Today's sketchnote with a story to eventually follow:
Today's sketchnote with a story to eventually follow:
Today's sketchnote with a story to eventually follow:
The writing process has always been one of the core elements of my classroom instruction. Whether teaching Regents-level classes or International Baccalaureate, Advanced Placement or other college-level courses, using the ideas of Peter Elbow, Lucy Calkins and the writers the the Bard Institute of Writing and Thinking.
In the past year I’ve read A.J. Juliani’s Launch and Empower. Both books have pushed me to consider the connections between the design-thinking cycle and the writing process.
Both have much in common. They each begin in generating ideas, then developing drafts or prototypes, and moving through revision, before ultimately sharing that work with the public.
As contemporary composition research suggests that we should spend more time with students working with real-world audiences, the design thinking process puts an important focus into its process. It asks us to consider what problems we’ll attempt to solve, who we’re solving them for, and how what is being created will address the needs of that group. It’s for this reason that looking at ways we can bring this into the writing process can ultimately benefit students.
Every year, I start my English 101 class with an introductory lesson on the Writing Process. This lesson will get some tweaks by incorporating design-thinking vocabulary that my students and I will use throughout the year.
Below is my preliminary thinking about where the two processes overlap and what writing activities might be part of each part of these processes.
After a vacation week hiatus, I returned to my 30 day sketchnote challenge. Fortunately, I did more that just sit in the sand while away, I read some really great books–both fiction and non-fiction, including a few education-related titles. One of these was Start. Right. Now. Teach and Lead for Excellence by Todd Whitaker, Jeffery Zoul and Jimmy Casas. I’ll have more to say about the book on the blog later this week, but I wanted to share a few of the many quotations that stopped me in my proverbial reading tracks.
For today’s sketchnote, I pulled together a lot of my reading list on edtech, composition, digital writing, blended learning and innovation into one place. I’m hoping to work ultimately towards an annotated bibliography and links page for these readings. Here’s a start:
Reaching for a sketchnote topic yesterday, I thought about the different digital tools I use, for what purposes, and how they help to connect me to other educators, their ideas and the conversations that are important to my learning:
It’s important to think about how each tool does a 1 part of the job. As educators we need a range of tools to help us accomplish our goals and enhance our own learning.
I’m interested to know what other tools teachers are using to enhance and to develop their practice.
I came across a blog article on the Flippedlearning.org website by Kelly Walsh (@emergingedtech) on the elements that make for optimal learning in multimedia design. As myself and many others here at Canandaigua Academy are starting to create videos for flipped classrooms, Walsh’s summary of Richard Mayer’s “12 Principles of Multimedia Learning” is an important text.
Here’s my meager attempt at capturing the 12 principles in today’s sketchnote:
This post was started on Febuary 10, 2017. It’s been sitting in my draft posts since then, but in light of recent readings, I’ve gone back to it, and as I’ve started to understand more about digital literacy, I’ve seen these issues I was considering in February with greater context. Below is the draft from February, and then my thinking this week.
When I started my Media Maker class, I had visions of students creating audio and video podcasts, listicles, web pages and all manner of media designed for the web. More specifically, I had visions of them going out and taking their own pictures and videos, using their phones to generate and create their own content. I saw them being creators who were just like me.
As a blogger, I try to generate as much of my own content as I can. Primarily, that’s easy, because for the most part I’m creating text-based media and written blogs. When I want to incorporate images, I typically pull out my iphone and take pictures. For me, part of the pleasure in blogging and designing a blog post, even as simple as they are, comes from the awareness that I’m making all that content myself. As a writer, it’s always been important to me to write my life, to come up with my own stuff. Blogging allows me to make things myself.
As a teacher, I believe it’s important for students to write about their own thinking and to learn how to develop their own ideas. Growing up in public schools and public colleges, the idea of using other people’s material was frowned upon and plagiarism was an ever looming threat. Also, we’re convinced as teachers, that when students are given choice and power to make their own decisions about learning, they are naturally motivated. So, if I let them write about their own interests and passions, my job as a teacher becomes easier, in a sense, because I just have to work on conferring with them about what they are creating and to help them develop to be their best. And, if I give them choice, then wouldn’t they want to create their own content.
That’s not really what I’m finding.
