We celebrated our research for the Informational UoS as students watched video presentations that they created themselves. The context for this work is based on our work with
Skyscraper – students are learning how to discriminate tasks and questions with levels of thinking. This is an idea that we have been experimenting with all year as we link it to the celebration for each UoS. So the part that we are highlighting today also ties into the inquiry process is to have students engage in a self-evaluation process. Students are evaluating each other and themselves but with evidence from a digital texts that they created. We came up with an interactive way to do this by using Twitter books. Twitter Books are how children respond to each others’ nightly reading responses. Twitter Books follow the same rules as Twitter 140 characters or less pictures or words to promote conversation and learning. As students viewed each others’ informational videos they:
- The children who were “starring” in the video labeled their Twitter book with the job they were teaching.
- The rest of the class wrote comments or suggestions in the presenter’s Twitter book as they watched the informational video of their classmates and then passed the book along to others to read and then add their tweet.
- After this process was done with all five groups, the groups got their books back and met to discuss the tweets. Part of this meeting involved the children making goal cards
for their next video presentation which is a TED Talk in our biography unit. These cards included the tweet from a classmate that they felt was the most helpful and a specific goal for next time.
How did it go? It was amazing from start to finish. While watching the video and tweeting, the children were heavily engaged. Their comments were very insightful and encompassed both the presentation and content. The children were very specific as to what they liked and what the children did to teach them. When they met in their groups, the conversation was rich and very reflective. They discusses specific ways they could have made their presentations stronger like practicing more, adding more facts or sharing responsibility and time more. The goal cards were done with great thought and it was interesting to see how they set goals that I would have without me suggesting it. One boy said next time he wants to make sure he taught everything he knows because he knew more than he showed. This type of reflection was so powerful and truly got them ready for the next unit of study. They are not just ready but they have a focus on a way to make their work stronger. Isn’t this our goal as teachers?