Cross-posted at GreaTechxpectations
Cross-posted at GreaTechxpectations
Book Club conversations are an important part of a UWCSEA literacy education. Thinking deeply about a shared text, sharing understandings and connections, and – crucially – listening to the perspectives of others, all contributes to our reading experiences.
As teachers, we know these conversations are valuable, but we can only be in one place at one time. Listening to one group’s discussions has the opportunity cost of missing out on the other conversations.
Podcasting book club conversations has a number of benefits – not least of which being teachers have the opportunity to gain an insight into more conversations.
Knowing a conversation will be recorded adds a layer of accountability for students, meaning they tend to take it more seriously. They consider their word choice more carefully, ensure they provide evidence for their assertions and listen with greater consideration.
G5 teacher Andrea McDonald began the podcasting process for her students by listening to great examples. Book Club for Kids has a whole host of age-appropriate options. They also listened to a charming episode of the Modern Love podcast called ‘What it’s like to fall, quite literally, in love’.
Andrea provided an A3 planning sheet for students to write sentence starters to use as prompts for their discussion. The class wanted natural sounding conversations that were largely unscripted, to give it that sense of authenticity they love when listening to podcasts.
Here are some documents Andrea created in support of the planning and preparing, including some examples of student work.
Once planning had been completed, the groups found quiet spots to record. We decided on using iMovie for easy editing later, however, GarageBand would be another great choice.
To enhance the quality of audio, we used headphones with a microphone placed in the middle of the group. Students recorded their discussion in chunks on a shared iPad and airdropped their footage to their individual laptops afterward.
One thing we learned (the hard way!) was not to record in 1080p, but to change the settings to 720p instead. We had some difficulty getting the footage to individual computers due to the sheer size of the files. The students were very patient with this frustrating aspect of the process.
Next, it was time to edit. Adding clips to iMovie was pretty straight forward, so we just showed them how to detach the audio from the video clip, and replace the image so the emphasis could be on the conversation itself.
Making decisions to cut aspects of their conversation was really hard for many! But always good practice to learn about cutting to strengthen the overall process. Most podcasts ended up between 10 – 15 minutes in length.
Below you will find a few examples of our finished podcasts. It was our first attempt, but a great learning experience for us all.
UWCSEA East recently got a subscription to Kanopy Streaming – and what a treasure trove it is! (UWC Teachers, click here; everyone else, try this link). If you have never heard of it before, let me tell you a little about it.
Kanopy began selling DVDs to universities in Australia, but has moved with the times to deliver a video streaming service to education providers worldwide, including Harvard, Princeton, Stanford and Yale. They have over 26,000 videos available currently, which are added to regularly.
So why should you care?
It is no secret how much students love learning through film. Kanopy has an incredible range of documentaries available: from BBC’s Shakespeare Collection or its Planet Earth Series, through to Gravitas’s Food Choices: How Our Diet Affects the Planet, there is – quite literally – something for everyone.
A lot of the content is more suited to older audiences, but there is plenty in there to support Elementary learners. We’d encourage Elementary teachers to search Kanopy for a subject/unit they have upcoming, and preview the content before use with students.
One of the features that we love is the ability to clip and share a section of a video, so students don’t necessarily watch the whole video, but a pre-selected segment that most closely relates to what they are learning.
Teachers can also create playlists of videos and share those. For more details on this process, check out this help section on the Kanopy website.
If you are a UWCSEA Teacher who wants to watch at home, you just need to log in with your Google Account, and you’re away.
If you would like further information about Kanopy, just contact one of the DLCs, or have a chat to our friendly Librarians!
[Cross-posted at GreaTechxpectations]
How lucky are we? We recently added 6 iPads to each G3-5 class, augmenting their existing 1:1 Macbook Air laptops.
Planning for valuable use of shared devices requires some creative thinking, particularly when you are used to 1:1 devices. That said, the small number of devices provides a great opportunity to differentiate for powerful learning, maximise small-group rotations and engage in collaborative activities.
We hope you find these tips for shared devices useful.
But how much direct teaching goes into helping students learn how to focus? I’m willing to wager not enough. We need to be fair to our students: we can’t expect them to pick it up through osmosis. As teachers, part of our role is to teach into how to focus, not merely that one should focus.
Telling students to delete distracting elements such as non-educational chrome extensions is not enough; students need to understand the reasons behind the request – why is it unsuitable for learning?
Helping students understand that each new picture of a cat is essentially rewarding distracting behaviour, can help them make better choices.One recommendation is to replace Tabby Cat with the Chrome Extension Momentum, which gives one new picture a day, together with the question: What is your main focus for today? This personal reminder prompts students that they have a task to complete, with a beautiful photo that doesn’t change every tab.
“Vision trumps all other senses,” according to John Medina, author of Brain Rules. Approximately half of the brain’s resources are dedicated to processing visuals. Our brains are attuned to noticing colour and movement, so moving backgrounds, animated gifs and scrolling advertisements draw our attention.
In a G3 class recently, we did an audit of our visual noise. Common things we saw were:
Students using school laptops that don’t go home, really have no need for multiple desktops. Deleting extra desktops will help to remove the temptation to swipe between apps.
Reader View (Safari) or Readability (Chrome Extension)
When looking at websites, particularly those which have articles, using Reader View in Safari or the Chrome Extension Readability can help strip away those annoying advertisements and other extraneous and distracting material, allowing us to focus primarily on the text and images in the article. Check out the tutorial below:
Being the first group of people to parent the iPad generation certainly is an adventure.
On the one hand, we are amazed by their capabilities to navigate between applications, create movies, build websites and FaceTime their grandparents. On the other hand, we may feel anxious about buzzwords like ‘screentime’, ‘game-addiction’, ‘distractions’ and ‘cyber bullying.’
Keep in mind that advances in technology have helped families in numerous ways. Here are some of our favourites:
Common Sense Media has a lot of resources around parent concerns, so that is also a great source of information.
At the end of the day, each family is different, and you need to find the right combination of solutions to challenges that works for you. I hope these resources are a step in the right direction.
(Cross-posted at GreaTechxpectations)
“Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be different from before.”
– Loris Malaguzzi
Inspired by the work of Reggio Emilia, UWCSEA East infant teachers have been exploring documentation to make learning and thinking visible. The role of the teacher in this process is to observe the students carefully, look for those significant moments, and capture images/videos together with examples of student voice.
This documentation is brought to their teaching teams so they can interpret it, explore options for next steps for the students involved, and make connections to the curriculum where relevant.
My colleague Dave Caleb and I had the opportunity to present to the infant teachers about ways technology can help support the documentation process. As you can imagine, technology is a natural fit for this sort of process, so we had lots to share.
Our presentation is below. We would love to hear your ideas about ways technology can enhance the documentation process. Leave us a comment!