Appendix F: Elements for Assured Experiences=
Oral Storytelling and Drama Through Po=
dcasts
Modified from Traci
ISTE’s Educational Technology standards for Students
1.
Creati=
vity
and Innovation- Students develop creative thinking, construct knowledge,
and develop innovative products and processing using technology. Students:
a) apply existing knowledge to generate new ideas, produ=
cts,
or processes.
b)
create original wor=
ks as
a means of personal or group expression.
2.&n=
bsp;
Com=
munication
and Collaboration- Student=
s use
digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to t=
he
learning of others. Students:
a)&n=
bsp;
interact,
collaborate, and publish with peers, experts, or others employing a variety of digital environments =
and
media.
b)&n=
bsp;
communicate
information and ideas effectively to multiple audiences using a variety of
media and formats.
d) contribute to project teams =
to
produce original works or solve problems.
=
3. Research and Information Fluency- Students apply
digital tools to gather,
evaluate, and use information. Students:
=
&nb=
sp; =
a) plan strategies to guide inquiry=
.
=
&nb=
sp;
b) locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
=
&nb=
sp;
c) evaluate and select information sources and digital tools based on
the appropriateness to specific tasks.
=
4. Critical Thinking, Problem Solving, and Decision Making- Students
use critical thinking s=
kills
to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:=
=
&nb=
sp;
b) plan and manage activities to develop a solution or complete a pr=
oject.
=
&nb=
sp;
d) use multiple processes and diverse perspectives to explore
alternative solutions.
=
5. Digital Citizenship- Students understand human,
cultural, and societal issues related to technology and practice legal and
ethical behavior. Students:
=
&nb=
sp;
a) advocate and practice safe, legal, and responsible use of informa=
tion
and technology.
=
&nb=
sp;
b) exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
=
&nb=
sp;
c) demonstrate personal responsibility for lifelong learning
=
&nb=
sp;
d) exhibit leadership for digital citizenship.
=
&nb=
sp;
6. Technology Operations and Concepts- Students
demonstrate a sound
understanding of technology concepts, systems, and operations. Stude=
nts:
=
&nb=
sp;
a) understand and use technology systems.
=
&nb=
sp;
d) transfer current knowledge to learning of new technologies.
SDE
English/language arts Standards Addressed:
1.&n=
bsp;
1.1 Stude= nts use appropriate strategies before, during and after reading in order to construct meaning.
1.4 Students communicate w= ith others to create interpretations of written, oral, and visual texts= .
3.1 Students use descripti= ve, narrative, expository, and persuasive modes.
3.1 Students prepare, publ= ish and/or present work appropriate to audience, purpose, and task.
2.&n=
bsp;
Explor=
ing
and Responding to Literature-Students read and respond to classical and
contemporary texts from many cultures and literary periods.
2.1 Students recognize how literary devices and conventions engage the reader.
2.3 Students recognize and appreciate that contemporary and classical literature has shaped human thou= ght.
2.4 Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.
4. Applying English Language Conventi= ons- Students apply the conventions of Standard English in oral, written and visual communication.
4.1
Students use knowledge of their language and culture to improve competency =
in
English.
4.2
Students speak and write using standard language structures and diction
appropriate to audience and task.
NCTE Standards
(National Council of Teachers of English)
&n=
bsp;
3. Students apply a wide range of
strategies to comprehend, interpret, evaluate, and appreciate texts. They d=
raw
on their prior experience, their interactions with other readers and writer=
s,
their knowledge of word meaning and of other texts, their word identificati=
on
strategies, and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, writt=
en,
and visual language (e.g., conventions, style, vocabulary) to communicate
effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of
strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of
purposes.
7.<=
/b> Students conduct research on issues and
interests by generating ideas and questions, and by posing problems. They
gather, evaluate, and synthesize data from a variety of sources (e.g., print
and non-print texts, artifacts, people) to communicate their discoveries in
ways that suit their purpose and audience.
8. Students use a variety of technologica=
l and
information resources (e.g., libraries, databases, computer networks, video=
) to
gather and synthesize information and to create and communicate knowledge.<=
br>
9. Students develop an understanding of a=
nd respect
for diversity in language use, patterns, and dialects across cultures, ethn=
ic
groups, geographic regions, and social roles.
