Student Engagement and Success
Much of what my students have done in my classroom connects back to some form of digital writing. They have learned to utilize the technology tools at their fingertips to create new ways to communicate and share ideas. Visual essays, blogs, multimodal writing, and video have all played a part in their increased engagement and understanding of a world much bigger than they are. The ability to CHOOSE their tools and express ideas with their own VOICE were two great motivators towards increased classroom engagement. In a world where technology is at our fingertips, and our voices can be heard almost anywhere, I knew it was important to teach my students how to use new literacies appropriately in collaboration with others to communicate and think critically. The following examples of purposeful technology in the classroom are projects of which my students and I are very proud. Please take your time viewing the projects and reading the description for each!
Common Core Standards and ISTE Standards for Students
CCSS.ELA-LITERACY.RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). CCSS.ELA-LITERACY.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-LITERACY.W.7.2 (A-F) Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-LITERACY.W.7.3 (A-F) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-LITERACY.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CCSS.ELA-LITERACY.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-LITERACY.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. |
CCSS.ELA-LITERACY.W.7.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-LITERACY.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-LITERACY.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. ISTE 1C (Empowered Learner) Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. ISTE 3C and 3D (Knowledge Constructor) 3C: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. 3D: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. ISTE 4B (Innovative Designer) Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. ISTE 6B and 6C (Creative Communicator) 6B: Students create original works or responsibly repurpose or remix digital resources into new creations. 6C: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. ISTE 7A and 7B (Global Collaborator) 7A: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning. 7B: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints. |
Multigenre and Multimodal Research ProjectsDescription: Students created multigenre and multimodal research projects. They were able to pick the topic of their choice, develop an essential question, and evaluate what genres would fit best through the exploration stations linked to the right. Students also evaluated the best technology tools that would help them synthesize their research. The process took about 3-4 weeks as a lot of their time was spent drafting and peer editing their writing pieces. Their final digital writing products showed amazing creativity, fusing fact with fiction, just like Tom Romano discusses in his book Blending Genres, Altering Styles. They loved being able to share and discuss their products with their peers and community members who came to explore their websites. Check out the student examples to the right!
Standards: W7.3 (A-F), W7.5, W7.6, W7.7, W7.8, SL 7.5 ISTE 3C, ISTE 4B, ISTE 6B |
Student Examples:
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"The Outsiders"
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Student Examples:
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Global Learning,
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Student Examples:
Kidblog is password protected for the safety of the students who are connecting. I have included links to screen shots of some of the students' interactions.
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Visual Essays Description: Students created visual essays to make connections between their single group studies novels on Civil Rights and the real events that happened in history. We discussed how audio and pictures can be used to tell a story and pull a "reader" in through a visual text instead of a print text. Students went through the eWISE process (a Wake County adopted research process model that stands for evaluate, wonder, investigate, synthesize, and express). They asked an essential question about a historical topic connected to their novels, gathered and analyzed information, and synthesized that information to eventually create their final product. They were offered multiple technology tools to create their essays and were tasked with choosing the best option to "tell their story." The students loved being able to choose how to use their voice, music, and photos to really pull their readers in.
Standards: RI 7.1, RI 7.7, RL 7.1, RL 7.2, W7.2 (A-F), W7.5, W7.6, W7.7, SL 7.5, ISTE 3C & 3D, ISTE 6B & 6C |
Student Examples:
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Flipgrid Book ChatsDescription: After taking Teaching Composition last spring, and learning about Flipgrid, I figured it would be a great way to get my students interacting face-to-face about the books they were reading. Flipgrid is an interactive video board where students can share ideas, express themselves, and respond to one another. The book chats allowed them to talk about what they were reading for pleasure and was a safe place for students to discuss literature, their novel choices, and their feelings about the writing choices the authors made. I loved watching them interact and discuss their novels in a low stakes environment where everyone could contribute. They grid was a place where they could get real and honest feedback on great (and sometimes, not-so-great) literature! Standards: RL 7.1, RL 7.2, SL 7.5, ISTE 1C |
**Student examples that have been approved by parents are behind the flipgrid link above my example!**
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