Alan November's "Digital Learning Farm" was the inspiration for my classroom jobs. The idea couldn't be more simple: people are empowered through meaningful work. Children used to be, in the times of farming, useful and necessary contributors to their families' farms and other livelihoods. Once children's work became going to school full-time, that feeling of usefulness and importance faded. Most teachers understand the importance of giving kids jobs to do, and many traditional classrooms do designate roles such as "line leader" and "pencil sharpener"to fulfill these needs. Digital tools offer the possibility of exciting upgrades to these jobs, allowing students to learn through doing while making authentic contributions to their communities.
I am experimenting with how to best structure this so that it becomes a deep learning experience for students. I introduced the jobs to 5th grade a few weeks ago, then introduced and started with 4th grade. I decided that students would need to apply for the job and, once "hired" would have a tenure of about one month.
Tweet, look for and organize possible learning connections, manage maps
Researchers: Research information in response to questions that arise
Official Scribes: Take notes, write weekly summary post on classroom blog
Documentarians: Photo and video documentation of the week’s activities
Kindness Ambassadors: Make sure that all community members are included at lunch and recess, remind community members of habit of the month, model and recognize kindness, give appreciations and remind others to do so
Librarians: Keep classroom and virtual library shelves in order. Add books to class GoodReads shelves, keep GoodRead-Alouds wall updated, set appointments with Mrs. Hallett
Graphic Artist/Designers: Design things for the classroom and class blog- graphics, bulletin boards, displays, etc.
Previous experience is helpful but not required. You will be able to learn on the job. Most important qualities: proactive, self-motivated, desire to learn.
All classroom work must be up to date in order to be considered for a job.
Diigo (Digest of Internet Information, Groups and Other Stuff) is a free social bookmarking tool that allows its users to store, manage and share Internet resources. Users can bookmark, highlight, tag, and annotate selected web pages while reading online. As they are stored in the cloud, bookmarks can be retrieved from any computer anytime and anyplace. Resources may be shared with other users.
As a social bookmarking tool, Diigo clearly has the potential to make reading and research a social activity in the classroom. In collaboration with our social studies teacher, I’ve used Diigo with our 4th and 5th grade students: 4th graders were researching the pre-colonial French settlement Fort Caroline (Jacksonville, Florida) and 5th graders were gathering information on the Lost Colony of Roanoke (North Carolina). Using the researched information, students are currently in the process of creating eBooks about their topics.
Objectives for students were:
- to research and become familiar with informational texts about their respective topics
- to use Diigo to collect and organize their new information
- to apply various Diigo features, including highlighting and annotating of web pages or text passages and tagging of web pages for organization and classification
With an educator account, I created a Diigo Group for each class. Privacy settings of educator accounts are pre-set, limiting communication to assigned teachers and their students. Also, by default, student profiles are private. Each student was provided with their login information and created an avatar for their profiles using one of the following websites:
In each classroom, we then created tag dictionaries to categorize websites, ensuring consistency of keyword tags. We brainstormed tags to include in each dictionary, for example “Ft. Caroline” instead of “Fort Caroline”, or “Native Americans” instead of “indians” or “natives”.
Since our students already had an introduction to Web search techniques in an earlier unit, I began by focusing on annotations. The great benefit of Diigo’s annotation tool (virtual “sticky notes”) is that it allows students to summarize a website’s important concepts and main points. Annotations encourage student interaction and engagement and are central to collaborative research. The students explored: What are the elements of a quality annotation? We brainstormed and I used the definitions students gathered to create a reference sheet:
While the process may seem straightforward, students struggled with the concept of a quality annotation. I’ve blogged about this issue here.
Research is not simply about finding information, but also evaluating and synthesizing the information found. The skills necessary to evaluate and synthesize require students to read text closely and paraphrase the useful information, respectively. These are critical, transferable skills, but working with elementary students I have learned that these are often the most difficult for the students to grasp. Thankfully, we were not under any time constraints, giving us time to model and review when needed.
For my students, Diigo is a powerful collaborative learning tool in the classroom. Students interacted with informational text and with one another and were motivated to stay on task. They read, highlighted, tagged, and annotated relevant websites for their research projects.
The annotation process, however, was harder to learn for my 4th than my 5th graders. Fourth graders also spent a lot more time looking for relevant images than focusing on reading text. Reasons may be maturity, existing skills, class size (20 vs. 11 students), time of day (Friday afternoon classes for 4th grade), or a combination.
