Creating School Community in Time of COVID-19

Black Shirt Day

There has been a concerted effort in Canada to keep school open from Kindergarten to Grade 12 largely to address social-emotional needs for stability and predictability for students in their world. Other natural disasters have kept students from school with surprisingly little impact on their academic achievement. “When Hurricanes Katrina and Rita decimated Louisiana in 2005, student achievement did not plummet” (1). “Researchers who followed elementary students displaced from schooling after the Enschede fireworks disaster in the Netherlands in 2000 reported that short-term achievement increased” (2). What has remained constant is the need for responsive parents stepping in to establish a caring context and a sense of normalcy.

Classroom teachers have welcomed students back to school during the pandemic and gone about integrating rigorous handwashing procedures, staying in cohorts, sanitizing equipment, creating a safe and secure classroom environment, and assigning weekly outdoor play zones.  Kids were delighted to return to school full time in September and are going about the business of learning.  I have dealt with fewer office referrals for poor choices than ever before in my career as a vice-principal, or principal.  Students have a common language around self-regulation and restorative practices which necessitate empathy.  Teachers have developed a strong sense of personal efficacy in their ability to keep their students safe and learning in their classrooms.

Creating community across groups presents a greater challenge.  Building community on staff usually involves eating lunch together, discussions at Staff Meetings, participation in professional development and chatting while waiting for the photocopier or signing in at the office each morning.  The landscape for creating and solidifying relationships has shifted significantly.  This has made the development of collective efficacy a big challenge.  Yet, Hattie’s finding that collective efficacy yields an impact size on student learning of 1.39 (3) makes it a goal worth aspiring to. 

Teachers experienced the first pivot to the virtual world when all classroom instruction went online after Spring Break in 2020.  Our connection point was the TEAMS Meeting.  There were varying degrees of understanding and use of this Office 365 Platform.  The platform had been set up by the previous principal.  Thanks, Mr. Peeters.  I had attended training with a team of teachers and set up the channels like chapters of a book, for ease of access.  There was a steep learning curve on how to host a meeting and required Microsoft changes to make this process more transparent, like it’s ZOOM competition.  However due to the integration of options to set up instruction for students online and create portfolios of work, the district decided that the Office 365 platform was closest to hitting the target of meeting our needs in the Vancouver School Board.

The weakness of early meetings was on me.  I had already mastered creating a PowerPoint to engage staff in discussion during staff meetings with stopping points for discussion.  When I created the PowerPoint slides to share on a screen with my staff, I lost the ability to keep my finger on the pulse of the room.    My years of training as a facilitator fell by the wayside, as I invited people to a meeting, talked through the PowerPoint presentation, then asked for questions, comments, and input to icons with video off and muted microphones.  Minimal response.  No interaction between staff.  No community building.  Really bad meetings. 

As my background knowledge has increased, the meetings have gotten better.  Information items on shared on the appropriate channel of The LivingstoneStaff TEAM.  At staff request, a weekly SWAAG (Staff Week At A Glance) was published on the weekend.  I started to plan staff meetings with greater opportunity for staff to talk to each other.  I put people into break out rooms during TEAMS meetings with a question for discussion.  I facilitated a course for administrators through the British Columbia Principals Vice Principals Association in early July 2020 via ZOOM.  We were magically put into rooms with our group of 6 people first thing in the morning, at the end of the day, and for discussion throughout the day.  By the end of the four-day course, we had established a sense of rapport and we easily engaged in discussion.  Retirements, shifts to other jobs in the district and leaves have resulted in a significant number of new staff.  I have been assigning staff to random groups to help them get to know each other.  It has also provided more focused discussion around school goals. 

I have also now learned to visit each room during breakout sessions.  I’m going to date myself now – I feel exactly like Jeannie, from the 70’s sit com, I Dream of Jeannie.  I have an impulse to cross my arms and nod my head while I appear in a room.  I was concerned that I would stifle conversation, but that doesn’t seem to be the case when I miraculously appear in the room.  I have felt in some sessions that participants assume performance mode when a facilitator enters the break-out room.  However, the conversation has fluidly carried on.  I believe it is because we have already established a rapport.  I also don’t stay long in each group.

