For my commentary this week I will use the “I like, I wonder”
format which will allow me to express what I like while also questioning the author, an important common core skill.
Chapter 4:
Points that I Like
- New media is equivalent to old media in that they both foster literacy
- Learning to read and write in the new media should be given equal attention because it is comparable to traditional reading and writing in the new tEcosystem. Interesting example of how books were at one time “new media” and considered to be “heretical”.
- Students need to be “new media literate” but teachers do too. If we ignore this charge we are missing an opportunity because students are already immersed in this world. It is up to teachers to take initiative and guide them.
- Most helpful--The traits of assessment: These include focus on story; assess the artifacts of learning and the process. Are students creating active DSTs? Also look at teamwork and use of resources. Make the work public in some way because students produce better work when they know others are going to see their work. Finally, self-assessment
I wonder…
- The author claims that DST Is not embraced because teachers do not know how to asses it. I wonder if this is really true or if teachers just have trouble seeing how story telling fits into their particular subject area?
Chapter 5
Points that I Like
- How to integrate the story core and story mapping. I appreciate the way this process develops an idea into a story. I even used it in my video this week. Couldn't help myself!
- Extra useful—the explanation of story mapping vs. story boarding. Story maps help focus the attention on the story not the technology whereas story boards are a technical aid. This is completely new to me—I had only heard of story boarding. I appreciated the complex possibilities of this simple tool.
- Story maps as a communication tool for student and teacher.
I wonder…
- Still puzzling over the comparison of DST to inquiry learning. I am a proponent of inquiry learning but it is hard to see how DST would apply to a history setting. The idea of “story is something try to discourage—history is messy and does not usually fit into a nice story map. I worry that asking students to do this would promote misconceptions and result in historical inaccuracy.
Chapter 6
Point that I Liked
- His examples were concrete and helped illustrate what he means by story mapping
I wonder…
- How do you apply his concepts to disciplines like history or science that are by nature empirical? He says we forget lecture but we remember stories. I really will remember his William Tell story but probably not for the reasons he would want.
Letty,
ReplyDeleteRegarding the reading...
You raise some good questions. I too wonder about teachers of non-language arts areas. How would a P.E. teachers use this?
I am pondering what you said about stories and historical inaccuracies. I might be talking out my hat, but could changing perspective be something to consider for learning history too--maybe? Consider the events in the colonies prior to the American Revolution from the Native American perspective, from the British perspective, from the indentured servant perspective, from the French, from the founders' perspectives. What if kids had to write stories from those different perspective? Or maybe this is closer to what you mean, I have an idea! What if you used several STORIES from folks from different perspectives and asked the students what the facts were after each story. The point being that those were STORIES and the facts should be the same, and probably weren't. That would set up your point about historical inaccuracies. So perhaps the other subjects are where students write stories--so that you can use those to make your point about historical accuracy.
??
Deb
PS. I'll respond to your video after I look at it on a different computer. I usually watch these on my ipad as it has sound--but your video says it won't play on ipads for some reason.
I like your "I wonder" question from chapter 4, "The author claims that DST Is not embraced because teachers do not know how to asses it. I wonder if this is really true or if teachers just have trouble seeing how story telling fits into their particular subject area?" I think this question would be true for some teachers but for others I think it would be hard to see how it could fit into a subject area. That is where some examples would come in for teachers to see how it could work and in what ways they could use it to fit in their curriculum. I like how you summarized the chapters and added your "I wonder" questions, good job!
ReplyDelete"How do you apply his concepts to disciplines like history or science that are by nature empirical?"
ReplyDeleteIn history (cuz thats yo thing) maybe the DS is about a character in history who transformed public opinion or the world in some way. Then, the main character is the world or public opinion. Like MLK JR helped transform civils rights so civil rights is the character going through transformation. Just an idea.
Or the student making the DS is the character and he/she explains how they were transformed by learning about some historical piece. Then the filmmaker is the character going through a transformation. Like the assignment is - how did learning about the Nazi party effect the way you look at social clics in high school?
Sorry for using the two most obvious historical references
Letty,
ReplyDeleteIn chapter 6, you mention using stories in history and science and how those subjects may not lend themselves to storytelling. I think stories or catchy phrases could be woven in which capture students' attention, although the overall themes are scientific in nature. I always remember that cells got their name because scientists first looked at plant cells, not animal cells, and they thought the shape reminded them of the 'cells' monks lived in. the Schoolhouse Rock song with the preamble lyrics helped me on the 8th grade constitution test and I lived by "Kings Play Chess on Funny Green Squares" in 7th grade to help me remember Kingdon, Phylum, Class, etc.
There are several good examples about possible ways to adapt DST into the curriculum as well as wondering about why DST's may not be used by teachers, which have various reasons as to why.
ReplyDeleteI agree, considering story boarding, mapping and story core can be helpful in guiding the development of a DST.
I am wondering exactly about the reason "why" you will rememberthe William Tell story.