![]() They cared about punctuation and capitalization! They were each others audience, they were their own audience, and they didn’t care about a grade. Not only were their fonts varied and colorful, their slides moved and sang and some were even animated. Maybe this generation intuits toolbar language? It seemed they could find everything. I gave almost no instruction on HOW to build a slideshow. The answer was a resounding yes! I gave them a few parameters: one book per slide, include an image of the book and a few images that represented something meaningful to you from the book, a quote from the book, and maybe why you picked it. ![]() Instead, I asked them if they would rather tell me about their textual lineage with a slideshow. The assignment dictated that they write a response about their textual lineage. They came up with “books in your past that mean something to you”. ![]() I took some time to let the kids figure out what that title might mean. H’s story was fresh on my mind, I decided to slow down a bit on my lecture. The title of the prescribed lesson alone was heavy for a 10 year old. This morning I was preparing to teach Session 7: Textual Lineage. He served as a sounding board and a guide, leading his sons through the solution that they provided.Īs I was reading about that authentic learning experience he allowed his sons to have and grow from, I tried to think about how that could work for my 5th graders. He was already running behind on a project of his own, so it would have been easier to call a mechanic and get the problem solved. One part that stood out to me in his writing was the day the brakes locked up on his son’s truck. I re-read my professor’s COVA book yesterday, about Creating Significant Learning Environments for learners where they have Choice, Ownership, and Voice in an Authentic way.
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