Historic Building; Iowa, my roots.
Assessment of: story, content understanding, originality/voice/creativity
Take a look, here is the link: Digital Storytelling with ELLs
I found the following powerful presentation of digital storytelling with ELLs (English Language Learners) and want to share it with all of you. Barriers were broken between students that did not get along but were partnered together. The key word “emotion/s” was lifted up as students were prepped to go and interview and find out more about their person of interest. To paraphrase: One of the instructors told them…if you strike a chord that hits an emotion…this is gold…this is where those authentic stories will come from.
Story-this was produced using Prezi and introduces what digital storytelling is with quotes on the front end before you view a high school class that will engage in creating their digital stories; it was engaging, the students learned and appreciated the process, as much as, the end product. In my opinion this could easily be a demonstration video for anyone wishing to implement digital story telling.
Content understanding-students were taught what digital story telling was and how they would create their digital stories; the content was fully understood-you saw the process throughout the video-so the goal was accomplished; students were proud of their works.
Originality/voice/creativity-students were partnered and cut loose to create; they grew into the freedom given to them and rose to the challenge; students used their voices in authentic ways.
Further thoughts: writing-I did not see the full complement of the teachers’ instructions regarding written assignments that may have been required for their assignment, it would make sense that they used a series of interview questions to ask and then write family responses; economy-there could have been some splicing and omitting, but, that also could have watered down hearing students authentically working; sense of audience-most likely it was directed toward other high schools to use for instruction; the greater concern seems to be the process of digital story telling vs. the audience
Finally: I enjoyed watching it, annoyed at the quotes first, but then thought it was good to have them as a lead in. Some background music would’ve added to the sterile silence as the quotes were being scrolled.
Out west, the sky is brilliant, the mountains call through a victorian window that in this case is opening to the Flatirons in Boulder, CO. The quote, visible in my mind, dangling in the air, present evermore; each day even more real than the last. The time that is given to us…I know well that time stops. It stops when a spouse and father chooses suicide . It stops for 2nd and 4th grade girls. Abruptly. Quickly. Gandalf is correct. Thank you C.S. Lewis for your brilliance shared with us. Out west, the sky is brilliant, the mountains call. Who will go?
I am beginning a “new” chapter of literacy for myself in the CU Denver course INTE 5340. Naively thinking per the title of the course that I was embarking solely in the realm of digital stories, learning more about stories already online. This is the mind of such a concrete literal person. I may be similar to Amelia Bedelia.
My mind just did a sharp turn in thought processes. Delving into our text New Literacies brings me to a more clear understanding of the term literacy and all that this term touches per every individual world wide. There is a lot of information to digest, especially if one were to read the resources connected to the text. I’ve seen the changes from “reading” to “literacy” around me throughout decades beginning in 1983 forward. The perspective of a bilingual (Spn/Eng) teacher, to a foreigner teaching in Costa Rica, to my current co-teaching position for classrooms that are clustered with English Language Learners is—learning has always been about culture. Learning has been about understanding a person and where they are and where they come from in order to best facilitate their learning. It has been about embracing and discovering families.
I WISH we could get away from programs that funnel children neatly into “knows letters/sounds” vs. “does not know letters/sounds” which ultimately pulses them on the flowchart to “remedial” groups vs. stay put because you are OK; these cogs then begin the machine that delineates who they are when standardized testing begins and Maria Elena Lourdes Pacheco becomes a data point vs. a very literate young person in spite of what the statistics show.
This text is already VERY interesting to me. It is like adding in words a foundation that I have been walking upon for some time. We are more than the pronunciation of a sight word that does not fit the rules. “my”…there is no “i”. I resonate with part of the section a ‘loftier’ status for literacy (p.17 New Literacies), so much so, I’ve included it here:
I will state without hesitation that as a learner, I need to read and many times reread what I am reading to make sense of it all. I need to see how what I am reading, professionally, fits into my life. While this is true and I can understand what I am reading, it is also true, that I am not an eloquent writer.
This course will stretch me, and that will be good. Now that I’ve had an acute thought adjustment about “what I was going to be doing” in this course, I am free to receive and learn which ever way the road curves.