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Another Glimpse in the Classroom: Annotated Circle Share Out of Book Reading

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Another glimpse into the classroom!

Previous video clips: Socratic Seminar & Backchanneling, Visible Thinking Routine: Chalk Talk, Mystery Skype Call, Collaborate & Curate

In the spirit of opening up classroom walls and creating a ripple effect of teaching and learning by sharing ideas, methods, action research and modern literacy upgrades, here is another video clip. You are watching a 7th grade Humanities classroom, led by their teacher David Jorgensen at Graded-The American School of São Paulo.

The students are reading The Giver, by Lois Lowry and have been annotating their thoughts as they are reading individual chapters in a Google Doc chart/table, labeled:

  • Observations
  • Inferences
  • Rituals
  • Questions/ Predictions

David uses a circle share out technique to have students articulate out load their thinking and annotations of their reading. It is a faced paced method to allow kids to contribute and listen in a short amount of time. A follow up that David practices is then for the students to get in smaller discussion groups to talk in more in detail or get clarification about what they heard.

Visible Thinking Routine in Action: Chalk Talk

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We are fortunate to have a Visible Thinking Routine (VTR) expert at our school. Claire Arcenas, our MS/HS Physical Education teacher, previously a third grade classroom teacher who has done extensive readings and research in experiencing, implementing, embedding VTR in teaching and learning. Recently, she started sharing her experience and reflection on her professional learning blog: Visible Thinking Across Subject Areas.

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Claire invited me to an 8th grade PE class before a unit on Volleyball skills and allowed me to film her facilitating the VTR called Chalk Talk. She explains the overview of her volleyball unit on her classroom blog post Can You Dig It?

Grade 7 and 8: Exploring our Enduring Understanding and Essential Questions for Volleyball…

Enduring Understanding:
  • Volleyball requires the application and coordination of skills necessary to contribute collaboratively in achieving a common goal
Essential Questions:
  • What is volleyball?
  • What movement skills are needed to play volleyball successfully?
  • What are players’ responsibilities?
  • How is organization needed in playing volleyball?
  • How can the skills and attitudes learned in volleyball be used in other sports and activities?

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In the movie clip, you will see Claire giving an introduction to the Visible Thinking Routine, get kids in groups to rotate around posters with an Essential Question on each. Silently, students added their thoughts, drew visuals or documented questions that they had. After all students had the opportunity to add to each poster, Claire collected all the posters and saved them for the second part of the thinking routine after the actual volleyball playing experience in the gym.

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At the end of the unit, students met in the same groups to come full circle with the chalk talk routine. Claire distributed the posters, gave students time to re-read their original ideas and thoughts. They then turned the poster over to add new understanding, any connections or new questions.

The final part of the process and to conclude the learning process is for students to reflect on their blog using the VTR: I used to think… but now I think…

Be the Fly on the Wall: Mystery Skype

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There can never be enough examples from the classroom to share. The benefits are many, from creating a ripple effect of digitally documenting and sharing to a glimpse in someone else’s classroom by having the opportunity to be a fly on the wall via a video clip.

I have shared the Excitement of Learning that can unfold with a Mystery Skype call before. The following video clip is from David Jorgensen’s 8th grade Humanities class (São Paulo, Brazil), recorded during their first Mystery Skype with a class from rural Iowa, USA.

Take a closer look at the collaboration, roles of each student (based on Alan November’s Digital Learning Farm), and their practice of questioning techniques.

Building Content Knowledge: Collaborate and Curate

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Mark Engstrom. 8th grade Geography teacher and Assistant Principal at Graded- The American School of São Paulo, has redesigned his entire course.

Students move through the modules of this blended learning course on Geography at their own pace. They build out content knowledge using a Personalized Map (through google maps) and the content delivered through this Digital Learning Farm method will be curated so that they can build out multiple pins on their map. This content is then used as content knowledge to increase their understanding of the region.
He wanted to experiment with a different type of note taking to add to students’ documentation of gaining subject specific content knowledge.

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The class was divided into 3 groups. Each group contained one person responsible to contribute by :

  • taking notes on one google doc- each has a column
  • adding raw data (statistics, facts, charts, graphs, etc.)
  • adding images that visualized what was being talked about
  • writing on the backchannel
  • asking questions
  • linking to the course’s Essential Questions

collaborate-curate collaborate-curate 3 collaborate-curate collaborate-curate2 collaborate-curate4 collaborate-curate5 Take look at the following video summarizing the class.

