creating to learn

8/2/2019 Creating to Learn

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Creating to Learn:

Implementing 21st CenturyTechnologies to Teach the

Common Core

March 2012

Amanda Blakley, M.S. Instructional Technology,Technology Facilitator

Kathy Vandeventer, NBPTS, MLS,Library/Teacher


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Contents

Introduction ................................................................................................................................ 3

Set-up and management of log-ins, passwords page ideas ....................................................... 4

Logins..................................................................................................................................... 4Login Management ................................................................................................................. 4

Managing Classrooms ............................................................................................................... 4

Preparation Before a Project ...................................................................................................... 5

Preparing your Students ......................................................................................................... 5

Designing assignments that empower students and motivate learning ....................................... 5

Be flexible and creative! ......................................................................................................... 5

Things to consider when designing and planning ................................................................... 6

Application and use of 4 main programs: Kerpoof, ToonDoo, Storybird, and GoAnimate forSchools. ..................................................................................................................................... 7

Kerpoof ................................................................................................................................... 7

ToonDoo ...............................................................................................................................10

GoAnimate for Schools, an animation program with virtually no learning curve. ....................15

Storybird ................................................................................................................................18

Building student ability and confidence by scaffolding ...........................................................22

Providing opportunities for students to evaluate and analyze information ..............................24

Appendix ...............................................................................................................................25

Self-Assessment ...................................................................................................................25


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Introduction

We are the Media Specialist (Kathy) and Technology Facilitator (Amanda) from Dillard Drive

Elementary school. We have worked very hard to co-teach, combine classes, and to create a

Learning Center environment instead of a Media Center and Computer Lab within our school.In general, we create project learning based experiences for our students and constantly try to

live outside of the fixed schedule box. We have found that this rejuvenates us and gets kids

excited about learning.

Contact information

Kathy Vandeventer

Media Specialist, Dillard Drive [email protected]

www.kathyv.com

Amanda Blakley

Technology Facilitator, Dillard Drive Elementary

[email protected]

livetechknowlogy.blogspot.comwww.blakleytech.com

This session will cover1. Set-up and management of log-ins, passwords, and class

groups.

2. Designing assignments that empower students and motivate

learning.

3. Application and use of 4 main programs: Storybird,

GoAnimate, ToonDoo, Kerpoof.

4. Building student ability and confidence by scaffolding the

learning of technology & information skills.5. Providing opportunities for students to evaluate and analyze

information in order to develop ideas and products.
mailto:[email protected]://www.kathyv.com/http://www.kathyv.com/mailto:[email protected]://livetechknowlogy.blogspot.com/http://livetechknowlogy.blogspot.com/http://www.blakleytech.com/http://www.blakleytech.com/http://www.blakleytech.com/http://livetechknowlogy.blogspot.com/http://livetechknowlogy.blogspot.com/http://livetechknowlogy.blogspot.com/http://livetechknowlogy.blogspot.com/http://livetechknowlogy.blogspot.com/mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.kathyv.com/http://www.kathyv.com/http://www.kathyv.com/http://www.kathyv.com/http://www.kathyv.com/mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Set-up and management of log-ins, passwords page ideas

LoginsK-3 students- In general, we use our schools name and mascot in some form to give

usernames to our K-3 students.

We come up with a pre-set password that everyone in K-3 uses. (So far we have not had

a problem with one student messing with another students account)

For our 4th and 5th graders, we create their logins using their first name and their

homeroom teachers last name. On a large scale, this helps us keep track of which kids

are in which class.

On some occasions we allow students to come up with their own passwords, as long as

it is relatively easy for us to re-set. Overall, we do not have to re-set many passwords.

This teaches students to be responsible for their own online access at a safe level.

Login Management

K-3 students are given a laminated index card with their login information. These cards

are kept in a box accessible to students in either the media or technology lab. This

information is also kept in a K-5 passwords & login binder so that if cards are lost, we

still have the students login information.

Since 4th and 5th graders have to use their first names, we dont have much to manage.

The most difficult thing we come across is students continually enrolling and needing tobe added in order to participate.