In Media Maker, students are interested in writing about their own ideas and interests, but more often, they are interested in repurposing content they already find on the web. Often, their repurposing and curating material in spite of me. What I’m seeing in their choice of topics, their driving interests has made me reconsider my stance that creating is really always better.
What brought me here? In a recent project, students were given the choice to focus either on informative or evaluative writing, and that the end goal was to either create web-based texts that might look like Wikipedia style articles, Consumer Reports-based web-pages, Buzzfeed style listicles. One specific direction that I give to students is that they have to generate the content of their projects themselves, or that content that needs to be cited and acknowledged is appropriately attributed to the correct sources.
I got some great projects:
Best New Cars for Teen Drivers
10 Vacations Before You Die
5 Best Conspiracy Theory Photographs
Best Albums of 2016
20 Best New Video Games of 2016
Evolution of the Mario Bros. Franchise
5 Best Boxed, Instant Macaroni and Cheeses
The topics of each of these projects was completely student driven. They did research and used sources to drive the writing, and integrated the research into their own topics, the commentary, discussion or evaluation necessary to develop each of these topics, and for most, used pictures, images, gifs they found on the web already. In only one of these projects, the one of the macaroni and cheese, did the the student actually take pictures and incorporate them into her project. She went and bought five different kinds of mac-n-cheese, cooked them and then took pictures of the bowls of pasta and the boxes. In all the other projects, students found images, cited them, or in revision of a draft of their project went about citing them. Students know that I pull projects from their blogs or that projects will not be marked “At Standard” if they are not cited properly. As part of our mentor text study, I had students examine and identify how professionally generated web-texts acknowledge both text-based sources and non-text based sources.
As students developed their projects, I quickly realized that the idea of generating their own media for these projects was absurd. Of course, the student who was looking at conspiracy theory photographs of the JFK assassination wouldn’t be able to take his own pictures. The kid making a best albums of the year wouldn’t be able to take pictures. What would the kids writing video game reviews take pictures of? These kids were making the kinds of texts that I wanted them to create, and the kinds of authentic texts found on the web.
I also found myself learning about such texts. For example, when studying Buzzfeed alongside of my students, I realized that much of their media is taken from other places on the web and acknowledged with URLs, only.
If anything, I started to see that repurposing content from the web to your own ends is a relevant skills.
The student ISTE standard 1, Creativity and Innovation, states that students “Create original works as a means of personal or group expression,” and standard 3 states that students “select information sources and digital tools appropriate to the task.” While I don’t know if my student consciously made decisions about these tools, and perhaps grabbed and nabbed digital images from the web because it was the easiest thing to do, I’d like to think that they used what came naturally.
If you’ve been following the first week of my 30 day sketchnote challenge, you’ll see that early last week, I read Doug Belshaw’s “Essential Elements of Digital Literacy,” and made an early attempt at sketchnoting. One of these elements is creativity, but his definition of creativity is that in being creative, we make something new and of value, but that something is not necessarily original. For Belshaw the remixing of media, and re-purposing of media is an important part of becoming digitally literate. Use this link to see Belshaw’s Tedx talk.
After reading this, I thought of this draft, decided to brush off the metaphorical dust and get it out there. Belshaw gave me some support for my lines of thinking, and as I start to go back into planning Media Maker for the fall, I can know that students remixing and doing re-genre work on their writing and in their blog creations are worthwhile.
The thing about the 30 day sketchnote challenge, I’m finding, is that it’s pushing me to be reading articles and blogs every day to have content to think and to reflect on. Today, I was inspired by Karly Moura’s (@karlymoura) blog on the uses of Flipgrid. Of the 15 uses she provides for this great new tool, I whittled it down to the ones that I could really see myself using.
Our #SLC2017 challenge has many of us at Canandaigua Academy chomping at the bit to use Flipgrid. Moura’s blog gives us some great ways to use this tool across contents and grade-levels.
In trying to improve my sketchnoting, I’m finding that Pinterest is giving me guidance on icons, borders, frames and layout. Here’s hoping for improvement.
I wasn’t going to post my day 5 effort of the 30 day sketchnote challenge, but I realized that it’s not about pretty, it’s about the process and the effort. Even if I feel like it’s epic fail, I’m still learning.