Dude can-you-please-edit-ss

Dude, Can You Please Edit?

Experiments with Digital Reading/Writing Workshop

Virtual 4T ConferenceMay 2012

The Students Take Control:Virtual Literature Circles

What Are Literature Circles?• Small book club groups• Students read the same book & meet to discuss

How Do You Make Them Virtual?Select an online tool or platform for online discussions & other literature circle work traditionally done on paper

Why Virtual?• Student engagement• Builds and reinforces online academic communication skills• Prepares students for future academic experiences


Using Edmodo for Virtual Literature Circles

Setting Up the Circles* Book talks and selection* Forming the groups* Establishing ground rules* Making a reading calendar

Starting the Conversation* Digital citizenship review* Teacher-initiated discussions* Student-led discussions* Refining discussion skills- (responding & asking follow-up questions)


Assessment and Accountability

•Provides a transcript discussions

Teachers can-

•See evidence of students applying mini-lesson skills (questioning, text-referencing)•Monitor participation•Evaluate contributions•Assess comprehension

Benefits

•Provides opportunities for all students to contribute to discussions

•Focused, sustained discussion

•Extends literary discussion beyond the classroom

•Promotes academic online communication skills

•Engages students!

I am Arthur Dimmesdale:Character Blogs for Literature Response

http://www.loudlit.org/images/scarletletter.jpg

THE WHAT:• Students take on the role of a character & blog from

his/her perspective at various points in the novel• Students remain faithful to the literature through textual

evidence, but are allowed creativity by giving the blog several modern twists (music, images,links)

THE WHY:• Helps students engage with the literature

through a relevant & familiar medium (blogs/wikis)...beyond the "reading guide"

• Helps students employ a wide range of reading & writing strategies

• Requires students to use a variety of technological & informational resources



I am Arthur Dimmesdale:Character Blogs for Literature Response

THE HOW:• Blog feature on Blackboard• Other blogging sites, like

blogspot• Pre-teach features of blogs

through Blog WebQuest• Periodic peer evaluation of

blogs

THE RESULTS:• Greater student engagement & comprehension• Exposure & practice with technological literacy• Students demonstrate understanding through

alternative assessment

Authentic Voices:publishing student work

The Beginning Stages...

Writer's Workshop* Brainstorming* Drafting & Editing* Publishing printed work

Storyboarding * Identifying and breaking down scenes in our narratives* Brainstorming key visual elements to represent the scene


Taking it One Step Further...

Collecting Images* Lesson on permission rights to photos/images on the internet* Don't get hung up on finding the exact picture in your mind.

Creating in Photo Story 3* Placing images in order* Perfecting our speaking voices and recording.* Whole class presentations* Student feedback and criticism


Going Beyond our Classroom...

Authentic Voices Wikispace* Posting written work* Recording and posting voice

Creating a Global Community* Receiving and responding to feedback from all over the world

JOIN US ON AUTHENTIC VOICEShttp://authentic-voices.wikispaces.com/

Dude, Can You Please Edit? Wikis as Digital Portfolios

Why Wikis?•One organized place to

store and access student writing

•Simple peer feedback (no need for printing multiple copies)

Getting Started•Blackboard or

Wikispaces•Start one of your own!

Wikis and the Writing Process• Collecting• Rehearsal• Drafting• Revision*• Editing*• Publishing


Revision


Editing

Why we do it:• this is how writers

write and how readers discuss in 2012

• more students are writing and engaging with text

• as teachers, we gain a broader perspective on student strengths and understanding

• authentic audiences create authentic writing

Our challenge to you:STEP ONE: make digital writing a part of your classroom•use Edmodo, wikis, blogs or

other online tools to get students writing online

STEP TWO: give your students an audience• let students comment on each

other's work

STEP THREE: give your students a global audience•find ways for students and

professionals outside of your classroom to comment on student work

Give students chances to use digital tools to get their voice heard!

Resources:• The Virtual Circle: When a teacher added online

discussions, her literature circles thrived http://www.educationalleadership-digital.com/educationalleadership/201009?pg=52&pm=2&u1=texterity#pg52

• Creating Character Blogshttp://www.readwritethink.org/classroom-resources/lesson-plans/creating-character-blogs-1169.html

• Art, Storytelling, Technology and Educationhttp://www.jasonohler.com/storytelling/index.cfm

• The Digital Writing Workshop by Troy Hickshttp://hickstro.org/

http://www.educationalleadership-digital.com/educationalleadership/201009?pg=52&pm=2&u1=texterity#pg52



http://www.readwritethink.org/classroom-resources/lesson-plans/creating-character-blogs-1169.html



http://www.jasonohler.com/storytelling/index.cfm

http://hickstro.org/