If you have multiple classes (middle school & high school teachers), students could use

the period they have that class as their last name and their first name as their

username. This would still allow you to identify students online.

Managing ClassroomsHard and Fast rules with zero tolerance (Weve learned this the hard way!).

Trash talking, bullying, and just being mean to other students

will get you booted out of a project. This may result in losing computer and Internet

privileges, practicing EOG questions in our class for several weeks, or doing the project

with paper & pencil.

If you witness someone being cruel, mean or just nasty you must report it or risk being

penalized yourself. (This is not tolerated and results in, at minimum, a phone call home

and a write-up.)


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NEVER post personal information, or allow students to create accounts without their

parents permission. As the teacher, you can create class accounts, but you never know

what personal information a child might put in if they sign up on their own.

Preparation Before a Project

Depending on the size of the project, give yourself time to plan and gather materials and

resources. We normally give ourselves 2-3 weeks for this. This ends up letting us feel more

relaxed throughout a project rather than constantly feeling behind.

Preparing your Students

Digital Citizenship- Before starting any project, we spend at least 3 weeks (6 class periods total)

to review how to work in groups, the definition of cyberbullying and how to report it, and time

spent looking at really successful stories that get the kids inspired (this leaves much less time

for trouble).

We combine resources fromNetSmartz(Goes from K-2, 3-5, 6-8 and 9-12), The Adventures of

Captain Kara and the SMART Crewonline videos (K-4), and other websites to educate students

on cybersafety. Here is a link to my YouTube playlist Internet Safety 2-3.

Younger students need to make the connection that just as their mouths (talking) can get them

in trouble, so can their fingers typing(even with education on Internet Rules it took them a bit

to make the connection). We tell them that their fingers are talking for them on the Internet

and could result in punishment.

Designing assignments that empower students andmotivate learning

Last year we had 1 grade level doing projects at once, this year we have 3. It takes time to get

comfortable, so allow yourself to make mistakes and know that this process is NOT perfect. It is

easy to get wrapped up in the quality of the projects, and while that is important it is the

process itself that you are trying to teach. Setting high expectations for yourself and your

students is important. You will be surprised how quickly you and your students begin to meet

and exceed expectations.

Be flexible and creative!

Dont be afraid to teach outside of the box: Our 4th grade students were assigned a North

Carolina research paper, in their general education classroom, this past fall. Each student was
http://www.netsmartz.org/http://www.netsmartz.org/http://www.netsmartz.org/http://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.youtube.com/playlist?list=PLC9F2607177C39551http://www.youtube.com/playlist?list=PLC9F2607177C39551http://www.youtube.com/playlist?list=PLC9F2607177C39551http://www.youtube.com/playlist?list=PLC9F2607177C39551http://www.youtube.com/playlist?list=PLC9F2607177C39551http://www.youtube.com/playlist?list=PLC9F2607177C39551http://www.youtube.com/playlist?list=PLC9F2607177C39551http://www.youtube.com/playlist?list=PLC9F2607177C39551http://www.youtube.com/playlist?list=PLC9F2607177C39551http://www.youtube.com/playlist?list=PLC9F2607177C39551http://www.youtube.com/playlist?list=PLC9F2607177C39551http://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.childnet-int.org/kia/primary/smartadventure/default.aspxhttp://www.netsmartz.org/http://www.netsmartz.org/


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given a letter of the alphabet. The student then had to research a word that had to do with

North Carolina. For example, one student had to do a 5 paragraph essay on the Dogwood, the

state flower. We had kids come to us crying because they could not come up with 5 separate

paragraphs about a tree using the who, what, when, where and how process and how it was

linked to North Carolina. By the end of the project, none of the kids wanted to talk about NorthCarolina, much less research it.

When we found this out, we definitely were worried. Last year it was easy to get the kids

excited about Blackbeard and North Carolina ghost stories. So this year, we had to make some

changes before we started, or it would be a very long and likely unsuccessful project. We

expanded our topics to a wide range of historical places, outdoor adventures, myths & legends,

famous North Carolinians and notable athletes. Our assignments/projects are designed to

inspire and motivate students to go through the creation, research, or writing process from

beginning to end. Since projects can take up to 9 weeks, we really need the kids to be highly

interested and engaged throughout the whole process.

