched several YouTube documentaries on the building of the railway and took notes. We then set out and found old pictures of Immigrants working on the railway and the dangers they faced. We used Book Creator to meld our notes and pictures and created voice overs for the books. I wondered if students would emerge from the project with more than just technology skills and they impressed us by answering questions on their books, When I asked them if making the book helped them learn they said ."Yes, cause the information keeps traveling around your head when you need to use it."
I am amazed at all we have accomplished and how we have grown as a
team. Technology has become entwined in my daily classroom routine. I don't plan how and when to use technology.
On any given day, you will find some of my class filming or doing voice
overs as others are drafting and still others are blogging. Some are
busy taking photos of their latest artwork or making illustrations for
their blogs. Some may even be using the time to finish up some Math or
scrapbooking. We have many projects on the go and we are often all in
different stages of creating. We have blocks of work time and students
help each other, teach each other, work together and technology is just
another tool in our crayon box.
As we worked through each project I worried about the time
involvement for each. Were we taking too long? Was each project and
effective use of time? Would students finish with a deeper understanding
of the content they used? How could I evaluate each student's learning
effectively?
It is gratifying to know that the
students think they have learned more and have a deeper understanding
of the content we set out to learn about. They felt that they would
remember more about the topics than if they had just read about them,
answered questions, or written reports.
My personal
observations of the time they spent actively engaged and the
collaboration required in creating the movies, books, and blogs would
mirror those of the class.
"I have learned as much as I have taught and am excited to try new
projects next year. Each new project we finish seems to open a new
door of possibilities for another."
PS We never got to those Math apps or any of the other teaching apps. In May I erased them from the iPads and we are all happy filming, writing, taking photos and building portfolios. We used Pinterest to bookmark our work and highlight out portfolios Our adventure has just begun. We are already looking to next year.
I am currently a grade 4 teacher in Surrey B.C. I have integrated technology in my teaching for over 20 years and have given many workshops on how to do so. I am a past president of CUEBC and was Conference Chair of TELED, a twin International conference on technology integration in Victoria, and New Orleans. I participated in Ministry of British Columbia investigation into k-12 requirements for the successful integration of technology in schools. As part of this year long investigation I was one of the co-authors of the final report Conditions For Success. I appeared on Working TV in a documentary on the pros and cons of using technology in elementary school.
In 2007, I found Wikis. A way of sharing, publishing, engaging and promoting writing. We started by writing every day, creating scrapbooks and a class Wiki. The Wiki gave my class a reason to write and they took off. This was a class that struggled with written output and the difference that our Wiki made was very evident. We were lucky enough to have an author and a game developer answer questions and chat with us through our Wiki as well. The students loved showing off their work and often took the time to go back and edit or re-edit from home. It surprised me to see students had made changes over summer and that we had traffic from all over the world as they shared their pages. 2007and 2008 were our Wiki years. We loved it. They are still up and my students stop by and visit their old work.
In 2009, we acquired carts of Macbooks. IMovie and iPhoto and iWeb became tools of choice for telling our stories and we made DVDs of our work. We have continued making movies and have discovered blogging. Another success! Another reason to write. We blog every day, and since we received the iPads we use Book Creator and MyStopMotion to make movies and publish books. We have a class website, a YouTube channel and a Pinterest account. We are running out of year faster than we are running out of projects.
Technology has become entwined in my daily classroom routine. I don't plan how and when to use technology. On any given day, you will find some of my class filming or doing voice overs as others are drafting and still others are blogging. Some are busy taking photos of their latest artwork or making illustrations for their blogs. Some may even be using the time to finish up some Math or scrapbooking. We have many projects on the go and we are often all in different stages of creating. We have blocks of work time and students help each other, teach each other, work together and technology is just another tool in our crayon box. If we can't get the Macbooks during specific times we change our day around and use them when we can. We usually work in small groups and some of us take on more projects than others.
I have always integrated technology,
and I know many of my peers
do not share my views on its importance in the classroom. They see
computers as a way to teach
typing, to learn math facts, or to research and publish a report. Many
want a one on one ratio of computers to students and think of
using computers as a acquiring a new skill. They want scheduled weekly
times with computers and don't see the need to have ongoing significant
access to them. Over the years, I have been steadfast in resisting scope
and sequences, marking technology skills, promoting integration and
arguing for increased technology funding for elementary schools. I
still believe that elementary school is the perfect place to use
technology, as integration is the cornerstone elementary classes are
built upon. We need to see technology as an essential tool for elementary students, a means for early intervention and a way to kick start literacy.
Last week my students were interviewed about their use of technology in relation to digital storytelling. They were proud and pleased to be able to share their work and eager to talk about it. As part of the process they showed off their videos of their novel studies, their blogs as a character from their books, and their research blogs. I listened to bits and pieces of their conversations but did not want to get too close to distract them.
During the interview they were asked if they learned better when they used technology. When they said yes they were asked how the technology helped them learn. One student replied that it made you become the character you were studying. This answer intrigued me as I never thought of it from that perspective before. As the year progressed all my students have become the character they were studying and have been able to blog about their trips to Barkerville during the time of the gold rush, exploring Canada, trading furs and working as a blacksmith in Ft Langley, or working on the railway as a Chinese immigrant. They have become characters in a variety of novels they have read and discussed in literature circles as they made videos of their books as well.
