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Adding engagement to the classroomv1

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  • 1. ADDING ENGAGEMENT TO THE CLASSROOM S. Foster 03-14-2012
  • 2. Why engagement: as a parent and a teacher Inoticed Bored students do not learn. Students need the “WIFM” or what’s in it for me angle. Parents and students are tired of learning strictly for assessment. Teachers are tired of teaching to a specific agenda. Too many learning levels in a classroom to reach each one with a standard teacher centered class. What will help alleviate the pressure? Engaged students. How? Digital Resources such as Digital Storytelling.
  • 3. Why are we not doing digital story tellingnow? I surveyed teachers at my school. Overall, not enough time to teach the technology side and how to write. Struggle to integrate technology for 22 students with only 6 computers in a class. The learning curve of teaching each student how to create a digital story.
  • 4. Students: Some Misconceptions Students know how to use technology because they are growing up with it.Students may know how to play games and use a phone. Students do not know how to use software to produce assignments. Students do not have access to technology.We don’t tell students not to do a book report because they don’t own a book. Students can go to the public library, they have many computers there.
  • 5. The Engagement AngleTeachers say: What do engaged students look like? “Want to learn.” “Are more awake” “Excited to raise their hand.” “Seem happier.” “complete their work”
  • 6. Is it not worth the time to teach the tech side?Students will come to me in the hopes that I will listen to their weekend story.When I have to say, “It is not story time right now we have to do _______.” I see the light in their face dim. I damaged a potential time for engagement. Students are hungry to tell their story. Students want to be heard and understood.
  • 7. I believe it is worth the time to add a digital story component to the lesson plans.
  • 8. Digital Stories Offer multiple modalities to assist learning. Auditory, Visual or kinesthetic, use of technology bridges multiple modalities Differentiated instruction? Create leveled rubrics based on grade or level for scoring projects.
  • 9. Incorporate Gardner’s Multiple Intelligences into Digital Story Telling. Linguistic and verbal intelligence: good with words Logical intelligence: good with math and logic Spatial intelligence: good with pictures Body/movement intelligence: good with activities Musical intelligence: good with rhythm Interpersonal intelligence: good with communication Intrapersonal intelligence: good with analyzing things Naturalist intelligence: good with understanding natural world http://homeworktips.about.com/od/learningstyles/ss/multiple.htm
  • 10. All of Gardner’s intelligences can be applied to learning how to complete a digital story.
  • 11. Where do you start?In 4th grade: A simple 1-5 paragraph story typed in Word or processing software. (based on student level) A 3-5 slide PowerPoint or presentation software about their story. Create a scoring rubric to make grading easy. Time taken: First thirty minutes of school day for a week. Students will arrive early to work on their story. I have seen it happen.
  • 12. Not enough time or computers? Make it a center rotation. Rotate computers with reading, writing time. Make a special computer lab or library trip. If you have a mobile computer lab arrange time. Ask for parent volunteers to come in and help?
  • 13. Teach a student to fish? Once they have learned the basics of creating a document or a presentation, the investment of time pays off in other ways. Students will start giving you ideas for assignments they would like to create. What a gift digital stories can bring to a classroom.