The International Literacy Association has offered professional development online and there are a number of excellent sessions focused on asynchronous and synchronous learning.  They suggest that the break-out session should have a time limit of about 10 minutes with a specific response task.  I have tried the reporting back to the group from each group but I have not had favourable feedback about this process.  This week, I provided an Office 364 form to complete with feedback about future directions and requests for additional support.  Looking forward, I intend to make better use of tools such as Padlet.   I’m looking for other suggestions if you have any. 

Student community is usually developed through shared activities that bring students together for a common activity, crossing paths on the playground, and work with buddy classes.   The only face to face community building is during outdoor play where each cohort is assigned a time and a play zone.  Two recess times and two lunch times.  Again, the landscape for creating and solidifying relationships has shifted significantly.

My first effort to build student community online in March was met with marginal success.  I would video-tweet out a message to students from various places to connect with students via the Twitter feed on the school website.  I was given good marks for risk taking, but I was fairly wooden and never happy with the end product. 

In September, I requested that an All-Students TEAM be set up for communication with the entire student body and staff.  There is a channel for online performances and the capability for me to do online school assemblies.  Again, I have been given high marks for risk taking as the students have witnessed my learning curve.  I have done a particularly nice job of modeling resilience in the face of failure.  I am fortunate to have a BFF from high school who is a digital media specialist.  I’ve learned to follow his direction and to understand what I did wrong when I opt for a short cut.  Thanks, Armando!    

As a school principal, I cross all cohorts and wear a mask when I am outside of my office.  After a school wide assembly in fall, a number of primary students mentioned that they really liked seeing my whole face.  Apparently, my eyes tell that I’m smiling but it’s nice when my mouth does some of the work.  I decided that I needed to engage with the students in a way other than being out on the playground in mornings, after school, and at breaks. 

My new tech challenge was inspired by Sol Kay, a parent in my school community when I was principal at University Hill Elementary School.  She invited me to participate in a documentary she was doing on mindfulness and posted as part of her series on Instagram – InnerLight Journey by Sol.  Along with scaffolding from Sol, Steve Dotto @DottoTech, and the iMovie Made Easy course by Shelly Saves the Day on YouTube @shellysavesthe, I stuck my toe into the water.

In my capacity as president of the British Columbia Literacy Council of the International Literacy Association, I have been working on a project with our provincial council.  We have put out an invite for people to participate in creating an annotated bibliography of books to share with students to support social emotional learning by representing the diverse cultures within our B.C. schools, as well as providing stories or resilience, and social justice.  Our goal is not to create a strictly didactic list but recommend high quality literature which share authentic voices and stories to nurture empathy and understanding.  Special thanks to Mr. Muress, our librarian at Livingstone, for the many selections he has added to the list. 

I wanted to create a YouTube channel with me reading these highly recommended books to support the development of shared understandings at our school.  I chose to read picture books that were accessible to primary students to read, but also provided models for the writing of students in the intermediate grades.  With Armando on speed dial, my product is getting better.  I wasn’t certain it was reaching my intended audience or worth the time and effort I was putting into the project.  Then last week, I was teaching in a Grade 6/7 class when we were short a guest teacher.  One of the students in the class told me that his brother listens to me read every night when he is going to sleep.  The highlight of the month for me.  I’m inspired to carry on and improve.  The power of positive reinforcement. 

I have since learned that I need better sound for it to be projected to the class.  I now have the appropriate adapter and a microphone to improve the sound.  Armando has provided more scaffolding for me to master green screen.  Ms. Lirenman and her class are providing Keynote support.  Speakers who are part of the International Literacy Association speakers via ILA Next have also provided a number of follow-up ideas to develop reading and writing skills.