Things to consider when designing and planning

Here are some important things that we have found to make a project more successful:

Give Choices

Show examples (inspiring videos or examples from Ted Talks, YouTube, etc.; from

students in previous years, from other kids in the class who have done a great job)

Share ongoing work - it often generates a shot of new energy.

Offer to edit with students on an interactive board. Students learn editing skills

while waiting for their turn, how to take criticism, and often leave to reexamine their

own work.

IF products can be created to be relevant in a public venue students are more

engaged.

5th grade creating a digital story with an authors purpose for a specific grade level.

Wrap up project by introducing themselves and their story to prospective teachers

with a written letter and setting up a time to read to their class.

Morning Showexamples: commercials, infomercials, show student work and

conduct brief interviews

Websites like Weebly or Google can be used to post student work.


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Share your expectations and rubrics at the beginning of a project, so that the

students and parents know what to expect.

MAKE SURE YOU HAVE TAKEN THE CYBERSENSE TRAINING THROUGH WAKE COUNTY BEFOREPOSTING ANYTHING.

Application and use of 4 main programs: Kerpoof,ToonDoo, Storybird, and GoAnimate for Schools.

Kerpoof

Program Description: This site is owned by Disney and it is FREE! You can create accounts

for your class, allow students to send messages to each other, and save and publish student

work. Still want to know more? Click here to go to the official site.

Img. Captured from Kerpoof site

Here are the activities that they provide:

Spell A Picture- Add pictures to your landscape by spelling the items correctly.

Make A Movie- Create a basic animation that includes adding characters and programming avariety of movements for them, adding music and text bubbles.

Make A Card and Make A Picture- self explanatory :)

Make A Drawing - Kids can save their drawings and insert them into other activities (Make A

Movie, Tell A Story)
http://www.kerpoof.com/http://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/http://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teachhttp://www.kerpoof.com/teach


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Tell A Story- Kids can create a digital story by selecting backgrounds, characters and objects to

tell their story. There is plenty of space below the scene for students to type their story.

How to UseCreate a teacher account. Trick- You have to create a Kerpoof login before creating a teacher

login.

Class Assignments

2nd grade- The first assignment for the students was to create a digital story using the Tell A

Storysection. We didnt put any restrictions on the students for what they needed to write

about, just focused on going through the writing process. This included showing additional

instructional videos on punctuation, grammar and basic writing conventions, as well as writing

with a focus, and using descriptive words and the 5 senses.

The second assignment, which we have not finished yet, is for students to create a movie using

the Make A Movie section. Students will be expected to create an animation with at least 3

scenes, use captions, insert music, and program characters to move from one point to another.

Students can also modify their avatar, send each other messages, and purchase items to add to

their inventory as they earn coins and complete work. These are some of the most appealing

features of the program for students.
http://www.kerpoof.com/teach?c=accountshttp://www.kerpoof.com/teach?c=accountshttp://www.kerpoof.com/teach?c=accountshttp://www.kerpoof.com/teach?c=accountshttp://www.kerpoof.com/teach?c=accountshttp://www.kerpoof.com/teach?c=accountshttp://www.kerpoof.com/teach?c=accountshttp://www.kerpoof.com/teach?c=accountshttp://www.kerpoof.com/teach?c=accountshttp://www.kerpoof.com/teach?c=accounts


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Kerpoof

Rubric

Level 4-

Above Expectations

Excellent

Level 3-

Meets

Expectations

Good

Level 2-

Below Expectations

(1 area)

Satisfactory

Level 1-

Far Below

(2 or more areas)

Needs Improvement

Focus

Problem

Maintains a clear

focus from

beginning to end.

Problem is logical

and efforts to solve

the problem move

story forward.

Explains new

concepts andinformation in own

words. Characters,

and settings engage

readers.

Focus and/or problem

established early in

story, but resolved too

quickly. Or message

becomes unclear.

Characters, storyline,

and setting support

purpose, but story ends

abruptly.

There are a few

lapses in focus.

Readers remain

interested. Problem

seems to be resolved

but solution is

unclear.

