As regular readers know, one of the many classes I teach is World History to Intermediate English Language Learners.
One of the things I try to do is regularly connect what we are studying in the past to what might be happening in the future. We are just finishing studying imperialism in the late nineteenth century, and their chapter “final” was to write an essay on if they thought imperialism still existed today.
This is the actual prompt but, as you can see from the hand-out, the modified text and scaffolds are critical:
What does the author say are the three kinds of imperialism? Do you believe that any exist today? To support your opinion, be sure to include specific examples drawn from your own experience, your observations of others, or any of your readings.
It discusses recent efforts to hypocritically add more and more “strings” to aid received by low-income people without recognizing the greater amount of government aid that the non-poor receive in this country.
After students read the two articles, I’m thinking of providing a writing prompt like this:
What are Missouri Republicans proposing about government aid and why are they proposing it? What do critics of the proposal say? To what extent do you agree (or disagree) with them? To support your opinion, be sure to include specific examples drawn from your own experience, your observations of others, or any of your readings, including from these articles.
Teaching Doubt is a great column in The New Yorker. It’s perfect for IB Theory of Knowledge classes, and just about every other one, too.
I’m going to be using this simple writing prompt with the article:
What is Lawrence M. Krauss saying about doubt? Do you agree with him? To support your opinion you may use examples from your own experiences, your observations of others, and any of your reading, including his article.
I’ve previously written several posts describing activities that I’ve been having my Beginning and Intermediate English Language Learners do in pairs or small groups, with the Intermediates in more of a “teaching” position, but where they can learn, too.
Another exercise that fits into that category is a collaborative story lesson that I’ve posted about at A Good & Simple Collaborative Storytelling Lesson. I won’t repeat the steps here, but, basically, I give prompts and students work in groups to write and illustrate a story together. It’s a lot of fun, and I can adapt the prompts to the thematic unit we’re studying at the time, current events, student interests, etc.
I’ve purchased (for $1.99) and downloaded it on my iPhone. It seems to operate just as Edudemic says it does, and I plan on putting it under my document camera this week and using it as a “change-of-pace” from the “manual” collaborative storytelling process I referenced earlier. I’m confident that the “manual” way is a better one, but, as in many situations, a tech version can often be used in place of an “old-fashioned” way to occasionally liven things up. As lots of research shows, novelty works wonders in teaching and learning.
It allows you to see the entire writing process unfold for any Google Doc. In other words, every mistake, correction, revision, etc. — either in the “realtime” it took or in a “speeded-up” time. You can then easily embed the created “Draftback.”
As my headline says, I’m not sure if it’s just a cool toy that people will use once to try it out, or a tool that could be very effective in teaching writing to students.
I’ve embedded a simple document I created that illustrates some simple revisions I did for an essay’s “hook.” One way I’m thinking Draftback could be used is a sort of game — students see an example like this one and then have to identify what changes were made and for what reason. What do you think? Can you think of other ways to use it in the classroom?
(For some reason, in the first few seconds it shows the entire passage being erased, and then starts from the beginning. I’m not sure if I did something wrong, or if it’s a glitch in the extension)
Here’s a guest post from Peter Pappas about an important option I neglected to cover in that series.
Peter Pappas is a teacher, writer and national consultant exploring the intersection of critical thinking, teaching and new technologies. His popular blog, Copy / Paste is dedicated to relinquishing responsibility for learning to the students. It’s filled with loads of lesson ideas – many for the history classroom:
Apple’s iBooks Author (iBA) is turning 3 years old and it is still the best tool for creating highly interactive multi-media content viewable on an iPad or Mac. I’ve published eight iBooks (two authored by my students) and offered numerous workshops to train teachers on how they and their students can become published authors. All eight are free. You can visit my iBA training website for more info and free downloads.
iBA includes many great interactive widgets that allow you to easily add video, audio, photo galleries, pop-up text / images, glossaries, and test questions. Secondary widget designers are busy creating additional widget functions. Here’s a video demo of how I used a Bookry widget to add a photo reveal effect to my latest iBook Portland’s Japantown Revealed
iBA (a free program) requires a Mac running OS X 10.7.2 or later, but that doesn’t mean that every student needs a Mac to contribute to the iBook project. All the classroom needs is access to one computer running iBA to create an iBook.
iBA accepts text from Microsoft Word and other text editors. Teams of student writers can do research and writing on a variety of computers (and devices) and send finished copy to the iBA production team. Images, audio and video files collected by researchers can be added to the iBook project with a simple drag and drop. If students have access to multiple Macs running iBA, it’s easy to consolidate iBA projects by copy / pasting chapters (or sections of chapters). Research, writing, and design can even be sequenced into a “flipped classroom” production model. Here’s my workflow that required only 2 hours of Mac lab time for my students to create an iBook.
Broadcasting Your iBook
While the iBookstore does provide accounts for producers of “free” iBooks, there’s a simpler way to distribute an iBook. Connect an iPad to the computer running iBA, click Preview, and the iBook is pushed to the attached iPad. (With Macs Mavericks and Yosemite OS, fully functional interactive iBooks are also viewable on the Mac desktop.) It’s also easy to export the finished iBooks file from the iBA program to an external drive or network and distribute the iBook to multiple iPads or Mac desktops.
The ease of distribution means students can communicate with a broader, and more authentic audience than just their teacher and class peers. Imagine your students telling family and friends their new iBook is available at iTunes. My most popular iBook to date is Exploring History: Ten Document-Based Questions It was written by my students – it’s available in iTunes in 51 countries and has been downloaded over 1,100 times.
Design Thinking Meet CCSS Skills
Researching, writing, and designing an iBook provides an opportunity for students to hone a variety of skills. Common Core State Standards require a host of literacy, critical thinking and writing skills that are essential to production. Project based learning (PBL) engages students with the opportunity to think like professionals while solving real-world problems. While the iBook qualifies as a project goal, don’t forget that the subject of the iBook could also give students a platform to tackle community-based issues.
Collaborating on an iBook draws from a wide range of creative skills – creating audio clips, producing illustrations, shooting and editing video. Because a variety of media can be included in an iBook, there are numerous opportunities for students of all ability levels and language proficiencies to be active contributors.
Digital technologies have put students in charge of the information they access, store, analyze and share. Most importantly the digital era has given them an expectation of informational choice. Creating an iBook harnesses all those motivational factors into an engaging learning experience. When students get to collaborate and work as adult professional do, we relinquish responsibility for learning to the student and provide them a valuable opportunity to reflect on both their process and product. That’s the foundation for a lifetime of learning.