The Technology Generation Gap: Introducing iMovie to English 12 students

          I think we assume that all teenagers are inherently tech-saavy. Recently, after having successfully integrated iMovie into a component of an English 8 project for the novel The Outsiders, I set out to do the same for my English 12 class as we embarked on a culminating activity for William Shakespeare's Hamlet. When I asked the class how many of them were familiar with iMovie, a solitary student raised their hand. When I had previously asked the same of my English 8 class, the majority of students raised their hands. What a difference a few year makes...the grade 8s had begun their technology immersion in Elementary school, while the grade 12s were still relative newcomers.
         Having established some confidence in the "user friendly" nature of the iMovie App through previous experimentation, I was fairly certain that with relatively little technical instruction, my grade 12 students would quickly become proficient. Introducing iMovie trailers to my students was akin to watching a four year old opening presents on Christmas morning. Exclamations of "Wow!"and, "That's soooo cool!"echoed through the classroom. After some time to experiment and familiarize themselves with the basic functions of the App, within two class periods, students had scripted, filmed and uploaded their Hamlet iMovie trailers to my teacher YouTube account. And so, within a relatively short period of time, I was able to successfully bridge the "Technology Generation Gap" between my grade 8 and my grade 12 students.
       
          Hamlet iMovie Trailer samples:

Sullivan Heights Technology Innovation Grant- A Time For Reflection

          As we near the end of the school year, and by extension the end of our Technology Innovation Grant, I was recently interviewed by one of the teachers who was instrumental in applying for, and gathering evidence in support of the grant, including evidence of innovative technologies and/or teaching practices that Sullivan Heights teachers have integrated into their classrooms.
          I must admit, I was initially quite hesitant to engage in the interview process, especially as it was being recorded for inclusion in a larger presentation. And quite honestly, my first thought was,
          "I don't really think I've done that much this year..."
          I cautioned Nicole that I hadn't prepared anything specifically for the interview, and that as it was 7:20am, I wasn't sure how animated and/or coherent I would actually be. Much to my surprise, however, as Nicole led me through a series of questions on topics ranging from my use of webnode, to Twitter, to iPad Apps, to emailing parents and students through Mastergrade, and embarking on student led conferences, the interview was over before I knew it. With a distinct feeling of relief and confidence in the power of Nicole's editing capabilities, I didn't give the process any further thought.
          Until, that is, Nicole sent me the youtube link to my interview. And quite honestly, my first thought was,
          "Holy cow, I've done a lot this year!"
          As teachers, we don't really get much "down time" to meaningfully reflect on our teaching practices. And we certainly don't often have individuals who are interested enough that they want to interview us about them! Although I did initially feel somewhat self conscious and awkward, probably much in the same way my students do when I ask them to reflect on their learning, I am now very thankful to have been "forced" to reflect on the professional growth and learning opportunities that I have given this year. Although this blog offers me an opportunity to examine and comment on various activities and experiences, I don't often take the opportunity to read back over my entries once they have been posted.
           This interview process afforded me the insight that my participation in the sd36 Digital Learning Series and my various technology initiatives in support of our Technology Innovation Grant have empowered me, and by extension my students,  in ways that I couldn't have imagined in September. Having now been provided with a much needed opportunity to look back over a year of change, challenge and innovation, I can look ahead to further learning, exploration and growth for the 2013-14 school year.      

