Continuing with the book report alternatives series, this blog post will focus once again on a small change you can make with your current literature strategies. In guided reading, reflection journals have been a very effective tool to build comprehension, make text connections, and respond personally to text. Adding technology to the reflection journal in the form of student blogs can greatly enhance student understanding.
It works exactly like reflection journals, only students will record their journaling in the form of a blog. This adds "wow" factor to the individual student and provides a wider audience for students, therefore, typically resulting in better quality work. Additionally, it allows other students in the class to comment on the reflection, add their own perspective, ask questions, or further discuss events.
It is important to remember that student comments are a critical piece to the enhancement of the learning. If students add new information or ask questions in their comments, the learning cycle continues. If students become critical editors or cheerleaders to a job well done, the learning stops. This article from eSchool News explains it best.
Blogmeister is a favorite blog site of mine. It allows teachers to not only create their own blog page, but one for each of their students. Student email accounts are not needed for this site, but if your school is not registered, you will need to obtain a school passcode from the site administrator. (Joplin teachers, see Klista Lawyer-Reynolds for this code) All student articles and comments can be set up so that the teacher monitors whatever is published.
Using blogs as reflective journals is meeting both the "Communicating" and "Collaborating" of the 4C's. It is assumed that critical thinking will also be utilized, therefore, meeting three of the four C's. What a great way to encourage reflection and technology in literacy!
Showing posts with label reading. Show all posts
Showing posts with label reading. Show all posts
Thursday, January 5, 2012
Thursday, December 29, 2011
Book Report Alternatives, Take I
Critical thinking skills and creativity are two key elements of a 21st Century learning environment as outlined by The Partnership for 21st Century Skills. Also defined as a key element is Information, Media, and Technology Skills. This blog series is dedicated to taking the traditional reading assignments, such as book reports, group discussions, and demonstrating comprehension to the 21st century.
Book Report Alternatives Take I:
Of the sites and ideas highlighted in this series, Shelfari is probably the most similar to the traditional book report. On this site, students can create a virtual bookshelf that displays all the books they are reading, have read, or would like to read. They can rate books, summarize them, create tags, and leave a personal message about the book. A student's profile is considered complete when they add facts to their books and join discussion groups. In the discussion groups, students can ask questions about their book or other classmates' books, respond to prompts, summarize their story, or even give their own feelings and perspectives.
When considering Grappling's Technology Spectrum, this site could be utilized for lessons at the adapting or transforming level. Adapting lessons simply allow students to do what they've always done with pencil and paper using technology instead. Transforming lessons, on the other hand, utilize critical thinking skills, expand the learning throughout multiple disciplines, and can even take the learning outside of the classroom walls.
If students collaborate with other classrooms in Shelfari, using groups created and monitored by the teacher, the possibilities are endless. Other students from a range of geographical regions can add input and perspective to literature studies, making connections for the collaborating class. This is something that cannot be done without the technology.
Shelfari takes a little bit of preparation in the beginning. Accounts are free, but email addresses are needed for the students. Free email accounts can be created using sites like Gaggle or ePals. Both sites also offer collaborative features, so students can not only obtain an email address for Shelfari, but can collaborate with other students and classes using the built in features of the email services.
The 4 C's, identified by The Partnership for 21st Century Learning, includes critical thinking, creativity, collaboration, and communication. By participating in authentic discussions such as those described and collaborating with other students and classrooms, students are engaged in all aspects of a 21st Century Learning environment.
Book Report Alternatives Take I:
Of the sites and ideas highlighted in this series, Shelfari is probably the most similar to the traditional book report. On this site, students can create a virtual bookshelf that displays all the books they are reading, have read, or would like to read. They can rate books, summarize them, create tags, and leave a personal message about the book. A student's profile is considered complete when they add facts to their books and join discussion groups. In the discussion groups, students can ask questions about their book or other classmates' books, respond to prompts, summarize their story, or even give their own feelings and perspectives.
When considering Grappling's Technology Spectrum, this site could be utilized for lessons at the adapting or transforming level. Adapting lessons simply allow students to do what they've always done with pencil and paper using technology instead. Transforming lessons, on the other hand, utilize critical thinking skills, expand the learning throughout multiple disciplines, and can even take the learning outside of the classroom walls.
If students collaborate with other classrooms in Shelfari, using groups created and monitored by the teacher, the possibilities are endless. Other students from a range of geographical regions can add input and perspective to literature studies, making connections for the collaborating class. This is something that cannot be done without the technology.
Shelfari takes a little bit of preparation in the beginning. Accounts are free, but email addresses are needed for the students. Free email accounts can be created using sites like Gaggle or ePals. Both sites also offer collaborative features, so students can not only obtain an email address for Shelfari, but can collaborate with other students and classes using the built in features of the email services.
The 4 C's, identified by The Partnership for 21st Century Learning, includes critical thinking, creativity, collaboration, and communication. By participating in authentic discussions such as those described and collaborating with other students and classrooms, students are engaged in all aspects of a 21st Century Learning environment.
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