Overall, this was a great collaborative project. Diigo allowed my students to not only manage information, but also to hone their communication and collaboration skills -- all vital to success in school and their overall future. I would like to repeat this lesson, possibly on a grander scale: Not only with a classroom at another school, but perhaps “classmates” in another country.
Fifth grade students are getting ready to read the book "Jamestown" by Gail Garwoski.
A stirring story of survival set against the backdrop of the founding of the first permanent English settlement in the New World.
In 1606, King James I granted a charter to a group of London businessmen known as the Virginia Company to establish an English settlement in North America. In 1607, 104 men set sail aboard three tiny ships on a voyage to a new land. What they found became the first permanent English settlement in the New World-Jamestown.
Among the brave adventurers who made the journey was a young boy named Samuel Collier, the page of famed Captain John Smith.
How could we move away from assigning the traditional reading of the book (chapter by chapter), then writing a book report and possibly give an oral presentation in front of the class? How could we tie the lessons, delivery, supported skills and objectives NOT only to curriculum, but also to our Learning Target (based on and adapted from www.galileo.org )
We are looking to move towards competency in five categories:
- Learning Environment
- Learning is engaging
- Students are self-directed
- physical environment conducive to learning
- resources meet learning needs
- learning is social and interconnected
- using a variety of techniques and resources
- authentic learning experience designed, developed and evaluated
- criteria are established for assessment
- Role of Teacher
- teacher as a learner
- teachers as a cognitive coach and guide
- teacher has strong instructional repertoire
- classroom is open & public
- Teacher actively connects to larger global audience
- produces deep meaning
With that in mind, we had a brainstorming session with our 10 year olds. What did they know about the early settlers? What did they want to know?
We started with the traditional KWL concept and upgraded to KWHLAQ.
Could we compare pioneers and explorers who came to the Americas, the "New World" (with respect to the population who called these lands home and "their world" for thousands of years before the European came to "discover" it) and the "Digital World". What were dangers for the early settlers? What are dangers for cyber citizens? Were there double standards for the old and new world? Are there double standards for the analog vs digital world?
By now, students are pretty independent in creating collaborative Google Docs to share with teachers and their classmates to take notes. The concept of the Official Scribe from Alan November's Digital Learning Farm is embedded and works naturally for our students.
Below is the screenshot of the initial brainstorming session.
We were not sure, if all student understood. 5th grade teacher, Shelly Zavon, wrote a reflection after our first meeting with the students. I especially like her blunt honesty, that NOT EVERYTHING, not every class or lesson goes as planned nor well. We had to go back to the drawing board, we need to keep meeting every week to debrief after a lesson and tweak for future ones
I am hoping that the Jamestown project will come together soon. The idea is good; I just need to find a way to help the students dig deeper and start thinking on a higher level. For some reason, the students don’t like to be challenged to go to the next level. They want to do everything quickly and get to the fun part, which hopefully in this case will result in a music video.
With both of these projects, the students have had to move to a more advanced level of critical thinking (and accountability). I know this has been good for them, but is has been a grueling process for us teachers. I keep thinking, “learning is messy” and as Dory said in Finding Nemo, “Keep on swimming, swimming, swimming.”
How can we make the learning about Jamestown authentic? How do we connect the learning of the past and make it relevant to their present and future?
It just happened that Google Glass shared a new video with the request for applications to becoming a GOOGLE EXPLORER!
Two ideas came to mind:
- What if we were to ask our students to create a video with the same requirements as above (minus the last three points) to apply to become an Explorer , not for Google Glass, but for Jamestown. What would you do to become an explorer and leave for Jamestown?
- What if we were to ask our students to time travel with a device like Google Glass and take a video or pictures and they narrate/document what they are witnessing.
Watch us develop, as a 5th grade learning community, the topic further. I wonder what we will create.
I have seen learning in the
21st Century modern classroom!
The learning just oozes through the cracks of the physical classroom walls.
Learning is amplified by the amount of people who are collaborating, participating, communicating and creating. The learning is NOT about the technology tools, but what students can DO with them to learn in new ways. The learning is about an authentic tasks, that allows students to contribute in a individualized and personalized manner to make them realize that their work matters in the real world.
It all started out with a conversation between Mike Fisher and me. He had written over 40 children poems and was in the process of wondering what to do with them? I was looking for an authentic task for 9-11 year old students. We felt we had a perfect match! How about getting the students Language Arts and Art teacher involved? The initial idea was to make a unit of poetry come alive, study Mike's poems and visualize the poems by creating illustrations.
