II: IMPLEMENTATION
| APPLICATIONS OF THE PRINCIPLES OF LEARNING
| Additional resources, activities and explanations
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A: Implementation of activities following Gagne's 9 events in teaching and learning in the implementation process Applications of Gagne’s nine events to increase students’ critical thinking and help them gain deeper understanding of the writing process by writing digital graphic stories and by interacting and collaborating with others. (Cognitive objective)
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| For more information on Gagne's 9 events in teaching and learning, please visit http://tip.psychology.org/gagne.html
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Event 1: Gain attention.
I will make a powerpoint presentation of the writing process and the elements of excellent narrative stories like use of dialogues, sensory details, literary devices with examples from songs, daily conversations, movies and literary texts. The powerpoint presentation will have multimedia elements like video clips, songs and podcasts . I will show some examples of digital graphic novels from Storylineonline.
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| Additional resources:
For more information on digital graphic stories read by actors, please visit the storylineonline website at http://www.storylineonline.net/
For more information on the educational applications of podcasts in education, please check out http://www.apple.com/education/resources/podcastingvideos/
If you want to learn how to create powerpoint presentations, take this powerpoint tutorial at http://www.electricteacher.com/tutorial3.htm
Additional activities:
Teachers can also pique learners’ interests by using effective multimedia presentations, a discussion of current topics and referral to Web sites
Additional explanation: Technology as teacher:
For students who need to review the concepts and procedures of the learning activity, they can always view the teacher-made multimedia presentation on effective writing proces, digital graphic novels and the processincreating digital graphic stories on the class wiki site.
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Event 2: Informing learners
After the presentation, we will discuss what graphic short stories are and visit web sites about graphic novels like artbomb.net, rationalmagic.com and teachingcomics.org. We will compare and contrast graphic novels with comic books. We will also talk about how graphic novels are being used by teachers in other schools, and how they increase student motivation to read and improve students’ reading comprehension and writing skills.
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| Additional resources:
For more information on web sites about graphic novels like artbomb.net, graphic novels.com and teachingcomics.org, please visit http://www.artbomb.net/home.jsp , http://wwwrationalmagic.com and http://www.teachingcomics.org .
Additional activities:
Teachers can also post course syllabus, course orientation, assignments, rubrics, class discussions, and grades on wikis or blogs or course management systems like ecollege or Sakai
Additional explanations:
Technology as teacher
Web 2 tools are excellent tools for communication, discussion and publication. They save the teacher time on reteaching.
Technology as an assistant
Students who need to review the concepts and procedures can always revisit the class wiki where they can find the teacher's multimedia presentation of the writing process and the steps in creating digital graphic stories.
Technology as student
Web 2 tools provide students a venue to asynchronously interact. A student can post his comments on another student's work on a wiki, blog or computer management system.
A more highly interactive technology tool is Second Life which enables students to create digital characters that can communicate with other digital characters in a digital community.
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Event 3: Stimulating recall of prior learning
In order to build background, we will discuss examples of literary devices in songs that students listen to and literary devices that they use daily conversations. This will be a task best suited to musically- inclined learners and the linguistic learners.
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| Additional resources:
For more information on the importance and effect of building background, please visit http://www.ncrel.org/sdrs/areas/issues/students/learning/lr100.htm
Additional activities:
The teacher can also facilitate an electronic discussion about prior topics using Web 2 tools, administer a self-test on students’ background knowledge about effective writing, creation of digital graphic stories, using multimedia in creating stories and presentations.
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Event 4: Presenting the stimulus
Using a multimedia presentation, I will explain the process of writing a narrative story, the elements of a narrative story and the criteria and rubrics that I will use in assessing their effort and final product. I will also explain how to take pictures using a digital camera, upload pictures on the computer and our class wiki, and add digital images, narration and other multimedia elements to digital graphic short stories.
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| Additional resources:
For more information on the stages of writing a narrative story, please read Donald Murray's Craft of Writing through Narrative History at http://www.yale.edu/ynhti/curriculum/units/2002/4/02.04.04.x.html#a
If you want to assess how motivated students are, you can use the Motivated Strategies for Learning Questionnaire at http://www.ulc.arizona.edu/mslq.php
Additional activities:
The teacher can also give web-enhanced lectures, textbook activities, and other content delivery activities through Web-research, simulations or audio-video modules.
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Event 5: Provide guided learning
I will be modeling every stage of the writing process, every step of the creation of digital graphic stories and the steps in embedding multimedia elements to the stories.
I will post the best examples of the preliminary products of some students on our wiki site and show them to students who are struggling. I will start blog and wiki conversations about the characteristics of an excellent short story, break them down into mini topics that students can discuss on the class blog or wiki site. I will give them additional resources like sample printed graphic novels and mangas that they will talk about in depth and at length in small groups in our class blog or wiki site. I will also give a mini lesson on online discussion netiquette.
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| Additional resources:
For more information on how to use blogs, wikis and podcasts to enhance student learning,
please watch Dr. Curt Bonk's workshops at http://mypage.iu.edu/~cjbonk/streamed.html or read Will Richardson’s book, “Blogs, Wikis, Podcasts and other Powerful Webtools for Classrooms.”
