ABC Research Reports

My Grade 3 students in the GR 3/4 class I teach on Monday and Tuesday are doing research reports using BookCreator for The Celebration of Learning at our school.

The teacher librarian in the school has created a strong collection of books on Canada at a variety of reading levels to support the high number of ELL learners in our school. She has also developed a unit of study on Canada to teach research skills to late primary/ early intermediate students. Students used a collection of books on each province and territory to answer questions, develop mapping skills and complete tasks in the library. In the classroom, they used databases to find information.

Once the students demonstrated their ability to find and record information accurately, the Grade 3 students each chose a province or territory to research and share their learning at The Celebration of Learning.

I shared several ABC books that had a specific theme and shared content area knowledge, including:

Campbell, Janis and Collison, Cathy(2005). G is for Galaxy. An Out of this World Alphabet. Sleeping Bear Press, Chelsea, MI.

Napier, Matt (2002). Z is for Zamboni. A Hockey Alphabet. Sleeping Bear Press. Chelsea, MI.

Thornhill, Jan (2012). The Wildlife ABC. A Nature alphabet Book, Owlkids Books, Toronto.

Students Were already familiar with BookCreator and airdrop through our work with Joanne Carlton and Zhi Su, our Technology mentors. Students were given the task to create an ABC Picture Book about the province or territory that they had chosen. The title of the book title was to include the province or territory and the first letter.

ie. Y is for Yukon
B is for Beautiful British Columbia

The challenge has been helping students to choose facts that are backed up with research and specific to the province or territory. “B is for brown houses in the Yukon” does not help us to learn about the Yukon, even though it may be a fact from picture cues in a book. The huge advantage of using BookCreator is the ability download maps, flags, pictures, illustrations from drawing pad and add audio clips. Students find images and share them with each other via airdrop. The challenge is to keep them focussed on the task of using the images to support research.

I’m looking forward to see how this project plays out. I’ll keep you posted.

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Student Led conferences via iMovie

Student led conferences with a twist this year.  Joanne Carlton, our VSB iMentor was fortunately available to come to the classroom to guide our learning in Division 11.  She has a considerable amount of background knowledge in literacy instruction and technology.  As luck would have it,  Zhi Su, the VSB iMovie expert was also available to come as well.  We had planned in advance of their arrival so we could make the best use of their time.   The previous week, I has attended a session for teachers and administrators participating the iPad Cart inquiry with my inquiry colleagues.  Although I’ve had some experience with iMovie, the facilitators broke down the process so that we were able to take photos and a short videoclip, then add voice and a music track.  Very impressive for an after school professional development session.  I posted the assignment for students (the list of photos and videoclips for students to collect) on the Showbie APP and explained the purpose with a voice note.  Most of the kids are now able to log onto their Showbie account independently. With student led conferences on the horizon, my Grade 3/4 class were excited about sharing the Winter theme books they had created with their photos from the playground, their winter sense poetry, downloaded images and audioclips.  However I decided to tap student interest in the iPad technology and allow my Grade 3 and 4 students to use the iPads to demonstrate and talk about their learning this term with their parents.   Many parents at the first conferences of the year had expressed they wanted their children to spend less time using technology.  I very much wanted them to understand the importance of being deliberate with time spent on screens.   Students had each collected:

  • a photo of himself or herself
  • a photo with the friends he/she particularly works well with in class
  • a videoclip of himself/herself doing gymnastics
  • a videoclip of himself/herself reading a favorite passage from the book he/she was currently reading
  • a photo of a piece of writing from his/her Thinking Book or Writing Book
  • a photo of the the province/territory or Aboriginal group he/she is researching

Zhi took the leadership of stepping the students through the process.  The first thing he did was show them how to pull up the picture of himself or herself and write their name on it.  Students learned to share group photos via airdrop, add music and shorten video-clips.  Many of our students attend Chinese School and decided that their Chinese calligraphy had to be part of their iMovie.  The more proficient students in the class have been teaching the others Chinese writing to create Lunar New Year cards to deliver to the mostly Asian business owners down Victoria Drive on February 19th.  Many students were proud to share their skill with their parents. We had lots of adults in the room helping the students and inquiring about their learning.  However the sharing between students was readily apparent.  If one student in a working group had music, then it was likely all of them did.  Myles LOVED the ability to airdrop and single handedly taught most of the class.  Jason, a big ‘”Frozen” fan downloaded an image from the movie as the final frame of his movie with the caption “Bye”.  One group of students downloaded applause for their iMovies.  The process was not without it’s glitches.  However everyone had a movie and one more way to open up the conversation about their learning with his/her parents.  Fortunately Henry emerged as our Grade 3 techno-wizard in the process of getting everyone ready for conferences once the mentors were gone.  He became the expert on downloading from iMovie to Showbie so we could share the iPads with our other inquiry classes on conference days.   Parents were simply amazed at how smart their children are and how much they have learned.  As the teacher, the iMovies helped me to learn about my students and determine some of the focus areas for learning.  The possibilities are endless and exciting! IMG_0246

PILOT – Professionals Investigating Learning Opportunities with Technology

Four teachers at Tecumseh Elementary committed to working together on PILOT. Our job was to engage in an inquiry using technology with our students. We were provided with an iPad cart with 20 iPads for class use, 3 iPads for use of Resource teachers, 5 desktop computers in the library and Apple TV.

Students and parents in all of the classes were taught about iPad care and signed a use agreement.  For much of the term, teachers explored the technology with their classes with a focus on the tools. We had general discussions about developing writing and thinking skills but specific definition of an inquiry question was vague and the focus was how do you…

It was once we started to share what we were doing that our learning intentions became more defined. On teacher had started writing a Seasons Book with her Kindergarten students using Book Creator. Marion Collins started working with her Grade 6 students using keynote and Book Creator.

Virginia Bowden continued the work she had started with Kidblog with the Gifted students attending pull out Gifted programming in the district, used iMovie to have students create trailers on themselves and Prezi to develop research skills.

I continued the word I was doing with the Gifted students (in the district Multi-age Cluster class) during computer prep to develop their own blog on Kidblog and focused on having my Gr 3/4 class use Raz-Kids to support home reading and Book Creator to develop writing skills and explored search engines to answer questions.

Initially the focus was on learning how to use the tools and it looked like each of us were taking some very different directions. We narrowed the common elements down to the focus that each of us had taken in developing literacy skills.

Our discussion and questions were great:

  • How can we develop fluency in writing?
  • Adding pages encourages younger or less proficient writers to extend their writing. What about older and more proficient writers?
  • Does a lack of a keyboard limit the amount that students write?
  • Are templates available for report writing in Book Creator?
  • Is Book Creator more conducive to writing picture or poetry books?
  • Is the best way to teach note taking still having students write phrases with facts on paper; outlining / sort facts into groups, and creating their own paragraphs?
  • Are library books still the best way to match ELL students with reading material at their own level?
  • How can we get students to question the source of the information they read online? Hear on media or read in books?
  • Does using iPads break down gender barriers in oral communication?
  • Does adding sound clips lend itself to developing expressive reading skills?

Our inquiry question is still broad enough to let us pursue our individual interests but narrow enough to focus our discussion on how we are using the tools to support the language development of our English Language learners. Our intention is to make observations and reflect on the ways that technology is being used in our classrooms to develop oral language skills, reading skills, writing skills and the ability to represent ideas in visual formats. We have a general direction. The thinking and focusing continues. We’ll keep you posted.