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PBI Written Report

ECI: 546

“How can we engage and excite our struggling and reluctant writers?

Holly Price

Olivia Loftin

Sandra Bledsoe

November 15, 2016


Lesson Rationale

When beginning our Project Based Inquiry we decided our compelling question

would be, “How can we engage and excite our struggling and reluctant readers and

writers?” When beginning the planning process we found that our question was too

broad and determined that we would focus solely on writing.

After determining the content, grade level, and standards of the lesson we would

be implementing we began looking at Koehler and Mishra’s TPACK framework and its

knowledge components. We wanted to ensure we were focusing on all three areas:

Content Knowledge, Pedagogical Knowledge, and Technological Knowledge. After

deciding writing would be our Content Knowledge, specifically the Common Core

standard, “Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing about and supply

some information about the topic.”

After determining the content focus we began brainstorming technology that

could be incorporated that would enhance learning. We originally looked at the app

Tellegomi but decided it was not going to work well for our kindergarten students at this

point in the year. We began searching for a more appropriate digital tool. We found the

app Chatterpix and deemed it to be a fun and easy tool for our students to use

independently. This app is extremely kid friendly and we knew it would be engaging for

our students. This app turns writing and pictures into a talking page. When looking at

TPACK it is stressed that the technology does not overwhelm the other knowledge

areas. It should not take away from the content or pedagogy but work seamlessly with
these areas. This app will help students with CC Standard K.W.6, With guidance and

support from adults, explore a variety of digital tools to produce and publish writing,

including collaboration with peers. Finalizing our CK and TK we started looking at

Pedagogical approaches that we could incorporate into our lesson.

Throughout the multiple day lessons, we would incorporate lots of modeling of

drawing, writing and describing on single topics. We provided opportunities that would

provide the needed background knowledge on the topic the students would be writing

about. Plans for peer and teacher conferences would be included. Time for students to

plan writing, create rough drafts and complete final products would be available and

incorporated into lessons. Time was also set aside to model how to use Chatterpix and

give students opportunity to explore this app. Providing this time would ensure students

success when creating their final product.

We also looked at, The Revised Bloom’s Taxonomy. This has been updated to,

“add relevance for the 21st- century students and teachers.” (Anderson & Krathwohl,

2001) It is considered, “A more authentic tool for curriculum planning , instructional

delivery, and assessment.” It considers now the highest level of learning to be

creating something new with the content they are learning. It hopes to raise student

engagement and authenticate learning. We feel our lessons offer many opportunities

that would allow students to, remember, understand, apply, analyze, evaluate, and

create. Using the Revised Bloom’s Taxonomy helped us focus our lessons and decided

how we would deliver our lessons to our students.

The learning theory we used was based on Constructivists theories.

Constructivists believe “learning occurs when one constructs both mechanisms for
learning and his or her own unique version of the knowledge, colored by background,

experiences, and aptitudes" (Roblyer, 2006, p.37). Students were given lots of support

and modeling, but then the learning was turned over to the students and they became

the generators of their knowledge and understanding.

Our hope is student learning will be enhanced for all of our students. They will

be excited about learning and be eager for more learning opportunities similar to the

one provided. Students, especially the reluctant and struggling students will become

excited and engaged writers. After the lesson is completed we intend to survey our

students, asking if, “Using Chatterpix was more fun that the other ways they typically

write at school.”

Lesson Implementation

Description

For our PBI we chose to develop a lesson for Kindergarten students to engage

and excite reluctant writers. With final products students will use Chatterpix to share

with their class. This lesson spanned over the course of three days during the Writing

block.
Common Core State Standards

ELA.W.K.2- Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they tell a reader the topic or name of the book

they are writing about and supply some information about the topic.

ELA.W.K.5- With guidance and support from adults, respond to questions and

suggestions from peers and add details to strengthen writing as needed.

ELA.W.K.6-With guidance and support from adults, explore a variety of digital tools to

produce and publish writing, including collaboration with peers.

Lesson Day One

We had been reading and learning about the different seasons focusing on fall

for about a week prior to this lesson. I started by asking the students what was their

favorite part of fall. I then had students turn and talk with a partner and share their

answer. After talking with a partner we had a whole class discussion about some of

their favorites and wrote them up on the SmartBoard so they could be displayed for

everyone to read.

I modeled writing in my teacher writing notebook what my favorite part of fall was

and drew a picture that went along with my writing. After drawing the picture I reminded

the class how important it is to label my pictures so that others know what I drew. I then

had students go back to their tables and do the same thing in their notebooks. They

could either write or draw first. I walked around the classroom while the kids were

writing and drawing and helped the students who were struggling as well as the

students who finished quickly and needed direction on what to do next. Once the
students were done, I had a few share by bringing their notebooks to the ELMO to

project their work on the screen.