Facilitating Oral Language- Decreasing Student Anxiety with Book Creator

          Statistics claim that people have a greater fear of public speaking than of death. Combine this inherent fear with an increasing dependence on digital communication, and I see many of my students struggling to meet even basic oral language learning outcomes. Recently, as part of a combined public speaking/myths, legends and fairy tales English 8 unit, I encouraged my students to begin by finding a story that sparked their interest, whether it was a traditional Grimm Brothers fairy tale, or a legend or myth specific to a particular culture. I then challenged them to create an adapted version of their chosen text using the App Book Creator. Working individually, or collaborating with a partner, they first had to determine the significant events of the original story. Then making use of this condensed summary, they began to create their adapted version. Book Creator allows users to create text, import pictures and most importantly for the purpose of developing oral language skills, record voice. I narrowed their focus and asked my students to concentrate on vocal expression, pacing and volume as they took turns recording their voices to accompany the text they wrote. With iPads in hand, they set off to quiet corners of the school to record their text and craft their adapted stories. As always, I cautioned them to keep a close eye on their iPads, and the clock to ensure that they were back in the classroom before the bell. Occasionally I would make the rounds of the school grounds to touch base with various students to ensure that all was going smoothly and to answer any questions they might have. And honestly, they had a blast writing their text, choosing pictures, picking font styles and colours, and trying out various character voices. They also enjoyed the freedom of being able to work anywhere on the school grounds rather than being confined to my classroom.
          The process of creating their books took two full classes, and once they were complete, it was time to share. Students are able to save their books into iBooks or DropBox, but we used Apple TV, so that they were able to project their books using the LCD projector, onto the classroom screen and play their recorded voices from their iPads. The magic of Apple TV is that students were able to "present" from their desks, eliminating the anxiety filled experience of standing in front of their classmates (don't get me wrong, we will move towards that by the end of the unit). As well, it seemed that my students felt much less self conscious about their expressive and dramatic readings as they were collaberating with a friend, or working individually, while they were recording their voices. Even students who were generally reserved and somewhat self-conscious in class, were able to read with amazing feeling and expression.
          An outcome that was expecially rewarding was that one of my students, who is on the autism spectrum and a relatively new reader, was able to work alongside his SEA to record himself reading and then "present" his book with greater ease and confidence. He read with fluency and expression. As someone who I know dreads standing in front of the class, he suddenly found himself on an even playing field, able to share his work in a safe and comfortalble setting. Technology is his "thing" and Book Creator enabled and empowered him to share his work using a medium that he excelled in.

Students presenting adapted version of Cinderella using Book Creator and Apple TV.



Students presenting adapted version of Little Red Riding Hood using Book Creator and Apple TV.



Projects-- Thinking "Outsiders" the Box

          On April 18th I was fortunate to once again attend a Surrey School's "Digital Learning" session, part of a series of six that I have participated in this year. Entitled "Creating a Culture of Inquiry", Neil Stephenson, District Principal of Innovation and Inquiry in Delta, spoke of the incredible potential of technology to impact student learning. Prior to Neil's presentation, teachers from Kwantlen Park Secondary and Woodward Hill Elementary shared some amazingly innovative and creative teaching practices that they have worked to integrate at their respective schools. Woodward Hill played a video capturing some of their practices that brought many in the room to tears. One imactful lesson that I came away with from all three of these presentations, is that as "experienced" teachers we can sometimes fall into a comfortable, somewhat complacent routine, and that if I am feeling too comfortable in my classroom, it probably means I'm not taking enough "risks" with my teaching.
          For every teacher, those "risks" may manifest differently, but I think it is vital that we strive to push ourselves to move out of that comfortable, safe, and yes, mostly effective place we may occasionally find ourselves in after we have graduated from the "survival mode"mentality that many new teachers experience. I challenged myself to do exactly that...
         Nearing the end of our English 8 unit for the novel The Outsiders, (a classic, and still highly relevant piece of literature encompassing various topics including gang violence, conflict resolution, abuse, and family) I began to construct a project that would challenge my students to demonstrate various and specific learning outcomes for the unit. I reviewed several past projects, and to be honest, they were pretty darn good. But, they were also pretty darn "safe". And so, I began to revise and rework. Ultimately, I envisioned a project where the end product was the choice of the student. I began by thinking about what learning I wanted them to demonstrate, and worked backwards. The challenge was to devise a rubric that could encompass any varied, diverse and creative project that my talented English 8s could dream up! I decided that students should be able to demonstrate an awareness and understanding of significant events, characters, literary terms, themes and issues from the novel.
          With the final assessment completed, I began to create the actual project sheet. As I'm quite familiar with the various learning needs in my classroom, I felt that it was important to offer some concrete suggestions in addition to providing the freedom of choice for my students, and so I offered three options; a newspaper, an iMovie trailer, or a product of their choice. They also were able to choose whether they wanted to work independently, or collaborate with a partner, or within a group. For some of my students, offering only the third "choice" option could be overwhelming and daunting. They prefer to have some basic guidelines, and then add to those minimum requirements in a creative and unique manner. I also wanted to ensure that only those students who were familiar with iMovie chose that option. After all, I am an English, not a Technology teacher, and my intent was not to assess them on how well they use technology, but on how well they could demonstrate their understanding of the novel.
          So where does the idea of necessary "risk" enter in? After handing out and explaining the parameters of the project, I made arrangements to book our library and iPads to facilitate the range of projects indicated by my students after they were given an opportunity to brainstorm various ideas. We met on the specified day, I ensured that everyone had a sense of what they were doing, and then I stepped back and got out of their way!
          At times, I had only a vague idea of where my students were. At times, they had rather expensive iPads in their possession AND I only had a vague idea of where my students were! Some were in the library using the computers to format newspapers, some were collaborating in groups designing board games, some were outside recording voices for Puppet Pals, and some were up on the sports field covered in dirt and fake blood recording "rumbles" for iMovie trailers. As an individual who is occasionally described as a tad controlling, this was a bit anxiety causing! But, ultimately, I trust my "kids" and they all returned at the agreed upon time with their technology intact. I did occasionally set out on scouting missions to "spy" on my students (old habits die hard!) and what did I see? Students having an awesome time demonstrating learning. And does it really get any better than that? With this and other projects, I am challenging myself to think "Outsiders" the box.