Great plan... it snowballed from there...
A quick Skype call between Mike and the teachers, helped flesh out each of our expectations and a timeline for the "project". A critical component was the participants' willingness to be flexible and see where the students would take "the project".
- ...Mike allowed students to alter his original poems if they felt inspired to remix them, making the creation process fluid and embedding new ways of looking at forms of copyright?
- ... Mike offered to write a new poem to additionally created illustrations by students, flipping the collaboration roles?
- ...we published a poetry book on various platforms? (hard cover/eBook)
- ...we had student run a marketing and advertisement campaign?
- ...we involved the Math teacher to support students in calculating how much the book should cost, what would the profit be, how would a profit be split?
- ...allowed the class to handle the entire business venture?
- ...we incorporated Alan November's concept of the Digital Learning Farm and leaving a legacy?
Each student was "given" a poem from Mike to be responsible for. We set up a first Skype call with Mike, the author, for students to meet him, ask questions about "their" poem.
Part of our job as teachers was to observe students as they were taking on the roles outlined in the Digital Learning Farm. We were/are looking to identify NEW FORMS of assessment, since our "project" was not to be an add-on to traditional assessment tools.
As I was watching students talk to Mike Fisher via Skype, Will Richardson's call for Thinking Differently About Learning, which includes Learning to Talk to Strangers came to mind. As students interacted, I was watching their body language, paying attention to their vocabulary, ability to articulate an idea, their conversation etiquette and ability to follow a conversation and interaction. Stay tuned for the publication of a Taxonomy of Skype Conversation to facilitate assessment of video conferencing.
As the Skype conversation was happening in the foreground, other students were busy documenting and collaborating in backchannels. A Google Doc was opened and shared among all students, teachers and Mike Fisher. The multi-tasker Mike is, allowed students to Google Chat at the same time as he was talking to students via Skype.
Other students had taken on the task to tweet the Skype call
Take a look at the 4th and 5th grade Twitter feed, documenting the skype call. Students are exhibiting understanding of Twitter grammar, syntax and etiquette. They are showing progression by starting to add value, links, citations and they own thoughts. They are summarizing and articulating thoughts in 140 characters or less. They are directly communicating, disseminating, collaborating and connecting via social networking. We are using Twitter and HOTS as a way to assess these skills.
We had other students use different tools to take notes too. The notes app on their iPad or traditional paper and pen
One student chose to summarize what he heard during the Skype call by mindmap doodling. He was able to re-tell the different poems that were discussed between his classmates and the author.
Take a few minutes to peek into the classroom as students were debriefing from the Skype experience.
So, where do we go from here? The students are very excited and are taking ownership. There is no talk about what kind of grade they will be receiving for their work. An authentic audience will decide if they were successful. Students will volunteer to take on different roles in the publishing, marketing, finance, communication department. We will allow them to take the lead, consulting, coaching and modeling if needed.
Stay tuned as this "school project" unfolds.
Helping students become quality Tutorial Designers has been on my mind and agenda. The reasons are plentiful, from the train of thought "if you can teach it, you know it", being a vital skill in the 21st century, Alan November's work "Who owns the Learning?"/ "Digital Learning Farm" to tutorials being an important piece in the self-motivated and self-directed learning of our times.
Teaching, nor creating (digital) tutorials, may come natural to everyone. There are are several skills involved. which are valuable for our students to learn.
not only understanding content and process, but being able to express and communicate them to someone else. The communication can be accomplished in a variety of media.
curating all student created tutorials in one place (ex. wiki) will create a hub, where students can search for tutorials of content, that they need a refresher on and it creates a depository for students in future years to come.
writing a script is an essential part of tutorial design. Tutorial writing could be considered part of the expository writing and technical writing genre
using specific vocabulary related to the content explained
"Storyboards are graphic organizers in the form of illustrations or images displayed in sequence for the purpose of pre-visualizing"~ Wikipedia
- digital storytelling
a tutorial is a special type of story. It requires the "teller" of the story to engage the "listener" via different digital media
tutorials are meant for others to learn from us
- digital media
creating, editing, and mixing of a variety of media forms (text, images, audio, video, etc.) and the fluency to work with a variety of media and switch effortless between them
the ability to understand and share the feelings (ex. not know how to do something or understand) of another
In addition to supporting students in gaining competency and fluency in the above mentioned skills, we emphasize QUALITY work. It is about depth of content knowledge and emphasis on showing evidence of learning, not just using a specific technology tool.