Shirt days have also been a positive way of facilitating group activity and stimulating conversation, largely about social justice issues that are so closely tied to social studies curriculum, and social emotional learning.  Terry Fox shirts came out en mass for the annual Terry Fox Run.  Our favourite Canadian hero had lots to teach us, even if we participated at different times of the day in cohorts.  On Orange Shirt day, students learned about residential schools, and the learning shared with us by our Indigenous people.  Black Shirt Day refocused our attention on the purpose and meaning of the United Nations Declaration of Human Rights and Freedoms.  February 24th, Anti-Bullying Day is on the horizon.  Teachers, SSA’s, the supervision aids, the custodians, the Office Assistants, the Spare Time Coordinator, our Director of Instruction, and I will all be wearing the CKNW shirts with “Lift Each Other Up” for Pink Shirt Day and throughout the rest of the year.  Proceeds support local anti-bullying programs that teach empathy, compassion, and kindness.  We want kids to understand our shared role in supporting each other across cohorts and our collective responsibility.

Ms. Ferreira, our Kindergarten teacher, kicked off the first Wild Hair theme day.  It was followed up with Hockey Jersey day to celebrate the return of hockey to break the monotony of Netflix.  Mr. Bring, our Grade 7 teacher, is working with student leadership on other ways we can create school spirit. 

Student voice in our online school assemblies has been a great way to focus student attention.  Our Division 13 Kindergarten students and our Division 1 Grade 7’s have both done a great job at the Indigenous acknowledgment at the beginning of assemblies.  We have now scheduled regular, monthly assemblies, and plan to incorporate more student voice. 

We continue to look for ways to include parents more in our online school community.  PAC Meetings have all been online since March.  Access to the school has been limited.  Parents do have online access to the All-Students TEAM through their child.  This was most widely accessed during the Winter Show N’Share.  Some parents continue to enjoy the regular tweets about school activities and resources that are available to parents.  I am also trying to write more blog posts to provide parents with specifics around instruction and reporting.  My recent post, Reporting Student Achievement in British Columbia, provides parents with an overview of recent changes in reporting in British Columbia and what they can expect in the formal written reports being issued in January.  I’m looking for more ideas, if you have suggestions. 

Footnotes:

1 and 2 – “Lessons From Pandemic Teaching For Content Area Learning” in The Reading Teacher, November/December 2020, Volume 74, Number 3, page 341.

3 – Hattie, J. & Smith, R., (2021).  10 Mindframes for Leaders.  The Visible Learning Approach to School Success.  Corwin.  Thousand Oaks. 

#WelcomeSyrianRefugees

imageOn December 10th, 2015, Tecumseh Elementary School paused to celebrate Human Rights Day and to consider the plight of Syrian refugees.  If you had a chance to read the Welcoming Syrian Refugees blog (Dec. 2015), you will remember that Marion Collins was reading Hannah’s Suitcase with her students and we had the idea to create peace art with the old wooden suitcase that my paternal Grandmother brought to Canada in 1947 to start a new chapter of life with her four young children.   With the help of the grant from Promoting a Culture of Peace for Children Society, the suitcase has become an inspiration for representing ideas through art, reading, writing, listening, speaking and caring.

One side of the suitcase is decorated with messages of welcome to the Syrian refugees. The other sides are decorated with Jackson Pollock inspired art by Grade 3 students. Each colour represents each individual in Canada with all of our similarities and differences.  The finished masterpiece is the representation of all of us coming together to create something beautiful.  Tanya Conley’s students also made flags of the countries of origin of Tecumseh students and of the suitcase.  A local artist, Larkyn Froese, came into help the Grade 3’s with applying the flags on the project.  Grade 6 students wrote messages of welcome on fabric squares and sewed them on items of clothing to be displayed coming out of the suitcase.