Story is unfocused an

often off topic. It is

difficult to understand

the problem.

In general it is hard to

figure out what is goin

on, the reader loses

interest.

Punctuation Punctuation is used

throughout story to

clarify meaning and

purpose.

Few punctuation errors.

Punctuation errors do

not affect the flow of the

story.

Several punctuation

errors cause the

reader to reread but

interest is

maintained.

Punctuation makes

reading the story

difficult and interrupt

story.

Capital

Letters

Capital Letters are

used in all the right

places throughout

story.

Capital letters are absent

in no more than two

locations.

Four or more capital

letters are missing.

Little punctuation

throughout story.

Language/

Applies

Strategies to

create

written/visual

texts

Words chosen

make the story

more interesting

and add depth.

Similes and

describing words are

chosen carefully.

*Generates and

uses synonyms for

overused words.

Words are not re-used

within the same

paragraph. There are

descriptions that engage

the reader and add to

the story.

Language meets the

basic requirements

for keeping the story

readable and

interesting. Word

choices could be

improved.

Words are repeated

throughout story. It is

difficult to understand

characters and their

motivation throughou

the story.


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The Pros:

Introductory social program for students in a safe environment.

Kerpoof allows students to save and share their work (if they have a login)

Reward system- students are rewarded for their completed work with Kerpoof coins.

Students can use their Kerpoof coins to purchase accessories or items for their

inventory to use when working on a story, drawing, or movie.

Create class logins

The Cons:

Sometimes it can be slow

Cant create assignments

ToonDoo

Program Description

ToonDoo allows users to create cartoons, cartoon books, create characters, draw items onto

backgrounds and characters and import pictures into cartoons. It also has a messaging

component called Soshiya.

How to Use ItI set up the homepage using easy to follow directions, and imported my graphics. The graphics

needed to be sized down, be aware that time will be wasted trying to use any ornate or

detailed pictures or illustrations. The last touch to the homepage was to make and embed a

cartoon to welcome students.

Next, I went into the character galleries and removed the more risqu ones. I set-up user

accounts in a bulk set-up. That was VERY easy. This seems to be the biggest difference between

paid and unpaid programs. The set-up is made much easier by having money- isnt everything?

The screenshots on the next page show the top of the home page of our domain.


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This is where students select their activity.

COMIC STRIP CREATOR- Students select one, two, or three box cartoon strips in which

they will create cartoons.

BOOKMAKER- It is here that students insert multiple cartoons to create toonbooks.

TRAITR-Individual and original characters can be created here and added to the gallery.

DOODLER-It is here that, mustaches and/or other items they can be drawn and added to

cartoons.

IMAGINER- Pictures can be imported, edited, and used in ToonDoo cartoons.

Pricing

Since we were low on funds we purchased 130 accounts for 10 months at a cost of $246.00.

You may put your account on hold and resume at a later date at any time. We are going to go

on hold in June and not resume until September to extend our subscription as long as possible.


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This link provides information and demos on anything you could want to find out about

ToonDoo, including pricing.http://www.toondoospaces.com/demo/

Class Assignments

The assignment to 3rd graders:

1. Create cartoons with a common character or theme.

2. Combine at least three of their cartoons to create a Toonbook that must be edited and

submitted for a grade.

2. Put together an original character in the TRAITOR and save it to the gallery.

3. Use the DOODLR to draw something that can be added to one

of their cartoons in the Toonbook.

4. Use Imaginr to import a picture into one of their cartoons.

5. Use Soshiya Map to send an appropriate message in the ToonDoo program
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ToonDoo

Rubric

Level 4-

Above

Expectations

Excellent

Level 3-

Meets

Expectations

Good

Level 2-

Below Expectations

(1 area)

Satisfactory

Level 1-

Far Below

(2 or more

areas)

Needs

Improvement

Action Action makes

makes sense from

one panel to

another

Most of the

action makes

sense from one

panel to another.

Some of the action

makes sense from one

panel to another.

Action does not

make sense from

one panel to

another.

Characters Characters are

believable in allpanels.

Characters are

believable inmost panels.

Characters are

adequate in somepanels.

Characters are

not believable.