Today, I looked at the book MakingThinking Visible. It has been twittered about this last week and I was curious to see what all the tweets were about. As I read a portion of the book on thinking and developing understanding, I realized that what I had watched this year was the unfolding of exactly that. I began to reflect on the thinking and collaboration involved in each project and how they contributed to understanding. The book asks us to reflect on "What kind of thinking does this lesson force students to do?" And so I did.
This year my class spent more time on each novel or project we worked on, and delved deeper when they became a part of each. They worked in groups and each project they took on required them to problem solve as well. They needed to determine which parts of their story they wanted and needed to complete tasks assigned to them. They also needed to work together to find ways to portray their work. The work itself had to be divided up, and each portion of their projects required collaboration and preparation.
When they made movies they spent hours deciding:
which were the key parts of the book they needed to tell the story,
how they would begin and end their movies, what sets they needed, which characters they would include,
how to change their stories into scripts,
how to add emotion and interest to their work,
which details to focus on.
To film they needed to figure out:
how to set up their films,
how long each scene had to be to include the voice overs they needed to add,
how to find extra light to film,
how to use the apps to create their movies and books
By the time they had completed the project they had invested much time and effort in dissecting the content they were studying and reassembling it again.
When they blogged they had to make many decisions on
the content they would include,
how to use details effectively
what illustrations they would make, or what photos they would need to include
As we worked through each project I worried about the time involvement for each. Were we taking too long? Was each project and effective use of time? Would students finish with a deeper understanding of the content they used? How could I evaluate each student's learning effectively?
It is gratifying to know that the students think they have learned more and have a deeper understanding of the content we set out to learn about. They felt that they would remember more about the topics than if they had just read about them, answered questions, or written reports.
My personal observations of the time they spent actively engaged and the collaboration required in creating the movies, books, and blogs would mirror those of the class.
As I read of a new group of schools stepping up to work on the
Innovative Learning Initiative I took a moment to look back a year and
reflect on what our school and in particular, my class has accomplished.
From #sd36learn I read
The National Council of Teachers of English (2008) defined twenty-first century readers and writers as those that need to:
• Build relationships with others to pose and solve problems collaboratively and cross-cultural
This
year students learned to work collaboratively on a daily basis. They not only took
on all of the projects I created for them but as the year
progressed many added their own. They loved blogging and took every
opportunity to add extra blogs and include their own choices of what
they wanted to share. As their teacher, I watched them grow in competence
and in self appreciation. I decided that blogging was something that I
should take on as well. So I started this blog to help me reflect, share and experience blogging with my class. As their teacher I felt I should learn and experience
new opportunities with my class. Their energy spurred me on. Next year, I will create a blog to
share with them and work towards interacting with them on the next step.
Comments.
• Develop proficiency with the tools of technology
We started with publishing a creative writing assignment for
Halloween. Each child followed the writing process in planning,
drafting, editing and publishing their own story. They learned how to
create a webpage, took photos of their illustrations and posted both.
During the process they learned how to use Dropbox, how to upload
pictures from iPads and then download them to use in a
blog. We worked through many problems and the students found that if
you placed all the photos into iPhoto before using them in iWeb that
most orientation problems disappeared.
We moved on to
making movies of our Literature Circle novels and my class found creative ways to combine Apps to add voice-overs to
their stop motion animations. I was amazed at how easily they moved into the
role of teachers and supported each other as we made the movies. I was
worried about whether or not we could accomplish such a big project. I
tried out a few animation apps and decided to go with MyStopMotion. I
was worried about my choice and hoped all would go well. We jumped in
feet first and again the class surpassed all expectations. We all
started together but soon leaders emerged and as problems were encountered,
solutions were found. Everyone was proud of their finished movie and
gained a deeper understanding of the elements of a story. As I watched
and listened I realized just how important this was to them and marveled
at their new found expertise in setting and character portrayal.
On relection, I realize that we experienced truly transformative learning experiences as a class.
Foundation elements of the Innovative Learning Design Project:
bit.ly/sL7SwN
Learning tasks that are authentic (e.g. project and problem-based), relevant and cross-curricular
Assessment that is ongoing, performance-based, equitable and guides instruction;
Constructivist instructional models that engage students in inquiry
Diverse learning needs are met with differentiated content, process and product
Collaborative learning opportunities that are incorporated into both physical and virtual spaces
Use of technology as a learning tool
Creative and critical thinking skills are pervasive across all curricular area
Students are able to influence and actively participate in shaping their learning.
As the year unfolded and students' abilities and proficiency with technology increased they started to ask for more projects and opportunities to direct their own learning by
choosing to do extra projects,
asking for new ways to research and present their learning,
looking for input from other classmates, and valuing contributions from others
expecting to share their learning and teach each other
asking for choice in shaping new projects, and debating what they should be
wanting to work in teams and building on each others strengths
demonstrating a more involved understanding of content
I am amazed at all we have accomplished and how we have grown as a team. I have learned as much as I have taught and am excited to try new projects next year. Each new project we finish seems to open a new door of possibilities for another.
I asked the class how using the Macbooks and iPads changed how they learned. They said:
"It makes learning fun!"
"It makes you remember what you learn. It makes the information travel around your head."
"It means we get to work together."
"We have learned so much about blogging, webpages, movies and book making."
"It is so easy to tell others what we found."
" We love making voice-overs."
" It makes us feel in charge."
"Making movies was the best because we got to do so many things."