The artwork became a catalyst for more questions and an inspiration for the reading and writing of Tecumseh students.  With the help of a grant from ReadingBC (The British Columbia chapter of the International Literacy Association –ILA), Ms. Collins continued to expand the project to include a literacy component with the entire school.   The experience of leaving home and family behind is a difficult experience as an immigrant and as a refugee. Many of the parents in our school community have given up good jobs in their home country and work hard, often with more than one job, to provide better opportunities for their children in Canada.  Ms. Collins spearheaded a writing project with intermediate students to interview their parents and discover family stories of hardship and triumph.  Several albums have been filled with the interviews and photographs for display with the suitcase.

This same family history vein was pursued by Ms. Conley’s HumanEYES art based initiative that celebrates the diverse life experiences of young people throughout the Vancouver, Coast Salish ancestral lands.  This project documented inter-generational and inter-cultural storytelling and celebrates the importance of family and maintaining cultural roots.  The project culminated with an intergenerational cookbook filled with recipes, art and family photographs of her 4th graders that has been included in the suitcase as well.

Ms. Collins, her enthusiasm and the desire of staff to get involved resulted in almost all of the classrooms in the school taking part in the project.  Several classes stopped to consider the notion of taking flight in war-torn areas with very few belongings.  They learned many refugees leave home with a house key in the hope their home will survive the war or as a memory of what was.  Several intermediate classes of students designed hamsa handsan old and still popular amulet for magical protection from the envious or evil eye in many Middle East and North African cultures.  They created keychains with the hasma hand, a key and a fimo sculpture of what they pack if they needed to leave home in a hurry.  Primary students wrote and drew about what they would bring and have created albums of their ideas for inclusion in the suitcase as well.

The #WelcomeSyrianRefugees project was first featured at the United Way luncheon for Syrian Refugees that was hosted at Tecumseh Elementary school this Spring.  The most common reaction from the adults viewing the project has been tears.  In the barrage of negatives on mainstream media and social media, there is comfort that Canadian children are welcoming their Syrian children with open arms.  There is also the hope that there are many Canadian adults who are doing exactly the same thing.

Note:  The title #WelcomeSyrianRefugees came from the Twitter handle of the same name that expresses messages of welcome not just to Syrian refugees.  This project will be on display at the Vancouver School Board during July and August 2016.  Our goal is for it to be displayed at a variety of venues as a way to warmly welcome refugees as they begin a new chapter of their lives in Canada.

 

Building a Community of Literacy Educators

The BC Literacy Council of the International Reading Association (BCLCIRA), commonly known as ReadingBC, has long been committed to improving student engagement in books and proficiency in literacy.  Members read journals such as The Reading Teacher, Journal of Adolescent and Adult Literacy, attend conferences and get together to discuss things they have tried in their classrooms and communities and the things they’d like to try.  Coming together with people with like minds is an energizing experience and lends itself to reflecting on practices that are tried and true and substantiated with research in the field.  Members have readily embraced  The International Literacy Association’s quest to start a worldwide Literacy Movement.

image For the 2015-2016 year, Reading BC (BCLCIRA) is trying to broaden participation and the diversity of ways that literacy leaders in British Columbia can engage with other literacy educators both in person and online.

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While it is increasingly difficult to organize and facilitate larger scale meetings due to high costs and increasing demands on our time, the ReadingBC executive committee has come up with some exciting opportunities to develop a variety of possibilities to engage in professional development and engage in community focused projects to advocate for literacy.

  • Join a ReadingBC Book Club.  Choose one of the books selected by members.  Form a book club with peers.
  • Participate in the discussion about a Book Club selection with colleagues via a TWITTERCHAT.
  • Read Spirals of Inquiry (Judy Halbert & Linda Kaser) and decide on an inquiry question to pursue with a group of colleagues.
  • Form a ReadingBC Community action focus to encourage children to engage in literacy activities or educate parents.
  • Form a Literacy Committee if you have a well established group wanting to commit to regular professional development and advocacy in your area.