Captions Captions are wellwritten and

edited for

punctuation,

grammar, and

usage.

Captions make

sense and are

edited for

punctuation,

grammar, and

usage.

Captions may or may

not always make

sense; some are not

edited for

punctuation, grammar

and usage.

Captions dont

make sense and

are not edited

for punctuation,

grammar, and

usage.

Message

and/or

Purpose

Comics chosen

for Toonbook

have a clear

purpose and/or

message.

Throughout

comics a common

theme unites the

book into a

complete

product.

Comics chosen

for Toonbook

have a purpose

or a message.

Throughout

comics a general

theme unites the

book into a

complete

product.

Comics strips are of

good quality. The

theme is vague but it

is still an entertaining

Toonbook/product.

Comics strips are

difficult to

understand.

There is little to

no meaning or

purpose.

Adapted fromhttp://readwritethink.org

Y/N

1. Create cartoons with a common character or theme. ______________

2. Combine at least three of cartoons to create a Toonbook

it must be edited and submitted for a grade. ______________
http://readwritethink.org/http://readwritethink.org/http://readwritethink.org/http://readwritethink.org/


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3. Put together an original character in the TRAITOR and save it to the gallery. ______________

4. Use the DOODLR to draw something that can be added to one

of the cartoons in the Toonbook. ______________

5. Use Imaginr to import a picture into one of the cartoons. ______________

6. Use Soshiya to send an appropriate message in the ToonDoo program. ______________


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GoAnimate for Schools, an animation program with virtually nolearning curve.

Program Description

A child-safe animation program that allows elementary students to begin understanding theanimation process. This program allows students to create animations using backgrounds,

creating characters, text-to-voice and record their voices live.

How to Use It

This animation program is extremely easy to use. We took a hands-off approach with our

students and let them explore the website in order to figure out how to use it. For more

complex tasks (moving objects forward or behind, adjusting effects, etc.) we stepped in and

helped the students. Overall, everyone had the program figured out within a couple of class

sessions.

We created severalvideos for our school morning showas a way to provide announcements

and get the kids excited about the GoAnimate program.

Class Assignment

4th graders- Big Idea: Research

SOMETHING in North Carolina and

create a video animation about it.

The animation can be either fictional

with non-fiction elements or

completely non-fiction, depending on

how the student decides to use their

information to create a story. The

animation must be a minimum of 1

minute and tell the complete story,

or be long enough that the snapshot

they are recreating leaves the viewer satisfied.

Students have access to anNC Resources Livebinderthat has reliable websites that we have

gathered with plenty of interesting information to research. Once students gather information,

they are required to plan out their stories using either a storyboard or a pre-writing graphic

organizer.
http://www.ddesbuzz.com/morning-show-videos.htmlhttp://www.ddesbuzz.com/morning-show-videos.htmlhttp://www.ddesbuzz.com/morning-show-videos.htmlhttp://www.livebinders.com/play/play_or_edit?id=243628http://www.livebinders.com/play/play_or_edit?id=243628http://www.livebinders.com/play/play_or_edit?id=243628http://www.livebinders.com/play/play_or_edit?id=243628http://www.livebinders.com/play/play_or_edit?id=243628http://www.livebinders.com/play/play_or_edit?id=243628http://www.livebinders.com/play/play_or_edit?id=243628http://www.livebinders.com/play/play_or_edit?id=243628http://www.ddesbuzz.com/morning-show-videos.htmlhttp://www.ddesbuzz.com/morning-show-videos.htmlhttp://www.ddesbuzz.com/morning-show-videos.htmlhttp://www.ddesbuzz.com/morning-show-videos.htmlhttp://www.ddesbuzz.com/morning-show-videos.htmlhttp://www.ddesbuzz.com/morning-show-videos.htmlhttp://www.ddesbuzz.com/morning-show-videos.htmlhttp://www.ddesbuzz.com/morning-show-videos.htmlhttp://www.ddesbuzz.com/morning-show-videos.htmlhttp://www.ddesbuzz.com/morning-show-videos.htmlhttp://www.ddesbuzz.com/morning-show-videos.html


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GoAnimate

Rubric

Level 4-

Above

Expectations

Excellent

Level 3-

Meets

Expectations

Good

Level 2-

Below

Expectations (1

area)

Satisfactory

Level 1-

Far Below

(2 or more areas)

Needs

Improvement

Content /

Accuracy /

Engagement

Factor

Information is

related to North

Carolina. Facts

are accurately

represented. The

purpose is

established and

focus is clear

early in the

animation. Video

is engaging.