For more information on how to create your own wiki please check out ,"How to Create a
Wiki” at http://www.wikihow.com/Start-a-Wiki
Additional activities: (Clear Expectations and Accountable Talk)
The teacher can post the syllabus, course notes, course assignments, rubrics and other course related documents (in the classroom, class portfolio or on Web 2 tools) that the students are using. The teacher can also facilitate discussions (in the classroom, using emails, blogs or wikis and Chat rooms) and invite specific students who are interested to discuss a specific topic related to the concepts, processes, tasks or projects in depth and at length.
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Event 6: Elicit performance
In order to motivate students with other interests and learning styles, I will provide them with different activities and tasks in writing digital graphic short stories using literary devices effectively and correct conventions. They can choose different tasks in collaboratively writing and publishing digital graphic short stories. They can either work in pairs or groups. Interpersonal learners may choose to be the facilitators, the linguistic learners may want to be reporters, the logical learners may want to be the organizers and planners, the intra-personal learners may opt to be writers and researchers, the spatial learners may choose to be illustrators, the kinesthetic learners may work as photographers and the persons in charge of uploading the pages onto the class wiki and lastly, the existential learners may be researchers of digital-graphic-novel-related information from printed materials and websites. Any combination of learners can embed multimedia elements in their stories.
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| Additional resources: For more information on multiple intelligences, please visit http://www.thomasarmstrong.com/multiple_intelligences.htm
For more infor on differentiated instruction, please visit http://members.shaw.ca/priscillatheroux/differentiating.html
If you want to know your students' learning styles, you can require them to take the Multiple intelligences test at http://online.tamuc.org/ec/crs/default.learn?CourseID=2605982&CPURL=online.tamuc.org&Survey=1&47=3495332&ClientNodeID=404888&coursenav=0&bhcp=1
Students can go to http://images.google.com/ for images that they wish to add to their stories.
Additional activities:
The teacher can continue facilitating electronic discussions on Web 2 tools and administer electronic assessments.
Additional explanation:
The varied tasks and activities in event 6 are examples of how teachers can differentiate their instruction and the learning process to meet the different needs and cater tot the different learning styles of students.
Technology as a student
Students will use different multimedia tools in putting their stories together and instruct the computer on how they want to organize, sequence, and embed their stories with multimedia elements
For an example on how to use the Socratic Method of teaching to promote Socializing Intelligence, Accountable Talk and Academic Rigor, please check out http://edisonclass.wetpaint.com/page/Socratic+Method
For an example of using Group Investigation to promote Socializing Intelligence, Accountable Talk and Academic Rigor please check out http://edisonclass.wetpaint.com/page/Group+Investigation
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Event 7: Providing feedback
I will encourage all the students to post comments and suggestions for improvements on the graphic short stories that have been posted on the class wiki. I will encourage all students to share their varied learning experiences on the class blog and they will email or chat with each other and the teacher on the class’ chat room on a regular basis. I will provide them with immediate feedback by answering their questions, posting their grades on time and emailing them positive comments and suggestions for improvement. To increase their feeling of satisfaction and confidence, I will give them opportunities to correct their mistakes and improve their work. The graphic short stories may be printed and distributed to the entire student body in a literary magazine. All these highly-interactive, collaborative and creative learning experiences will teach my students among other things, to be active learners, critical thinkers, reflective learners, effective communicators, creative problem solvers and productive contributors to a collaborative undertaking.
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| Additional resources: For more information on how to use Web 2 tools to increase interaction and collaboration, please visit http://sesp.edublogs.org/
For more information on how to use blogs to increase interaction and student self-reflection, please visit http://coe.sdsu.edu/eet/articles/bloggingtech/index.htm
If you want to watch video clips, listen to a podcast to learn more about how wikis can be used to improve students' writing skills, please check out http://edisonclass.wetpaint.com/page/Group+C+Wiki+project
Additional activities:
Students upload their digital graphic stories and eportfolios one page at a time which teacher and other students will review electronically.
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Event 8: Assessing performance
I will be assessing their collaboration, final digital graphic story, participation and presentation using a specific rubric for each of the tasks and products, peer review activities, eportfolios, panel interviews and polls or surveys.
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| Additional resources:
For more information on performance assessment, please check out http://www.iss.edu/schoolboard/AssessingPerformance.html
Additional activities:
Students can view their grades on electronic grading system. Graded work is returned with comments from instructor following a rubric. Students’ portfolios are reviewed electronically.
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Event 9: Enhancing retention and transfer
Students will upload their digital graphic novels on our class wiki or powerpoint or any presentation tool and present their finished multimedia products to other classes from other grade levels. During their presentation, they will explain to the audience the process of making digital graphic stories, and describe what they’ve learned from this learning experience on our class both to the audience and our class blog. They will also show their finished products to their family members and will also explain to their family members the process in making digital graphic stories and what they’ve learned from this learning experience.
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| Additional resources: For more information multimedia presentations, please visit http://www.youthlearn.org/learning/activities/multimedia/presentations.asp
If you want to know more about how blogs can be used as communication, discussion and publication tools, please check out http://coe.sdsu/eet/articles/bloggingtech/index.htm
Additional activities:
Web-research activities that foster critical thinking. Team collaborations. Resolve case studies. Students’ web-based portfolios. Utilize technologies common in workplace like voice recorders, MP3 players which students can use to record their stories.
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