Lesson Day Two

I started the second part of this lesson by telling the kids the next thing our class

is going to learn and write about was squirrels. The first part of the lesson would be to

research squirrels. I asked the students what they already knew about squirrels? Had

they ever seen a squirrel? Where had they seen them before? Then I made a chart of

all of the different ideas and facts they already knew about squirrels. I had students turn

and talk with a partner about their favorite fact they learned that day about squirrels.

After discussing what the students already knew about squirrels we watched

videos, read informational books, and researched the different types of squirrels (day

two and day three). I had the students write down at least one fact they learned about

squirrels along with a picture of a squirrel that was labeled in their writing notebooks.

Next, I talked with the class about the importance of sharing their work with their

classmates and others around them. One way of sharing work is by using technology in

the publishing process. I introduced the Chatterpix app to the class and showed them

how it worked with the teacher example leaf writing and drawing from the day before.

The students explored and played on the app during “Work on Writing” in Daily 5.

Lesson Day Three

For the last day of this lesson I first reviewed some of the facts about squirrels

the kids shared from the previous days. I reminded them that after writing a piece we

would conference with the teacher, edit and publish. I pulled students back one at a

time to discuss and edit their work. After editing and revising their writing they started
their final informational writing piece about squirrels on a graphic organizer. As the kids

were finishing their final product they can use the Chatterpix app. If the students did not

finish during the Writing block they could finish during Daily 5. The students then saved

their work and I was able to email them to their parents for them to see their great

informational writing!

The students seemed to love this writing activity. They have really seemed to

enjoy reading non-fiction books, specifically about animals and the fact that these

lessons mixed that with technology just made it so engaging for them. Even my

struggling writers seemed excited to learn more about squirrels and I think the fact that

we were using the iPads and a new app made it more intriguing and engaging for them!

One of my takeaways from this lesson is that since they recorded their voices it seemed

like they were more willing to write because they felt more confident talking and reading

their facts aloud. I will definitely use this app along with others I find and incorporate

them into my class’ writing because I saw such a great success from this assignment!

Challenges and Success

In reflection of the lesson we began by asking, “How can we engage and excite

our struggling and reluctant readers and writers?” Our first challenge was to change our

inquiry to not be so broad and to focus on writing. So, our inquiry became, “How can

we engage and excite our struggling and reluctant writers?”

Another challenge that was encountered was using technology with whole group for

Kindergarten so we chose to work with a small group for the technology use. As the
year progresses we will be able to let students work with partners and in small groups,

after students have become more familiar with using the Ipads and using the Chatterpix

app.

It was a great success using the Chatterpix app for student engagement. The

students were so excited to use the iPads which increased their excitement to express

their ideas and to be creative in using the app. At the beginning some of the students

had a difficult time making the mouth at first because their little fingers are tiny, but with

a few tries they began to get the hang of it. Another success with the lesson was the

students were ready and excited to write on their graphic organizer their ideas before

they used the app. One external success was the schedule, the students were able to

work on their project without interruptions do to the schedule.

In reflection we have thought that next time we could use a student evaluation

rubric or partner evaluation rubric to let the students self-reflect on their own project.

As teachers we have learned to work together even when it is not convenient.

We all work at different schools and with different grades. This was a challenge, but we

were able to overcome the challenges using technology. We also feel that this project

is helping to lay the foundation for the knowledge we need in helping us become familiar

with the TPACK framework which will help us succeed in our final semester and final

project.

In conclusion we can answer our inquiry, we can engage and excite our

struggling and reluctant writers by adding digital tools such as Chatterpix to our lesson.
Collaboration

The three of us collaborated well with one another. We began our discussions in

planning which grade we would focus our PBI with. We decided to base the project with

Olivia’s Kindergarten class. The next step for our collaboration was to begin the

planning stage. We decided on the standards which would be taught and what

technology could we use to enhance the lesson. Through discussion we decided that

ChatterPix would be an engaging tool for our students that we could use for this lesson.

We met face to face on a Tuesday evening before our other class, and then we

completed the planning project by using Google Docs. We were also able to ask Casey

Medlock questions by using Google Docs and email, she was able to give us helpful

feedback. We continued working on the written report by collaborating through text,

phone calls, and Google Docs.


Resources

Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content


knowledge? Contemporary Issues in Technology and Teacher Education, 9(1),
60-70.

Roblyer, M.D.(2006). Integrating educational technology into teaching. Upper Saddle


River, NJ:Pearson Education, Inc.

National Governors Association Center for Best Practices & Council of Chief State
School Officers. (2010). Common Core State Standards for English language
arts and literacy in history/social studies, science, and technical subjects.
Washington, DC:Authors.

Http://www.simplypsychology.org/piaget.html

http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy

www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/chatterpix/

http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/

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