From Chapter 1: The Main Ideas...
- Tell the story first and that is the first goal—using the digital medium to do it.
- “Each one of us has to become the hero on our own life story.” page 8
- ”One of the most powerful stories a teacher can have students tell is the story of their future selves, in which they become heroes of the lives they want to live.” Page 9
From Chapter 2: Nuts and bolts for teaching...
- 2 minutes—best length of time for a story to be assigned—makes sure the author plans how to use the time to get to the point. Also, something 4 minutes long takes twice as long to make.
- As music can be evocative and moving in its own right, it might tell the story instead of the author—perhaps require that no music be used to ensure the author tells her own story.
- The rule of 80-20: Get 80% of the story done with 20% of the work on production. Then let the last part of the perfect production be less than perfect as sometimes creating the last 20% of the story takes 80% of the time in production--not worth it.
- Require students to have audience be active viewers, and to design tasks or prompts for which the audience must observe. This could be part of what is collected and assessed for their DST project.
- It is a good idea to balance the tension between creating a story and writing a report, by asking students to make to do half report and half story.
Chapter 3:
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A barrier impeding progress by many is that
teachers are unsure how to assess DST projects, and so they don’t do them. They need support in this realm. In an earlier chapter, it was suggested that
districts will be moving toward DST as part of a student portfolio that will be
assessed.
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Narrative isn’t only written anymore, as many
DST’s include narration, and so students can hear what their writing sounds
like—assists them in hearing and editing.
Hearing oneself assists in self assessment.
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Reflective learning communities for students.
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DST allows many forms of communication, words, pictures,
music, graphs, which supports different types of learners with a variety of ways to communicate, and also allows better communication with a wider range of listeners
including special needs and English language learners.
Here is a video that is dear to my heart, and tells you a bit about me.
Deb-
ReplyDeleteI like all of the bullet points your wrote out. I think they sum up chapters 2 and 3 really well. Your video was well done. I really liked the poem. Good job!
Shannon
Hi Shannon,
DeleteThanks for the kind words. :)
Deb
An old professor of my in a cartooning class once said don't do any production that does not push the story forward. In other words, don't be fancy for the sake of fancy. That is a waste of time because when it is all said and done no one remembers flash; they remember the story. I think that informs the 80-20 rule you pulled out of the reading.
ReplyDeleteHi Luke,
DeleteYes indeed, your cartooning professor sounds like just the right amount of fancy!
Kinda works that way in basketball too--can't get too fancy or you mess it up.
Deb
I like the 2 minute rule. Enough can be said in 2 minutes - you can get to the point and no extra stuff needed.
ReplyDeleteAlso, your video was amazing! I'm really impressed with your intense love of teaching. Students are lucky to have you as a teacher!
I liked, " DST allows many forms of communication, words, pictures, music, graphs, which supports different types of learners with a variety of ways to communicate, and also allows better communication with a wider range of listeners including special needs and English language learners." DST can be a good learning tool, as it caters to diversified learners, perhaps it is worth the time.
ReplyDeleteVery nice video, well done; audio, music, text, and all went well together!
ReplyDeleteBeautiful video - thank you for sharing a piece of your heart w/us! :)
ReplyDelete