In an effort to support teachers and have a handy list for students when creating tutorials, I created the following checklist. The checklist is divided into three parts:
- Quality Considerations
Each part is divided further into different sections
- strategy & procedures
I am borrowing the notion of the Leitmotif, a recurring theme, and applying it to learning in the 21st century. For me it always seems to come back to a red thread of self-motivated and self-directed learning that connects all.
Anyone with an internet connection has the capability of accessing courses and lectures from Ivy League universities. Times Magazine published an article titled, Logging on to the Ivy League already in 2009.
Diamond is an esteemed neuroanatomist and one of the most admired professors at the University of California, Berkeley. It would be a privilege for anyone to sit in on her lectures. And, in fact, anyone can. Videos of her popular course are available free online, part of a growing movement by academic institutions worldwide to open their once exclusive halls to all who want to peek inside. Whether you'd like to learn algebra from a mathematician at MIT, watch how to make crawfish étouffée from an instructor at the Culinary Institute of America or study blues guitar with a professor at Berklee College of Music, you can do it all in front of your computer, courtesy of other people's money. Read more: http://www.time.com/time/magazine/article/0,9171,1891740,00.html#ixzz2Avj9XAHx
Simply google Yale iTunes University or Harvard iTunes University and you are in business to potentially LEARN from the same professors that teach the students who are attending these "very expensive"higher education institutions.
- Will you earn a degree from these universities?...No...
- Will you receive one on one attention from the professors if you have questions about their lecture?... No...
- Will you meet the right people or be roommates with the children of the right people?.... No....
- Do you have access to listening and learning from some brilliant minds?.. on your choice of topics?... without having to spend a dime?... Yes!
- Can you become part of an online learning community, with members watching the same lectures, discussing and learning with and from each other?...Yes
The "education" is there... there for the taking... only the self-directed and self-motivated... will and can take advantage of the offerings and LEARN from it.
I recently published a blog post inspired by Will Richardson's article "Three starting points to think differently about “Learning. I believe we have hit on another point, illustrating how we NEED to think about learning in a different light:
Being able to look for, find, watch, "re-wind" and learn from online lectures, guides and tutorials?
How do we transfer this skill and break it down into different benchmarks for the younger students not ready for Yale or Harvard yet? Thinking of :
- the highest level of thinking skills (Bloom's Taxonomy) of creating
- the disputed Learning Pyramid, which claims that learners retain about 90% of what we teach others (Take a look at Darren Kurpatwa's Academe's Dirty Little Secret)
- Alan November's Digital Learning Farm with Tutorial Designers as one of the roles to empower learners. Give students authentic job responsibility to empower them and become part of a learning community (see Langwitches Posts about The Digital Learning Farm). Alan November recently published a book called "Who owns the Learning", where he goes further into the concept of students leaving a legacy, including creating tutorials for a global audience.
I am taking the route of having our students learn to create quality tutorials for each other or for their younger schoolmates. There is something about kids and wanting to teach what they know to others. Our kids are not only flocking as their first choice for learning to online tutorials, they are also becoming the creators of many (without adult intervention!)
- Just ask a teenage daughter what she does in order to get make-up instructions if she has a "challenged mother" in that department? What about detailed directions for a complicated French braid?
- How do you learn to pick a lock, after your niece locks the basement door from the wrong side?
- What about help in order to upgrade your laptop's memory or install a new hard drive?
I have written many tutorial posts on Langwitches. They come in forms of info-flyers to help guide teachers step by step in implementing a process or a tool, screenshots (image of my screen), screencasts (video recordings of my screen), infographics, podcasts (audio file), plain texts in blog posts, Word documents or shared with Google Docs.
The above mentioned book Who owns the Learning by Alan November was one of the Summer Reading choices for our faculty. Our 4th and 5th grade teachers have been taken on the task to expose students to the importance of digital tutorials and encourage the to produce their own tutorials.
In Language Arts, students worked on “how to” posts for their blogfolios. They were encouraged to add hyperlinks, video, and/or images to their post to enhance their writing.
Making a Hyperlink! (by Evie M.)
Hyperlinking With Thinking (by Itamar)
Adding an Image to a Blog Post (by Benjamin)
How To Draw A Dragon Head (video) by Julia
5th grade students had a first go at storyboarding and filming a tutorial of "How to create a QR code?". As a class, each video clip /tutorial was critiqued. Students came up with a list of suggestions to make tutorials better. Everyone went back to the drawing board to edit and make the tutorials better according to their list.