Check out the link below for ideas BCLCILA Projects.final (3) copy and opportunities to join the International Literacy Association .  If you are a member of the International Literacy Association and live in British Columbia, you currently have a free membership to the provincial chapter, BCLCIRA / ReadingBC.  We have designated funding to help members get started from a grant from the Lower Mainland Council of The International Association (LOMCIRA), a local chapter before it went into dormancy.  Please check out the opportunities and send applications for funding or questions to the provincial coordinator at carriefroese@gmail.com or any of the other contacts on the website.

Hopefully this will forge some of the connections to continue building a community of literacy learners in British Columbia, and perhaps beyond.

Raising a Reader

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I love this time of year when the Vancouver Sun Newspaper “Raise a Reader Campaign” guarantees that you can pick up the newspaper and participate in a very public celebration of parents, teachers, sports stars and children in the pursuit of reading. I love that on one Wednesday morning, it is possible for people in Vancouver to come together and raise $21,000 to support literacy programs in B.C.  It is a commendable yearly campaign but what captures my full attention are the stories.   I was thrilled when the hard work of the staff of Pacific Immigrant Resource Services (PIRS) was featured for The Vancouver Sun for the work they do with our preschoolers and caregivers in our school community on Friday mornings at Tecumseh Elementary School.  I thought the Man in the Moon Program was inspiring and loved reading about Moa and her Dad’s quest to become a storyteller.  I was encouraged to learn about programs like Books, Bags and Babies offered by the Downtown Eastside’s YWCA Crabtree Corner and Carla Mann’s efforts to engage her kids in reading books.  As an educator, I know these adults and children are on a path to cementing relationships and developing reading habits that will help them as they progress through all aspects of school life.

 

As a parent, it also is a time that makes me nostalgic about the time raising my own children and the significance of reading in our lives. Excuse my indulgence as I share some of my significant “reading moments” with my children.  Tyler was still in preschool and we were reading Franklin in the Dark by Paulette Bourgeois.  This was one of his beloved and battered rereads about his friend, Franklin the turtle. Tyler looked up from the book and said, “But Mommy, you’re not afraid of anything. (Big smile. Pause. Quizzical brow) Except for underground parking lots. You are VERY afraid of underground parking lots.” There was no conversation about why. It was just a stated truth. The conversation that ensued was about what makes people afraid and what makes them stop being afraid and what they do if they don’t stop being afraid.  Another conversation about life that flowed naturally in the course of reading together and learning about each other.

The next ” reading moment” was on parent teacher night. My husband was doing a contract out of town and I picked the kids up late from daycare. I was exhausted and wanted nothing more than to put my babies to bed!  The kids, not so much.  They were in the midst of action drama play and busy karate kicking the air dangerously close to one another,  just beyond my sight line.  My daughter, Larkyn, apparently jumped back to avoid contact. She caught the corner of the wall with the back of her head.  As the blood was gushing with the intensity that comes with a head wound, Tyler ran for her shoes and I grabbed a dish towel, my purse and Junie B. Jones by Barabara Park.  We had experienced the Emergency room before.  Tyler was racked with guilt and went in my purse to retrieve the Junie B. Jones book as soon as we were waiting in Emerg.   Normally not a big fan of oral reading, he didn’t stop reading to his sister until the doctor entered the room.    Once the stitching was over, Larkyn with her frightened eyes and little, white face looks at Tyler and says, “Keep reading”.  Larkyn needed a dose of the fearless and the irreverent Junie B. and she negotiated through the crisis with hero.