Project rubric for The Outsiders

Project Sheet that includes a range of choice.

And then, get out of their way! Students working outside to record voices using Puppet Pals App.

Students working in Library designing Outsiders board game.

Students working outside creating iMovie trailers for the novel. I didn't include the photo of the student covered in fake blood, and very real dirt after filming the "rumble"!

"Teachers as Learning Partners"- Moving into Mentorship

          Today I was the student. At various times throughout the day I felt anxious, I felt awkward, I felt uncertain and I felt inadequate. I also felt empowered, excited and energized to embark on a new journey which will allow me to apply some of my new found knowledge in "real life" scenarios. Hmmm...probably quite similar to how many of my students feel on any given day...
          Aside from the numerous new skills and practices that I was introduced to today, I think perhaps one of the most valuable lessons was the reminder of what it feels like to be the student, to ask the questions, to come to a place of understanding after struggling with new content, new vocabulary and new contexts. The opportunity to engage in ongoing professional development as a teacher not only serves to provide valuable skills, but to remind us what it's like to be on the other side of the desk. Four years out from completing my Masters of Arts in English, I had almost forgotten the exhilaration and yes, exhaustion, that comes from intensive learning.
          Now briefly to the content of my learning experience. Sullivan Heights is embarking on a pilot Peer Mentoring program, "Teachers As Learning Partners". This will provide both new and experienced teachers a framework in which they are able to collaborate with colleagues in a supportive, confidential and non-evaluative manner. I was gifted with an opportunity to spend the day with a diverse and dedicated group of teachers and facilitators who are all excited at the prospect of implementing this new model. Together we hope to establish a mentorship model that provides teachers with a new resource. Through a reciprocal, dynamic and evolving process, we seek to provide colleagues with a range of tools and supports that allows for ongoing growth. Mentors and mentees alike will be learning together as we embark on this new and exciting initiative!

Shifting from Leader to Guide-Venturing into Student Led Conferencing

        For the first time in years, I was told that I did not have to hold parent/teacher interviews! I met this proclamation with eager excitement and barely contained joy. Why, you may ask? Because for the first time in years, the teachers at my school were given the opportunity to hold student led conferences. I know, my elementary school colleagues are saying, and so what? But by the time students reach high school, student led conferences have become distant, somewhat nostalgic tinged memories.

         In recent years, I have become increasingly frustrated by the rather institutional, assembly line nature of some parent/teacher nights. Traditionally, I am situated amongst a sea of teachers in a large gym, strategically positioned behind the safe barrier of a table, with two chairs placed on the opposing side.  At the appointed time, anxious parents are allowed to stream in and scan the room attempting to successfully locate their child's teachers. Some parents have mastered the process, and may send an envoy to wait in one teacher line up, while they wait in another. From my position, I see an endless line of parents, desperate to make it to the front of the line before the allotted time expires. 

