Post on 06-Apr-2018
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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 Elementarykvandeventer@wcpss.net
www.kathyv.com
Amanda Blakley
Technology Facilitator, Dillard Drive Elementary
ablakley@wcpss.net
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:kvandeventer@wcpss.nethttp://www.kathyv.com/http://www.kathyv.com/mailto:ablakley@wcpss.nethttp://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:ablakley@wcpss.netmailto:ablakley@wcpss.netmailto:ablakley@wcpss.netmailto:ablakley@wcpss.netmailto:ablakley@wcpss.nethttp://www.kathyv.com/http://www.kathyv.com/http://www.kathyv.com/http://www.kathyv.com/http://www.kathyv.com/mailto:kvandeventer@wcpss.netmailto:kvandeventer@wcpss.netmailto:kvandeventer@wcpss.netmailto:kvandeventer@wcpss.netmailto:kvandeventer@wcpss.net8/2/2019 Creating to Learn
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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/8/2/2019 Creating to Learn
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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/teach8/2/2019 Creating to Learn
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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=accounts8/2/2019 Creating to Learn
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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
http://www.toondoospaces.com/demo/http://www.toondoospaces.com/demo/http://www.toondoospaces.com/demo/http://www.toondoospaces.com/demo/http://www.toondoospaces.com/demo/http://www.toondoospaces.com/demo/http://www.toondoospaces.com/demo/http://www.toondoospaces.com/demo/http://www.toondoospaces.com/demo/http://www.toondoospaces.com/demo/http://www.toondoospaces.com/demo/http://www.toondoospaces.com/demo/http://www.toondoospaces.com/demo/8/2/2019 Creating to Learn
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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/8/2/2019 Creating to Learn
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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.html8/2/2019 Creating to Learn
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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/8/2/2019 Creating to Learn
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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?