Information is

related to North

Carolina. Facts

are accurate. The

purpose and

focus is

maintained for

most of the

animation. Video

is interesting.

Information is

related to North

Carolina. Purpose

and focus are

clear by the end

of animation.

Video contains an

unusual fact or

other points of

interest.

Information is

loosely related to

North Carolina.

Purpose and focus

are unclear for

most of animation.

Research was

discontinued

before enough

information was

discovered.

Action Action makes

makes sense from

one panel to

another

Most of the

action makes

sense from one

panel to another.

Some of the

action makes

sense from one

panel to another.

Action does not

make sense from

one panel to

another.

Characters Characters are

believable in all

panels.

Characters are

believable in

most panels.

Characters are

adequate in some

panels.

Characters are not

believable.

Dialogue / Audio Dialogue is well

written and

edited for

punctuation,

grammar, and

usage. Voices and

audio are true to

characters

personality.

Dialogue makes

sense and is

edited for

punctuation,

grammar, and

usage. Audio is

efficient at

conveying

information.

Dialogue may or

may not always

make sense;

some are not

edited for

punctuation,

grammar and

usage. Audio is

okay.

Dialogue doesnt

make sense and is

not edited for

punctuation,

grammar, and

usage.

Y/N

1. Locate area of interest and research N.C. information for video. ______________

2. Use a Storyboard to map out details of animation. ______________


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3. Create an animation with focus and purpose of informing. ______________

4. Develop an engaging video with authentic and interesting characters. ______________

5. Work until story is complete and length is appropriate to depth of story. ______________

6. Add audio that is clear with character voices that add to story

and give necessary information. ______________


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The Pros:

The cost has dropped dramatically- We paid about $1.20 per student.

It is HIGHLY motivating with options to create your own, add your own voice, and even

upload your own pictures as backgrounds and props.

Students have learned how to do research and then use GoAnimate for Schools to

reenact history.

Students have begun to scrutinize the information they are reading to look for the facts

that would make their animation more interesting or reveal little known facts.

There is a chat feature that will allow students to have a monitored introduction to

social networks.

Export to YouTube or embed video on your website

Provide comments and feedback directly to a video (like on YouTube)

Can organize classes and easily keep track of students.

Easily add students, re-set passwords.

The Cons:

Some limitations with the animation software. Some of our higher level users run into

walls with what they want to create. (This is a small number out of the majority).

You cant moderate some of the students messages/videos. Its either ALL or NONE.

Storybird

Program Description

Storybirdis a website that provides a venue for online storytelling.

How to Use:

Click here to view Storybird training tutorials on YouTube(created by techteacher18). These

videos will help you get your class and assignments set up with step-by-step directions.

Grade/Class Assignment

5th grade (although you could use this with 2nd-5th)

Write 2 stories
http://www.storybird.com/http://www.storybird.com/http://youtu.be/M5OVTrmYMMQhttp://youtu.be/M5OVTrmYMMQhttp://youtu.be/M5OVTrmYMMQhttp://www.storybird.com/


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1- Indentify a grade level that will be your target audience. (This means that the story

will be appropriate and entertaining to this age group of children.)

2- View the various illustrators art and select an artist for your story.

3- Create a fictional digital story using your imagination, the sky is the limit!

4- Edit your work and have it reviewed by at least one teacher.5- Practice reading your story aloud with expression and fluency.

6- Write a letter introducing yourself and your story. Provide your name and some

information about you, a brief summary of your story, the time when you are

available to show your story on the teachers LCD projector and read it aloud.

7- Give the teacher the assignment rubric so that you can gather information about

your project and performance while you teach the class.

8- Use this form to help you fill out your self-evaluation.

9- Fill out the self-evaluation form and turn it into Ms. Blakley or Mrs. VanDeventer.