11. Students
participate as knowledgeable, reflective, creative, and critical members of=
a
variety of literacy communities.
12. Students use spoken, written, and vi=
sual
language to accomplish their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information).
1. Preparation- Gather
audio recording equipment—cassette tape recorders and blank cassette
tapes, a computer with audio recording software and a microphone, or an MP3
player (e.g., an iPod) with a microphone. Playback equipment is also necess=
ary,
in order to share finished dramatizations as well as to listen to the Mercu=
ry
Theatre version of The War of the Worlds.
Decide on the short stories =
or
novels that students can use for their dramatizations. Depending upon your
resources and the point in the school term, you might choose any of the
following options
|
ISTE/NETS |
SDE English Standards |
NCTE Standards |
|
1.a, 2.a, 2.d, 3.a, 3.b, 3.c, 4.d, 5.c |
1.1.1, 1.1.4, 2.2.1, 2.2.3, 2.2.4 |
2, 3, 7, 8, 9, 11, 12 |
2. Listen to (and read) an audio broadcast.
|
ISTE/NETS |
SDE English Standards |
NCTE Standards |
|
|
|
|
3. Ex= plore the historical and cultural context of an audio broadcast.
|
ISTE/NETS |
SDE English Standards |
NCTE Standards |
|
|
|
|
4. Establish criteria for effective audio storytelling=
and
dramatizations.
|
ISTE/NETS |
SDE English Standards |
NCTE Standards |
|
|
|
|
5. Compose, record and revise an audio dramatization f=
rom a
short text or a scene from a recent reading. See Appendices B and C.
|
ISTE/NETS |
SDE English Standards |
NCTE Standards |
|
|
|
|
6. Evaluate peers’ podcasts based on student
established criteria
|
ISTE/NETS |
SDE English Standards |
NCTE Standards |
|
|
|
|
= 1. “Digital Stories are short, personal, multimedia tales, told from the heart. Anyone can make and publish them. They have the potential to be a very democratic kind of storytelling.” –Daniele Meadows.
= 2. Digital Storytelling can be used to bridge students' personal experiences with the information they are learning in the classroom. It allows them to make connections to the content, which w= ill require them to deeply synthesize the material and format the material into= a story from their point of view.
= 3. Digital Storytelling encourages students to learn deeper because they are able to create a Digital Story that relates ideas to their previous knowledge and experiences instead of memorizing unrelated bits of knowledge (Weigel, 2001)
= 4. Digital Stories can also become projects that empower and excite students’ imaginations instead of making students feel as if they simply want to "get it done" and feel disengaged (Placier, Fitgerald, &= ; Hall, 2000).
By definition a podcast
is a collection of digital media files which is distributed ov=
er
the Interne=
t,
often using syndication feeds,
for playback on portable media players and personal
computers.=
Podcasts
make language arts more fun and accessible for today’s students. They
make the words on the written page come alive as students develop their own
interpretations of print and nonprint texts in order to better understand
meaning and to become creators of knowledge. Audio broadcasts create an
intimacy with both creators and listeners (
|
Student Objectives |
|
Students will=
be
able to:
|
1. Explore the historical and cultural context of an audio broadcast. Read the following article and discuss. http://jeff560.tripod.com/wotw= .html. Using the script; listen to audio broadcast of H.G. Wells War of the Worlds located at: http://www.mercurytheatre.info/ . Then have students complete the int= eractive War of the Worlds Travelogue lo= cated at http://interactives.mped.org/view_interactive.aspx?id=3D731&t= itle=3D
2. Preparation- Create a sp=
ecific
list of stories for students to choose among.
*Create a specific list of st=
ories
from students’ textbooks that they may choose among.
*Allow students to choose any short=
story
from their class texts, whether you have read it as a class or not.
* Ask students to choose any =
event
from a novel they have recently read. You might use this option with books
recently read in literature circles as a way for groups to share their read=
ing
with one another.
*Have students reflect on the=
short
stories and/or novels they have read over the term and choose a story or
passage from the list. This option can provide a nice review of readings at=
the
end of a term or year.
