Writing Tools: Thinking Outside the Box (a bit)

One of my own learning goals in terms 2 and 3 is to use online tools to assist in developing students writing. The first one we have applied in our learning programme is Go-animate. Students can log in and create thirty-second animated video clips of their writing using scripts and animated characters from the website.
In the three weeks that we have been using this tool, I've noticed a change in the students' writing. Because they have to keep their ideas to a 30-second script, they are using key information only. There are added benefits in improving editing skills as well. By listening to their script being read back to them multiple times by their characters, the students are beginning to listen to see if their ideas are expressed clearly. They are looking to re-craft their work to meet the time limit and also to maintain the key points of information they want to share.

An unexpected spinoff has been in reading, where my students are applying the same learning to summarise succinctly.
Next term, I will be investigating the use of other online tools to scaffold into the classroom programme.

Below is an example of one of our students go-animate video.


How does a volcano erupt by Kahlicia677xmgv on GoAnimate

Moving Towards Digital Thinking.

• How often are you including opportunities for students to create to learn?
• Where and how could you include increased opportunities to create to learn?
• Focusing your inquiry - identify possible teaching and learning opportunities aimed at achieving the outcomes you have prioritised for your inquiry.

Reflecting on recent Manaiakalani Professional Development, I was challenged to look at my own learning needs in relation to meeting my students learning needs. It sounds fantastic to use technichal jargon and have grandiose expectations for my students, but if I don't have the knowledge to, not necessarily 'teach' the technological aspects of their next steps in creating to learn, but at least have the knowledge about the tools work, then I am simply 'swinging and hoping' to progress my students along the path of becoming self managing, 21st century learners.

By analysing the learning activities I provide for my students, I realised their learning reflected my own stage of development, pictured below.

I would currently place myself as straddling between the Augmentation and Modification stages of this chart.

Following professional discussion with colleagues, I am of the opinion that learning activities occupy not just one stage on the ladder, but a range of stages. This is encouraging the students to think, react, analyse and create within the scope of the learning activities provided. It provides a safety net for students who are developing confidence by providing a base they are familiar with and progressing from that point.

This reading follow up activity is an example.

The discussion was liberating for me. I accepted that many of my students are able to grasp the nuances of digital learning tools faster than me. I understand that a large part of my role is to find the tools, understand the basics of how they work and how we can apply them to create-to-learn, introduce them to the students, then extend our learning in a collaborative learning environment. As this video about my teacher goal explains.

This has been the most beneficial Manaiakalani Professional Development session for me. The opportunity to discuss, experiment and create was creatly appreciated and will have positive impact on my classroom teaching!