See a few video samples from students of "How to Create a QR Code":
What are your thoughts on the skill of learning with and from online tutorials? Important for the present and future of learning?
Assessments come in many forms and should be ongoing. As students develop knowledge and skills and build their schemas about the world, they are better able to articulate their understanding of complex ideas. One goal of student blogfolios is to help students recognize quality work- both their own and others. Our 4th and 5th graders have been working with the idea of quality blog commenting for three years. As teachers, one way we help our students understand quality is to provide rubrics or other guidelines and expectations. One way to assess understanding of quality comments is to have them provide guidelines for others. We did this by having each 4th and 5th grade student create a commenting policy for his or her blog.
-to tell people what you want to expect from a comment
-you can help people be better at writing comments
-to show that you want quality comments on your blog
State of our School Address (regarding Blogging)
3 years ago, we created blogs (WordPress platform) for ALL classroom teachers and resources. There was an expectation for teachers to be at least on the first step of the blogging ladder, illustrated in the image below. Their classroom blog needed to be, as a minimum, a replacement of a weekly folder filled with parent-school communication and homework assignments. Teachers were expected to learn how to update their blogs (at least on a weekly basis), insert images and videos and categorize their blog posts. (Getting to Know your Blog- A Beginner’s How To Guide)
This was a steep learning curve for some teachers. In addition, it was extra time consuming, as it was taking teachers longer time to learn and be comfortable with uploading and inserting images, creating photo galleries, creating links, posting, etc.
Then the question shifted from How to We Did it… We Built It…Will They Come? Some teachers continued to email parents weekly, pointing them to the blog to look at images and news, others resorted to “bribing” students with extra credit if their parents went on the blog, yet another class created a Blog Tutorial for Parents & Grandparents video.
In preparation for our students to become actively involved in contributing on the classroom blogs, as a school, we needed to Update & Upgrade Our School’s Media & Publishing Release in order to reflect the shift from students as consumers to students as producers.
Some teachers felt ready sooner than others, to climb the next step on the ladder. They opened their classroom blog up for comments to their students. They started to shift from merely pushing out information to parents and students to see the opportunity for a conversation. Teachers were learning to, not only post information, but posing questions for students, encouraging them to think and to participate in a virtual conversation. – Preparing Students for Commenting with Wall Blogging.
Once students were well on their way to begin. They were comfortable in logging into their accounts, reading posts and submitting a commenting, the next step was to focus on the QUALITY of their writing. What constitutes a quality comment? One class answered this question by creating a newscast- Quality Commenting Video by Third Graders
The next step on the classroom blogging ladder was for not only the teacher to produce content/posts, but for students to take ownership. For one teacher, it meant the realization that her classroom job list was in need of a 21st century update What is… What Will Be Obsolete…in Second Grade?
- had daily student “bloggers”, who were in charge of updating the classroom blog, being the Official Scribe of the day.
- had students take (handwritten notes) summarizing the daily learning during each subject area, to be then typed and uploaded on Friday to the blog (younger grades).
- highlighted best work from students as it was produced.
- put students in charge of photographing classroom/resource activities and learning taking place during the day, the class discussed and voted on the final images to be uploaded at the end of the day and write a short blurb to each image. – Let’s Ask the Kids: 2nd Grade Bloggers
Some classroom blogs were growing beyond homework assignment, as teachers found opportunities to amplify the use of their virtual spaces to get kids involved and engaged in conversation
As commenting and posting to the classroom blog became the routine, especially in the upper elementary grades, students were eager to “earn” their own blogs. It was up to the teacher to set the criteria for students to earn them (ex.5 quality posts moderated and published on the classroom blog).
Once having earned that promotion, students became administrators of their own blogfolio , a combination of an online portfolio and a learning blog. Students were able to choose their own theme from a variety of pre-approved themes available. They chose their own title and tagline, and wrote their About Page.
It takes time for the faculty to see that the students’ blogfolios are NOT a project from/for the Language Arts class. We are not there yet.Teachers, still need to take advantage of pulling in resource teachers and student experiences. Non-Language Arts teachers still need to realize that the blog is a platform for learning for THEIR students too. All this is a process for teachers and students to work through.