(WE FILL OUT THE SAME RUBRIC AS THE TEACHER AFTER WE RECEIVE THE STUDENTS

SELF-EVALUATION.)

10-Create a story with non-fiction elements OR create a story that is completely non-

fiction.

REMEMBER: You need to make sure that your story has correct punctuation and grammar

before you publish it and turn it in. When youre writing, focus on creating a story using

descriptive words, avoid commonly used words and try to write with your senses.


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Storybird

Rubric

Level 4-

Above

Expectations

Excellent

Level 3-

Meets

Expectations

Good

Level 2-

Below

Expectations (1

area)

Satisfactory

Level 1-

Far Below

(2 or more

areas)

Needs

Improvement

Focus

&

Problem

Maintains a clear

focus from

beginning to end.

*Problem is

logical and

efforts to solve

the problem

move story

forward. Explains

new concepts

and information

in own words to

develop story

through plot,

setting, major

events, and

characters.

Message and/or

problem

established early

in story, but

resolved too

quickly. Or

message

becomes unclear.

Characters,

storyline, and

setting support

purpose, but

story ends

abruptly.

There are a few

lapses in focus,

but the story

remains fairly

clear. Word

choices give

readers enough

information to

maintain interest.

Problem seems to

be resolved but

solution is

unclear.

Unfocused story

and confusing

problems make

story hard to

understand.

In general it is

difficult to figure

out what is going

on, the reader

loses interest.

Punctuation,

Grammar,

and Capital

Letters

Punctuation is

used throughout

story to clarify

meaning and

purpose.

Grammar and

capital letters

enhance reading

andunderstanding

and interest of

story.

Few punctuation

errors.

Punctuation

errors do not

effect the flow of

the story.

Grammar is not

perfect but does

not impactunderstanding

and interest of

story.

Several

punctuation

errors cause the

reader to reread

but interest is

maintained.

Grammar causes

reader to reread

but ultimatelyunderstand story.

Punctuation

makes reading

the story difficult

and interrupts

story. Grammar

and capital

letters negatively

impact story.

Target Audience /

Content

Story is

appropriate for

Story is

appropriate for

Story is complete

with occasional

Story is not

appropriate for


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grade level for

which it is

written. Content

is interesting and

engaging.

grade level.

Content keeps

attention of

reader

throughout story.

lapses in

information which

slightly confuse

reader. Ending

brings it backtogether.

target audience.

Content/story is

confusing and

does not make

sense.

Language/Applies

Strategies to

create

written/visual

texts

Words chosen to

make the story

more interesting

and add depth.

Similes and

describing words

are chosen

carefully.*Synonyms

replace

overused words.

Words are not re-

used within the

same paragraph.

There are

descriptions that

engage the

reader and add to

the story.

Language meets

the basic

requirements for

keeping the story

readable and

interesting. Word

choices could be

improved.

Words are

repeated

throughout story.

It is difficult to

understand

characters and

their motivation

throughout thestory.


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The Pros:

It is easy to use and there are no storage issues since thesite stores their work for freeonline.

It provides high quality illustrations that provoke thought,stimulate imagination, andengage learners in the creative process.Teachers can create 75 free student accounts.Teachers can create multiple assignments with due dates, assignment descriptions and

requirements.

The Cons:

Once you select an illustrator you must stay with that artwork. You cannot deviate and

mix art work from multiple artists.

Reviewing stories can be time consuming. We struggle with this. Overall, we see two

classes for 2- 45 minute periods a week. In all we have approximately 60 fifth graders aday in the same 45 minute span.

Sometimes it can freeze up or take extra time to save. Normally this isnt a big issue for

us.

Potential Ideas that havent been proven but might be useful:

Assign groups to a certain day of the week or date. At that time those students need to

come up and have a writers conference with the teacher. It would be great if this could

occur on an interactive board.

Students have begun to scrutinize the information they are reading to look for the facts

that would make their animation more interesting or reveal little known facts.

Within this process they have become more careful and aware of plagiarism. Having

experienced it firsthand with some of their own work being borrowed made it a

personal affront!