It is incredibly insightful to be going through and analyzing the backchannel chat after the class is over. It gives you a better understanding of:

  • what students heard
  • what students felt was important to capture
  • the discussion that evolved in the backchannel alone
  • the connections students made and shared

waitingfortherains-backchannel1 waitingfortherains-backchannel2 waitingfortherains-backchannel3 waitingfortherains-backchannel4 waitingfortherains-backchannel5 waitingfortherains-googledoc waitingfortherains-googledoc2 It was now back into each individual student’s court to CURATE their own notes. Students had access to all documents from each group as well as the backchannel. It was up to them to go trough the information and take the pieces that they deemed important to add to their content knowledge. Digital curation

is the selection, preservation, maintenance, collection and archiving of digital assets.Digital curation establishes, maintains and adds value to repositories of digital data for present and future use.This is often accomplished by archivists, librarians, scientists, historians, and scholars. Enterprises are starting to utilize digital curation to improve the quality of information and data within their operational and strategic processes

Curating information has become a critical skills as part of information literacy. The ability of finding, evaluating, analyzing, remixing, organizing and archiving information is more important than ever in the information overload era. The amount of information we are confronted with and that is being thrown at us is exponentially growing with no sign of stopping nor slowing down. We need to find ways to support students in becoming curators of information. One of the students, Ben, observed the following as he was going through the notes from the Backchannel group:

I found these very interesting because Florens and Tibet really try to link what is happening in India to our life in São Paulo which for me is a smarter way to learn things; by comparing them with your everyday life.

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Socratic Seminar and the Backchannel

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Humanities teacher, Shannon Hancock, at Graded, the American School of São Paulo, read and worked through The Alchemist by Paulo Coehlo with her 8th grade students.

Not only did they read the text, learn about literary elements, but also learned to articulate and discuss in a professional manner the text with their peers. Shannon chose to use the Socratic Method, specifically a Socratic Seminar (Inner/Outer Circle Fishbowl) to hand the learning over to her students. She stressed to them: ” Educators don’t need to have all the answers, it is about asking the right questions.” Wikipedia explains the Socratic Seminar as follows:

This approach is based on the belief that participants seek and gain deeper understanding of concepts in the text through thoughtful dialogue rather than memorizing information that has been provided for them. While Socratic Circles can differ in structure, and even in name, they typically involve the following components: a passage of text that students must read beforehand and two concentric circles of students: an outer circle and an inner circle. The inner circle focuses on exploring and analysing the text through the act of questioning and answering. During this phase, the outer circle remains silent. Students in the outer circle are much like scientific observers watching and listening to the conversation of the inner circle. When the text has been fully discussed and the inner circle is finished talking, the outer circle provides feedback on the dialogue that took place. This process alternates with the inner circle students going to the outer circle for the next meeting and vice versa. The length of this process varies depending on the text used for the discussion. The teacher may decide to alternate groups within one meeting, or they may alternate at each separate meeting.

Shannon prepared her classroom by physically arranging the desks in an inner and outer “circle”…

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… and prepared her students with the Socratic Seminar Norms for the discussion.

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We tweaked the traditional format of the Socratic Seminar to include a backchannel. A backchannel is a parallel discussion, a collectively shaped comment on some ongoing conversations, not that different than the outer circle described in the Socratic Seminar. The backchannel in this case was the secondary digital discussion of the literary text. One student was the backchannel moderator in charge of making sure that Today’s Meet was projected and refreshed properly on the screen.

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Watch the video below to catch a glimpse into Shannon’s classroom and their use of a backchannel for the first time.

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Reflection of the Backchannel as part of the whole class text discussion:

  • All students had opportunity to contribute to the conversation (even the “silent” outside circle)
  • (Shy) Students who had a harder time articulating orally their opinions in the “inner” circle were able to contribute in written form
  • The skills to listen, observe, document, contribute, read, write, add value, ask questions and respond to others in the backchannel, all at the same time, is not a skill we are born with. It requires exposure and practice.
  • The backchannel log, gives an opportunity to review and assess individual students beyond the “in-the-moment”. It also gives students an opportunity to review and reflect on the experience.
  • The backchannel exposes students to a collaborative writing environment.
  • Possible extensions: Assign a student (or a group of students) to be the “Backchannel Cleanup“, responsible for saving, copying and pasting the log into a shared document. They then edit and format the log by deleting duplicate, unrelated or non-comprehensible comments. They can also organize the comments according to topics.

Analysis of the Backchannel Log:

There were many different layers going on in the Backchannel.

  1. Observation and comments about the Socratic Seminar behaviors
  2. Observations of literary discussion elements
  3. Documentation of inner circle discussion
  4. Added commentary of own opinions.
  5. Parallel conversation going in backchannel and inner circle.

Please note that the screenshots below are not in chronological order. They are shown to illustrate some of the points of the reflection and thoughts about the use of the backchannel.

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I must admit, that I was in complete awe of the students and their teacher of how well prepared they were to come together and have a serious literary discussion round. The Socratic Seminar lesson could have stood on its own without adding any further layer facilitated by technology. It was the quality of the teaching and learning already present that allowed the backchannel to add another quality layer.

I can’t help myself, but I am already dreaming of further amplification.

What if ..

  • What if the class connects with another class who is reading the same book.
  • What if the one of the class can potentially contribute yet another perspective (possibly due to culture or geographical location) to the understanding and comprehension of the text. (Ex. Could our Brazilian class not contribute the perspective of the controversy of the Alchemist book here in Brazil to a class located in Sweden, for example, reading the same book?)
  • What if half of the inner circle (the fish) is in one class and half of the inner circle is participating via Skype or Google Hangout from a different class? (Synchronous)
  • What if the backchannel is comprised of students from BOTH classes (synchronous (Today’s Meet) and asynchronous (Google Document)?

Interested? Let’s dream up another layer of collaborative reading, writing and discussing literary text.