Creative RightENG the Core
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Examples and ideas to help students write, create, produce for a purpose, for an audience.
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Creative RightENG the Core
- 2. I want my students to... because... I want my children to... because...
- 13. Walking toward the special education room for the first time, I see preschoolers coming in from recess. I stop and watch them go by in a lazy line like little ducklings following the leader. Their freedom and innocence is obvious in their laughter and bubbling chatter. I smile to myself and wish my life was as simple and carefree-where sorrys are enough, hugs are golden, and bandaids can fix everything. I wish I still had a child's short memory...to be able to forgive and forget so easily. Excerpt from Bailey's service learning project
- 14. QuickTime™ and a decompressor are needed to see this picture.
- 19. QuickTime™ and a decompressor are needed to see this picture. http://dangerouslyirrelevant.org/2013/05/learning-as-a-stream-not-a-fountain-video.html
Editor's Notes
- also do not like how this looks as a list, thought about make squares for each.
- There are plenty of tools online. Plenty. And the tools are not the savior, nor are they an answer in isolation. We, the learning designers, must first engage our students in meaningful experience. It is difficult to inspire and enhance anything without first looking at what we ask students to do with that something. Unfortunately, we assume, our students hate reading, hate writing, hate math, hate science...but when given a choice, when given a voice, when given an opportunity to make something that matters, the experience is not work, it is passion. And now we have inspired and enhanced...
- Using image edit tools, created writing, let your content inspire mixed media. Students can illustrate what it is they read, pulling out ideas from the reading-would you believe this was inspired from Allegory of the Cave? My student explained the idea of one accepting what is they first see as truth, once enlightened-some change, others refuse. Her explanation of her understanding of Plato was just as beautiful as the creation. I did not confine her creation by telling her what to create or where to create it.
- Writing in response to Supreme Court Case, picture taken and shared-My students took part in a Fantasy Supreme Court League. Students read Supremec Court Cases, read relevant cases, and make predictions on how the justices will vote on the case based on their record with relevant cases. The Institute operates a blog, students write in response to the badge post-they earns points for their writing, their ability to answer the prompt, their support for the prompt. One case caught the attention of my students in particular. Snyder v. Phelps-fallen soldier's father and the Westboro Baptist Church. When students learned Westboro would be in Iowa protesting at a funeral, they came to class enraged they were ready to protest the protesters. After a discussion on what was their desired goal, they decided to hold a peaceful protest at our school in support of soldiers and the family. They took pictures, and sent to local news stations. Photography amplified their voice. It is not just about taking a picture, it is about the purpose, it is about where it was shared. That one picture had power because it was tweeted, it was emailed, it was sent to news media Facebook pages.
- image to illustrate writing, instead of searching for an image, create one...the image was symbolic for the writing. As many educators examine concepts taught-asking students to create a visual representing a concept transcends time, invites all areas of study. If we ask for the visual, the writing can deepen that explanation.
- to expand understanding of content vocabulary, application of device, expanded and illustrated
- There are numerous places to edit images. The result is...graphics, photos the students created, the students produced. More thought and reflection takes place when the student is able to create. We are not without tools. But those endless, limitless resources are useless unless we are using...
- You have seen examples of student created images, websites to use...how do you see the use of photography in your classroom with your content, with your learning missions? (Talk Time)
- No matter what we teach, our content can be leveraged to empower students to make a meaningful contribution. I have a desire to make it matter. This drives how I view my content. This drives how I view my unit design.
- If my students are to write and to meet all the core requires-the writing can matter and should matter. Juniors took part in a service writing unit-they volunteered, and as the experience was taking place, they wrote. A descriptive essay of the place, conducted an interview, created and designed an image to accompany-their writing even though descriptive, expository in nature was to be viewed as an argument-they were going to be inspired during their time volunteering, and they would want something to change, to improve, to stay the same...writing had to reflect that desire. It is hard to capture how amazing the experience was, but I found it was successful because students were not only inspired by my passion, they were inspired by the guests who came to class and told of their amazing volunteer experience, they were inspired by the people they met and the writing that ensued, they allowed the inspiration because they trusted me when I told them-this experience will change your life... there was a reason beyond meeting a standard requirement.
- response to purpose of education prompt, students generated argument, the following is example.
- screenshot of page from youblisher-student saved creation as a PDF, made flippable book. Amazing what students can say when they are given options.The flippable book was inspired from a week's learning. She captured the discussions, the learning, the reading. She created her design using numerous image tools-tools I did not know how to use. We constantly work to share our work with others beyond our walls, so she saved her work as a PDF, then uploaded to youblisher.
- What we ask our students to do should serve a purpose. Writing and publishing for an audience, the work can matter, and others should view all that matters. How do you see meaningful writing and publishing working in your classroom?
- There are plenty of tools online. Plenty. And the tools are not the savior, nor are they an answer in isolation. We, the learning designers, must first engage our students in meaningful experience. It is difficult to inspire and enhance anything without first looking at what we ask students to do with that something. Unfortunately, we assume, our students hate reading, hate writing, hate math, hate science...but when given a choice, when given a voice, when given an opportunity to make something that matters, the experience is not work, it is passion. And now we have inspired and enhanced...but we must also support and share.
- Polyvore writing used as a gift-it appears to be a fashion site, but it is more than that. A student shared the tool with me four years ago. She was using as a graphic design tool. I share this with students, not as a requirement, but as an option.
- Picassohead used to create a representation of a character, accompanied by poetry
- Queeky design to help create mood/tone
- Illustrate, design to show your understanding of (x), to capture the meaning of (x), to embody the spirit of (x), to extend the theme of (x), to represent the concept of (x)...
- To represent character? To reveal understanding? To take notes? How do you see design and drawing have a place in your classroom?
- somewhere add this: because words are powerful, and that power does not have to come in a package of a thousand. because pictures are powerful, worth a 1,000 words, but one word can be worth 1,000 pictures. if we know that literacy matters, and we believe our content matters, and we believe our students matter, we should invest in options that allow our kids to shout from the mountaintop, options that allow our kids to hang their argument in a frame, not just a frame in our house, but in a museum... options that allow our kids to change the world for the better with carefully chosen rhetoric, conviction delivered, ...after all there is evidence from history time and time again-that amazing power to move an audience...literacy can make us move. pictures can make us feel. what we write can make us change. and that is creative righteng the core. (want to show the T. Square pic, maybe quick audio of Tear Down this Wall?