        When they do make it to the front of the line, invariably they ask, "How is my child doing?" What they are really saying is, "What mark are they getting?" On rare occasions, the aforementioned child accompanies the parent, and I make a desperate attempt to engage all parties in a meaningful conversation about learning outcomes and specific goals for the course. These conversations are short, by necessity, as those next in line begin to shift and nudge forward in an attempt to make contact. By the end of the evening, I was feeling exhausted and disheartened by what felt like a largely futile attempt to engage with parents and students in an authentic and meaningful way.

         And so, it was with great excitement and anticipation that I welcomed the prospect of venturing into a new format. With a son in grade 5, I am familiar with the process and format of student led conferences. Our new administrator arranged a meeting with those teachers who expressed an interest, and a letter was composed to inform parents. I began the process of speaking to each of my classes about my intention, and in most cases, students seemed amazingly accepting of this "new"
approach. New to me of course, but not to them. Why is it that we feel that elementary school
students are mature and responsible enough to speak to their parents about their learning successes and goals, but that somehow, teenagers are not?

          In preparation for the conferences, I asked my students, in English 8, 11, 12 and Advanced Placement to choose two activities that they were proud of, and that they viewed as successes, and two activities that provided a challenge and that were examples of skills that they are continuing to work on. These ranged from informal journals, to art work on the classroom walls, to formal synthesis essays in their Writing Portfolios. With an hour in total  allocated to each grade, we were no longer constrained to brief, often ineffective conversations. On the appointed day, as the first parents and students arrived, I felt for the first time in years that I was going to have an opportunity to facilitate meaningful dialogues. Don't get me wrong, both students and parents were nervous. With my door open, a parent would peek their head in, and after an enthusiastic welcome, would hesitantly  venture in. Students were sometimes reluctant to direct their parents toward journals, or projects, and I had to occasionally step in as "guide" and initiate the conversation. You see, I think that this may not be a conversation that a lot of parents are having with their teenagers.
            "Mom, this is an essay that I'm really proud of because I worked on including some descriptive vocabulary." 

            "Dad, I presented this poster to my class and I was really nervous about trying to make eye 

contact." 

           And yes, some parents wanted to know about marks. But as I am in regular email contact with all of my parents and students, I simply reminded them that this night was about their child's progress and goals, and not about their mark. At times, I had several parents, students and siblings (and supportive administrators) milling about my room, and engaged in conversation. I felt happy and
 comfortable and energized even after a 12 hour day. I know that the implementation of student led conferences will be a learning process for students, parents and teachers alike, but I can assure those who are willing to venture down this path, it is a journey well worth taking!

Empowering Students in 140 Characters or Less

      For several years now, I have been privileged to co-sponsor the Sullivan Heights Global Issues Club. Our initiatives, stemming from the diverse interests of our members, range from awareness campaigns relating to various social issues and environmental concerns, to fund raising drives in order to support local and international charitable organizations. As a club that operates within the sometimes frustratingly short lunch period, we have often struggled to connect and collaborate with our members beyond this time period. And so, last year in addition to creating a email contact list for our members, I began using twitter to bring awareness and information not only to our club members, but equally importantly, to our larger school community, and beyond.
      The impact of my decision to extend my twitter use beyond my subject area was immediate and profound. One of my first steps was to create a hash tag based on our Global Issues slogan and t-shirt design, Sullivan Cares. And thus #sullicares was born. With an ever expanding student population, I believe that effective communication is vital to provide a sense of belonging and connectivity, not only amongst our students, but also within our staff. I would argue that an additional layer of communication has been added to Sullivan Heights with the increasing popularity of twitter use in all areas of our school. Now, in addition to submitting daily announcements, it has become part of my daily routine to craft precisely worded, concise "tweets" in order to convey vital information, to raise awareness, and to motivate and inspire our student body.
        Today, the Sullivan Heights Global Issues Club hosted presenters from the Free the Children "Give Where You Live" Speaking Tour. Close to 800 students filled our theatre and normally, this highly motivational and inspiring message would be confined within those walls, but today I was able to immediately witness the ripple effect of the presentation through the "tweets" of my colleagues and our students. It was a powerful and impactful moment for me.
       And so, for the sceptics who bemoan the seemingly limited platform that twitter  provides, is it possible to empower and engage our youth in 140 characters or less? My unequivocal response is, yes! Through twitter, our Global Issues club can effectively demonstrate to our school, to our community and to our world that indeed, #sullicares!