Then the Harry Potter era begins with new releases, costumes, the late night “party” during the long line-ups in the local Chapters and the family reading events. By this time, the kids were old enough to read on their own, but the choice was for me to read with practiced intervals by the kids and occasionally Dad. Larkyn was particularly masterful at English accents from retelling taped versions of Sherlock Holmes stories en route home from Los Angeles one summer.  From this one series, we discussed pretty much every major life event we could encounter – life, death, sorrow, betrayal, fear, friendship, romance…  I think back fondly to skiing up Grouse Mountain on a Sunday afternoon and the kids deciding that we should just go home and read Harry Potter and drink hot chocolate. It wasn’t until the last book of the series that we didn’t have the time or patience for a read aloud.  We had a lottery to decide who got to read the book first. I infuriated both kids by reading all night so I didn’t have to wait my turn. Yes, all of us LOVED the books and the kids even committed to take turns carrying the latest hardcover edition when we travelled.  By the time the final movie came out, the kids were old enough to visit a pub after the movie.  The characters, the challenges, the responses, the discussions and the quotes were all part of growing up and family history.

My inclination is to continue to share more of these reading stories.  My point is that in none of these cases were we practicing reading.  Starting before pre-school, reading books was part of family life.  It was hypothesizing about favorite characters;  Connections with our own lives;  Empathizing with people who were very similar or very different from us;  Encountering new experiences or adventures or tragedies.  Reading as a child is much like the experience of reading as an adult.   We become more proficient readers with better vocabularies throughout our reading lives.  Researchers have told us for years that the best way to develop reading skills is by reading.  I certainly am in favour of students developing reading proficiency.  I strongly believe that this needs to happen as children are reading, as opposed to “practicing” for a time when they will be reading in the future.  My hope is that all children will have positive experiences and conversations that make them feel good when they curl up with a good book, which leads to another book, and another…

Book Review: Nine Words Max By Dan Bar-el

Written by Dan Bar-el
Illustrated by David Huyck

Tundra Books 2014 

Dan Bar-el brings his strength as a storyteller to audiences of young children to his work as an author.  He works magic captivating young listeners.  Max, the main character of his story, is every bit as verbal as the author but less successful at captivating his audience.  Maximillian, is a young prince with many questions, the background knowledge to draw on and the tenacity to drive his brothers crazy.  A magic spell limits him to quick jolts of only 9 words at a time.  Sometimes less is not more and the book opens the discussion of the power of language.  David Huyck’s love of cartoons is evident in the illustrations of the book.  The illustrations provide as much information as the text.  Good fun  and lots of laughs for capable primary readers and intermediate students. IMG_0085

Book Review: Taan’s Moons A Haida Moon Story

By Alison Gear
Felt Illustrations by Kiki van dee Heiden with the Children of Haida Gwaii

mckellar & martin Publishing Group Ltd. 2014

This book made me want to go back to the Haida Gwaii.  It is a beautiful book and a celebration of the children of the Haida Gwaii who helped to make it.  The felt work is unique and a fitting representation of the BC Northwest coast.  Alison Gear has lived on the Haida Gwaii since 1996 and tells one version of the Haida moon cycle.  Each page has text in English with titles in both Skidegate Haida and Old Masset Haida.  It is very cool that there is a full written translation and audio recording in the Skidegate Haida dialect upon request.  Initially the book looks like a book appropriate for early primary but the poetry of text makes it just as appropriate for use with older students.  I shared this book with Grade 3/4 students.  They loved the artwork in the illustrations and how you could “almost feel” the texture.  They also liked how the animals that they know quite a bit about, followed the cycle of the moon.  The students currently researching British Columbia and the Haida Gwaii were also thrilled that they were able to garner information to include in the books they are currently writing using BookCreator on the iPads.  Taan’s Moons is an amazing way to consider Aboriginal ways of knowing and understanding that are evolving into written text after being passed down through oral traditions for centuries.

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Lit Circles Meet iPad Revisited

My grade 3/4 students were given a new assignment posted on Showbie.  I love being able to post the text and then add the voice note.  The assignment was inspired by the article “Literature Circles Go Digital” by Karen Bromley , and her several grad students at Binghamton University in New York, ” in the November 2014 edition of The Reading Teacher (Vol.68 Issue 3).