*Use the activity as a book r=
eport
alternative, with individual students dramatizing short passages from the b=
ooks
that they have read.
3. Brainstorm qualities tha=
t make
stories vivid.
Ask students to brainstorm a =
list
of the qualities that make a story vivid. Write the list on the board or on
chart paper. Focus on the following questions:
a.
What makes a sto=
ry
entertaining?
b.
What makes chara=
cters
in a story strong and interesting?
c.
How does a confl=
ict or
problem influence whether a story is vivid and interesting?
d.
What are the imp=
ortant
qualities of the resolution to the conflict?
e.
What makes a set=
ting
appropriate?
f.
How is the under=
lying
code of behavior best communicated in a story?
g.
What are ways to
connect to the history of a place or people that make work well in a story?=
4. Develop criteria for good
stories.
= a. Develop criteria for a “good” chocolate chip cookie.<= /p>
= b. Evaluate three different types of chocolate chip cookies based on established criteria.
= c. Use method to develop criteria for “good audio stories.R= 21;
5. Make co= pies or overhead transparencies of the handouts: War of the Worlds Workshe= et (if desired), Audio Dramatization Rubric, and Audio Dramatization Process. See Appendices A, B, C.
6. Present an overview of t=
he
process that students will complete in the course of this audio dramatizati=
on
project: preproduction, production, postproduction. See Appendices A, B, C.=
Preproduction <=
span
style=3D'color:black'>
o
Outline the stor=
y
o
Identify key sce=
nes
and characters
o Compose script <= o:p>
o
Choose any sound
effects
o
Practice the scr=
ipt
=
Production
o
Set up equipment
(including anything needed for sound effects)
o
Record the segme=
nt in
short segments
o
If working onlin=
e,
save often!
=
Postproduction
o
Edit the audio as
necessary
o
If working onlin=
e, add
any additional music or sound effects
o
Review the compl=
eted
recording
o
Publish or share=
the
final piece
7.
8. Allow students to share successes = and challenges. Provide problem solving help as needed; peer review and feedbac= k.
9. Comp= ose scripts-
· =
Use model of the
techniques in the Mercury Theatre script http://www.mercurytheatre.info/. Remind them to keep in mind the discussion of how
information is communicated to listeners in an audio broadcast.
· =
As students work,
circulate through the classroom, providing support and feedback. Encourage
students to try out short excerpts from their script for you.
· =
Allow as many
additional sessions as necessary for students to complete their scripts and
finalize their plans for their audio dramatization.
· =
Ask students to =
come
to the next session ready to begin production of their dramatizations.
10. Record, revise, edit, a= nd produce audio broadcast. Refer to number four.
· =
Explain that stu=
dents
will record their dramatizations during the next three sessions.
· =
Remind students =
of any
technical details regarding the equipment that is available for their
productions.
· =
Encourage studen=
ts to
record in small segments and, if working online, save often. It's easier to
rerecord a short segment if something goes wrong than it is to have to rere=
cord
the entire production. Working in small pieces allows students to save their
work often (so that they avoid losing any data is there is a technical
problem).
· =
Discuss any opti=
ons
for editing the recorded audio files (e.g., how to splice smaller segments
together, how to add background music if working online).
· =
Answer any quest=
ions
and allow students to work freely on their dramatizations during these peri=
ods.
· =
Provide support =
and
feedback during the session. If students run into any challenges that canno=
t be
easily resolved, explain that they can modify the script as necessary.
· =
At the end of th=
e last
session, students should have a broadcast that is ready to share with the r=
est
of the class. If students have created online files, ask that all are publi=
shed
on your network or given to you on a CD or floppy disk before the next sess=
ion.
11. Recording-
· =
Set up the techn=
ical
equipment necessary for students to share their productions (e.g., computer=
s,
iPod and speakers, computers).
· =
Give groups a few
minutes to make any last minute preparations.
· =
Ask individuals =
or
groups to describe their production briefly as an introduction.
· =
Play the related
recording. Encourage audience response.
· =
Rotate through t=
he
class until all broadcasts have been played.