Building student ability and confidence by scaffolding

On a large scale, designing and implementing projects that scaffold the learning of technologyand information skills over a period of kindergarten through fifth grade has decreased our work

load. In grades K-2 we prepare students with a base knowledge of skills and tools that will be

built on further in depth in grades 3-5. By doing this, students are more ready to begin problem

based learning projects and complete them independently. We have also found that it is easier

to identify students that have knowledge gaps or are struggling.


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What does this mean for a classroom teacher? Well, scaffolding actually seems to make

differentiation easier. Also, you can look at it as a spectrum, where students are continually

adding and expanding on what they already know. Students seem to have more of a sense of

meaning when they can see that one skill they have connects to a new product they can create.

Each facilitative method used is chosen as an individually tailored instructional tool. The tools

we utilize the most in scaffolding student learning are:

Breaking the task into smaller more, manageable parts.

Using think alouds or verbalizing thinking processes when completing a task.

Cooperative learning, which promotes teamwork and dialogue among peers. (Say: This

has been a great surprise because as they have become proficient in different areas they

have started to complement each other when they are helping one another. The respect

for each others work is obvious)

Concrete prompts

Questioning

Coaching

Modeling

Referencing similarities to previous activities to activate background knowledge. For

instance students are taught to upload images and use audacity and save them. (Say:

while they may not be completely engaged as if they were working on a project it

provides a recent background experience/knowledge).Giving tips and sharing strategies

Using consistent cues

Teach procedures

It is vital that we remain mindful of keeping the learner in pursuit of the task while minimizing

the learners stress level. When it becomes obvious that a student is stressed and frustrated it is

usually necessary to: Rethink, Reteach, and/or Remodel tasks.

By the end of 5th

grade most of our students know how to:

Create presentations with pictures and transitions, type various word processing documents

and insert pictures, create animations, Animotos, create digital stories, add audio, create

avatars, distinguish which program is most appropriate to use, e-mail, instant message, blogs,


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wikis, create hyperlinks, embed html code, explore and identify valid resources, upload and

download files, fluent in technical vocabulary,

Providing opportunities for students to evaluate and analyzeinformation in order to develop ideas and products.

This has been the most challenging area, because even though we like to think we are outside

of the box- the box has been bigger than we originally thought. We have had to become more

attentive to process and less attentive to the final product. It has forced us to reexamine the

structure of our assignments and to allocate time for students to reflect. In our assignments we

are trying to provide an outside evaluation of the product and then allow students to use that

evaluation to examine and analyze their work and the success of their original goals and

intentions. We have been very successful at doing this in our 5th Grade Storybird project.

Students are using the feedback they get on a rubric they give the classroom teachers who

allow them to present and read their digital story in their classroom, and use their own opinions

and thoughts to fill out a self-evaluation. A couple of the comments students have made are: I

thought my story was really funny, but no one laughed. I guess I am going to have go back and

work on it some more. And The students were paying attention the WHOLE time! Having a

real-life assignment has opened up a whole new need for evaluation and analyzing.

Another adjustment we have had to become accustomed to, is allowing projects to go on for a

full 9 week period. THE PROCESS IS MORE IMPORTANT THAN ANY ARTIFICIAL

DEADLINES WE COULD IMPOSE.

Developing ideas and challenging students to stop thinking that there was a magical right

answer has been easier than we thought. Exposing students to thought provoking books and

Internet resources has been invaluable. With a little guidance into the area we are heading, and

a bit of leg work in finding cool or interesting sources, the door has opened. It seems that under

all the A B C or D answers there are still kids dreaming up ideas and imagining what might or

might not be possible.

RESOURCES WE USE:

Wonderopolis Ted Talks

Commercials You Tube

Invention books/Cultural books PBS Learning Media

NCWise Owl


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Appendix

Self-Assessment

Name: ______________________ Class: ____________________

Read and use the rubric provided to write a detailed self-assessment of your overall project.

Write at least two sentences to describe your performance on each of the areas found in

the rubric.

List any new skills, if any, you have learned.

What parts of the assignment caused you the most problems? How did you work

through challenges to complete the project?

After reviewing data and reflecting on your project what did you do the best?

What would you like to improve?

creating to learn

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