We had Professional Development workshops helping teachers subscribe to RSS feeds (Subscribing via RSS & Google Reader to Classroom Blogs) in order to streamline the process of reading AND giving feedback to all their students. This is a daunting task for many teachers, as they are feeling overwhelmed. I have met too many teachers (at other schools) who, precisely for that reason, gave up blogging with their students. It was simply too much work to read and sift through all the writing and commenting (!!). We are committed to working through this at our school though. We are concentrating on finding new ways to embed the reading, the writing, the commenting, the conversation into the “way we do things”, not something we do in addition.
I created the following infographic to demonstrate the flow of blogging in the classroom. The hope is to deflect from the emphasis on technology and the “translation” from analog work to digital work during the blogging process.
You can download the infographic as a pdf file.
There is so much to consider when blogging with your students. You will be able to read about some, some you will hear from teaches who are already blogging and some things you will just have to experience and go through for yourself in order to make it work for you and your students. What we do know, is that no teacher can attend a 3 hour workshop on blogging and is ready to blog with their students the following Monday. I wrote extensively about the process for Stepping it Up- Learning About Blogs FOR your Student as a guide for teachers who want to see blogging as a platform for their own professional development and as a medium for student learning.
Ann Davis, on her blog wrote a post titled “Rationale for Educational Blogging“, an article (and the following comments) worth reading! David Jakes responds in the comment section speaking directly to the teachers “who have kids write for the refrigerator”.
Ann Davis’ quote of “It is not just a matter of transferring classroom writing into digital spaces”, resonates deeply with me. It is a challenge, that we are continuously reflecting on in school, as learning and literacy coaches, but need to do a better job in helping faculty work through this as well. Tough questions need to bubble up to the surface:
- Where it the Authentic Audience? by Andrea Hernandez
- What does it mean when students, teachers, parents feel “blogged out”?
- How do we prevent student blogfolios from becoming an accumulation of “Homework for Thursday”, “Homework for Friday” posts?
Where do we go from here?
We will continue to seek the following through our blogs:
- quality writing and commenting
- documentation of the learning process
- hub for learning artifacts
- meaningful discussion
- authentic feedback
- global awareness and connectedness
We will encourage, support and participate in activities that will foster the above goals.
- commenting mentor program
- blogging buddies
- professional blogs for our educators to build reflective teaching practices, connections to a global network of educators and building a personal brand
This year, we are piloting a new literacy program in grades 2, 4 and 5. This grew out of our summer professional development book groups, which you can read more about here. The program, called the Daily 5, is grounded in the knowledge base of what activities and behaviors are most effective for developing basic literacy. The Daily 5 was written by Gail Boushey and Joan Moser, who also maintain the DailyCafe.com website.
Our first Parent Connect this year was dedicated to sharing information about The Daily 5 and our implementation of it this year. Here is a review for those parents who were not able to join us, as well as anyone else interested in learning more.
Everything we do is grounded in an understanding of what our students need in order to be successful in this connected, high tech world. We believe the Daily 5 helps us help our students to become independent learners.
Our librarian, Karin Hallett, shared some of the research behind this program in the following slides:
If you would like to learn more, here is an excellent article that synthesizes current research and underscores the importance of self-selected independent reading.
We watched a video of Amy Stein teaching her second graders the "I PICK" strategy for learning how to choose "good fit books."
We also watched Stephanie Teitelbaum introducing "Read to Self" to her 4th and 5th graders.
Here are some thoughts from Andrea Hernandez and Jon Mitzmacher:
This final video includes a discussion about The CAFE Book, which is the counterpart to the Daily 5, as well as information about the data collection process.
Stephanie has started a professional blog, Teach, Blog and Tweet, where she will be documenting and reflecting upon the process as it unfolds. Please feel free to follow her there, and add your voice to the discussion.
Guest post by Stephanie Teitelbaum, our 4th & 5th grade Language Arts teacher.
Students have been enjoying tweeting weekly in class. Mrs.Tolisano has been coming in each week to teach the process of tweeting. She developed this info-graphic for us to follow.
We are developing a routine in class so that students are able to tweet on a regular basis. We start with a “paper tweet”. Students write down their tweetable moments on an index card. We check our followers (3 times a week), then we check who has mentioned us. If we have a question, we answer it, and then, finally, we write the tweetable moments. We have twitter directors in class, and it is their job to type in the tweets. We have to be sure our tweet is 140 characters. It is a new way of writing, and the students are improving each week. We are working on developing tweets that target a global audience. We have discussions in class to determine if the tweet is geared to our audience. Recently, we tweeted a teacher in Singapore who will hopefully make it possible for us to tweet students regularly in Asia. The students have been intrigued and motivated to connect with other classes globally.