· =
Ask students to =
return
to the class checklist and assess the work of other groups—which stor=
ies
were particularly vivid and compelling? why were they vivid and memorable? =
· =
As a final activ=
ity,
ask student to write a reflection in their journals, focusing on one or mor=
e of
the following questions:
1.
How did the proc=
ess of
creating an audio dramatization of a printed text influence your understand=
ing
of the original?
2.
What was the most
interesting thing about your dramatization of the text, and why?
3.
Choose the
dramatization of another group or student, and reflect on what made that st=
ory
particularly vivid.
4.
If you were to
dramatize another passage, what would you do differently and why? Imagine t=
hat
you have whatever technical equipment you need to complete your task.
12. Stu= dents upload to the web, share and evaluate their peers’ work (using ipods)= , based on student created criteria. Use Real Aud= io, MP3, or Broadcast Script, Rhapsody.
13. <= span style=3D'mso-spacerun:yes'> Students create digital covers, pos= ters to accompany their original work on the internet. Use Interactive tool located at: htt= p://www.readwritethink.org/materials/cd-dvd/
14. P= eers evaluate each others’ work and provide critical analyses and feedback= .
= 1. 80 iPod Nanos retail cost $49 each
= 2. 20 digital microphones that are compatible to school software ($15 each).
= 3. Audio Recording software that accessible to CAMS students on multiple machines. Examples: Real Audio, MP3.
= 4. High-speed internet access
1.&n=
bsp;
Listen to audio broadcast of Orson Welles’
audio broadcast of H.G. Wells’ War
of the Worlds http://www.me=
rcurytheatre.info/.
2.&n=
bsp;
How to develop criteria.
3.&n=
bsp;
Reading African and African American Folklore.
1. Extra time as needed for project.
=
2. Modified grading by Special Education Teacher.
=
3. Selected texts to address reading level.
I make every effort in my teaching practice to offer my students all of the resources that are available to them. What I have discovered recently is that e-Learning is a powerful means for developing critical thinking skills, peer collaboration, and guiding students toward becoming reflective learners. According to Distance Education Repo= rt; e-Learning, Blogs and threaded discussions [and podcasts] often have three goals in mind that “accentuate constructivist teaching” (2004):
1. to introduce [sic] students to a tool they may use in the classes they will take in the future
2. to help stu= dents develop a sense of themselves as creators of knowledge; and
3. to connect students to a network of peers.
“Cla=
ss
discussions are enhanced through e-Learning. In a learning situation the
primary goal of any discussion is to promote thinking. Web-based discussion=
and
production tools provide many ways to increase discussion between class mem=
bers
and faculty. Researchers have found that adding threaded discussion areas t=
o a
course increases student motivation and participation in class discussions.=
Students c=
an
respond at their own pace, they are not intimidated by the immediacy of a
classroom real time discussion, and they have access to instructor and peer
comments (and in some cases, expert's comments)” (Peters, 2000). Podc=
asting
in particular addresses differentiation by allowing students to work at the=
ir
own pace to create a product they can be proud of and can be accessed and
evaluated by their peers.
This conce=
pt has
been proven true with my students. By allowing multiple classes to sh=
are
ideas and to see each others’ work; threaded discussions, and podcasts
provide modeling and different points-of-view for my students to consider as
they develop their own interpretations of a text or topic.
As seventh=
grade
students; this is, or will be the first time (for many of them) to use
electronic communication and production tools in an academic setting.
Many of them are familiar with blogging and IM, but our class electronic
discussions require them to present their ideas in a more formal venue. Add=
ing
podcasting will take e-Learning to a new level as my students become creato=
rs
of knowledge. I have been impressed with the sophisticated levels of analys=
is
and evaluation I have seen thus far in our discussion; and I look forward to
continued blogging, electronic discussions, and the addition of podcasting =
to
stimulate my students’ creative and critical minds.
Blogs, Threaded Discussions Accentuate Constructivist Teaching. (2004). Distance Education
Report, Re= trieved Friday, January 05, 2007 from the Academic Search Premier database.
Peters, K.M. (2000). Creative use of threaded discussi= on areas. Retrieved January 5, 2007,
from BlackBoard W= eb site: h= ttp://www.webct.com/OTL/ViewContent?contentID=3D898084