I’ve have usually framed four roles for Literature Circles: Discussion Director to encourage global understanding of the text; Word Wizard to focus the reader on vocabulary; Friend of a Character to encourage a focus on characterization in the novel; and Connector to activate background knowledge and relate to the text. Each reader would prepare for one role for the literature circle. The next time, he/she prepared a different roles until all roles have been experienced.

Karen Bromley et al, offered a greater range of roles to their students:  Discussion Director (3 thinking questions); Illustrator (picture, diagram or graphic organizer with at least 5 words as labels to show something that happened); Investigator (Find information about the story, setting, author, illustrator or something important); Literary Luminary (funny, favorite, powerful, or special parts to read aloud); Mapmaker (create an action map or diagram that shows plot or describes setting); Connector (connections between the book and the outside world); Vocabulary Enricher (find interesting or unfamiliar words and find the meanings in a dictionary); and Summarizer (Write a paragraph or make a list that is a brief summary or overview of the main ideas and events in the story).

Leila Khodarahmi, my teaching partner (Wednesday to Friday) has worked extensively with our Grade 3/4 students using R5 strategies to respond to text.  I have worked with students (Monday, Tuesday) on developing their ability to express themselves in the writing process.  My expectation was that with the motivation of the technology, they would be excited about generating a response that was thoughtful and perhaps even “better” than what I would generally receive in a typical response log.  My goal was to prepare students for small group discussion by completing tasks to deepen their comprehension.   The technology allowed them to quickly generate a response that took a small piece of the text and generate a response, that may or may not have involved critical thinking skills.  For example,

Response 1:  Literary Luminator

Text is cut and pasted into BookCreator.  The student reads the text aloud and downloads pictures.  Their is no rationale for why the piece was selected  or why it is important to the global understanding of the text.

Response 2:  Illustrator

The student draws a picture on Draw and Tell.  The audio is used to briefly describe the picture.

Response 3:  Discussion Director

The student uses WORD to write three questions about the text.

Response 4:  Connector

There is one phrase written on BookCreator loosely referencing a personal connection with the book.

Response 5:  Vocabulary Enricher

Several unfamiliar words are listed with dictionary definitions and downloaded pictures.

During the literature circles, the responses on the iPad were presented to the group and students were impressed with the features of the technology but the responses did not generate discussion.  The response was generally “easy, peasy, done”.   I prompted students to share their thinking and make connections to the text.  It wasn’t clear whether all of the students had read all of the text or understood it.

My intention was to utilize technology to achieve a greater amount of engagement in the task which I hoped would result in a higher level of critical thinking and understanding of the text.  This was not the case.  Students took the path of least resistance to do the minimal amount of work to fulfill the assignment.  They reported they liked doing responses this way because “It was really easy” and “It was SO fast.”  It did not reflect an understanding of the text or an engagement in the task.  They were proud of their responses because the technology included audio or pictures that they could use the technology to get the work done and they thought were pretty impressive.  The focus was using the technology rather than understanding the text.

Dr. Ruben Puentedura and Dr. James Paul Gee have both given me a good starting point for reflection.  I have heard Dr. Puentedura speak on the SAMR model twice.  Although the academic description was interesting, it was having Dr. Puentedura working through the possibilities of applying the SAMR ladder to a series of lessons that I had completed, that was most thought provoking.  Essentially I had not redesigned the literature circles with the technology in mind.  Although students were familiar with the APPS and with responding to text, their focus was on completing the assignment.  I had simply substituted written response with APPS.

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Dr. James Paul Gee has done a lot of writing and presenting about creating smarter students through digital literacy.  Gee discusses the importance of “talk, text, and knowledge (TTK) mentoring” required to use digital tools effectively.   Obviously I need to provide more scaffolding for students to learn about creating meaning in the digital world.  The question is how?

What are the applications that will require my students to use technology to create meaning in complex and thoughtful ways?

What will allow them to create connections with others to help them in finding the answers to their questions or ask new questions?

Are my expectations of digital technology based on the best responses that I was able to cox out of my most responsive students during Lit Circle?

The process of learning continues…