Global Book Clubs – Redefinition

Just as we use student data to inform our instruction in the classroom, the same is true for our own learning journey.  The last five years have been a steep learning curve with respect to the use of technology in the classroom.  I’ve moved to a more transformative and thoughtful practice because I’ve had time to explore its application and follow the results in the classroom.

Photo Credit: ASB
Photo Credit: ASB

Increasing the use of technology in the classroom to enhance teaching and learning has gone hand in hand with a shift in my own education philosophies and a shift in my role in the learning environments. The growth of accessibility to and diversity of tools and connections has led to an increase in the acquisition of information available to both students and teachers. Therefore, my role as a teacher has changed to a co-constructor and co-connector of student learning.

What’s been helpful throughout this time is the implementation of structures to support the intentional and appropriate use of technology to enhance learning.  For example, for the past four years my school has been auditing technology usage in the classroom primarily around the ISTE Standards for Students and also later Bloom’s Digital Taxonomy.  Data collected and analyzed with the support of tech coaches has allowed me to see the areas where I use technology the most and the areas that were missed.  For example, the data showed that students had many opportunities to conduct research for projects, create content, and to communicate and collaborate with peers in their class. However, application to a global community was lacking and there was no intentionality about digital citizenship.  This lead to the formation of goals in subsequent school years and I was able to ensure there was more balance to my program.  It also led me to seek out appropriate professional development to support me in my goals and that’s when I enrolled in COETAIL.  Goal setting in response to data and personal reflection has been key in leading change in my practice as an educator.  It helps in all areas of my practice, but was very instrumental with respect to a focus on the use of technology for learning.

This intentional look at technology usage to enhance student learning also helped me to choose a direction for my COETAIL final project.  I took an aspect of the reading workshop (Book Clubs) and a writing unit (Student Blogging) and transformed it with my new understandings of technology integration. I wanted to redefine Book Clubs in a way that could layer in multiple areas that I’d previously identified as my goals (global collaboration and digital citizenship) as well as enable me to apply what I’ve learned about  Visual Literacy, Connectivism, and Integrated Technology whilst hitting many of the ISTE Standards for Students.

Back in Course 2, I wrote about participating in Global Collaboration Project and that I’d like to organize my own.  Well I did just that with this project – on a small scale – but powerful none the less. Here’s the UbD plan which has all the planning documents linked in and any subsequent lesson plans that were developed along the way to support my learners.  

 

The Global Book Club project is officially done; however, the experience still lives on in the classroom. The biggest transformation has been the level of student engagement. It was like everyone sat up straight and rolled up their sleeves.  It came at the perfect time in the year as we, as a class, were very comfortable with our small group of peers. The new audience heightened everyone’s focus.  That is the power of audience. Here’s the final video which documents the main parts of the project:

There was lots of hidden challenges (hence learning) along the way that is not evident in the video. There was a huge amount of communication in getting it set up and maintaining the project.  Working around time zones, and different school schedules meant that skyping happened at weird times of the day.  Ideally, book club discussions using SKYPE would’ve happened during the Reading Workshop, but our schedules and times did not line up.  Students in China were heading home as we were beginning our Reading Workshop.  A great degree of flexibility was required by everyone involved.  Even the kids didn’t mind when they had to come in during a recess break to have their Skype discussion.  Everyone made it happen.

As well as feedback from students, teachers also provided feedback along the way and at the end.

“We had a fantastic time doing this project. I can not believe how much my kids and I learned in such a short period of time. The lesson ideas were great. I also noticed that the engagement was so much more authentic!. The students wanted to be prepared for the other groups. They experienced what it is like to have a responsibility to others. They were motivated to think deeper and create high level questions and responses. They really liked the Skyping piece. I was surprised how shy they seemed at first. However, they never mentioned being nervous, only excited. When we discussed the Skyping, they all wished they had had more Skype sessions. Maybe a Skype session at the very beginning would help with making group connections (I know scheduling is tough and the Padlet is a great alternative).”

The desired accomplishments of this unit were met in ways I didn’t imagine.  Students communicated their ideas using a variety of media.  In addition, the depth of their writing increased. Student blog posts are evidence of writers who can construct and organise blog posts about their reading and thinking whilst incorporating features of blog writing (e.g. hyperlinking) and showing digital citizenship (appropriate register of writing and correct attribution of image).  This blog post shows a reader who is going beyond the text with their thinking and supporting evidence.

Word Cloud
Created with Tagul.com with text collected from student feedback

This project created an environment in the classroom which grew student agency as a result of the authentic audience and through the use of technology.

12 Replies to “Global Book Clubs – Redefinition”

  1. This is such an excellent video! I am just about to begin Book Clubs and I really needed some new ideas. I appreciated you adding the standards and how you actually made this all happen. I am impressed by how your video covered all your based- very well done!

    1. Hi Kate,
      Glad you got some fresh ideas. I love book clubs in general so to take it to another level was a big reward for me. Good luck with yours.

  2. Hi Tracy, I really enjoyed watching your video- especially seeing the students enthusiasm for the books that they had read. Such a brilliant way to redefine book clubs. The survey also really helped to understand how the students felt about the project. I hope this is something you continue- it would be great to connect classes in the future! Thanks for the great ideas!

    1. Hi Amanda,
      Thanks for the feedback. I will definitely try this again next year as well as explore other collaborative projects. Let’s try to find a connection in the next school year.

  3. Brilliant! I’m already thinking about how to replicate this at the HS level. Thanks for sharing, and for being honest about the struggles. I hope you plan on doing this again next year–if and when you do, please tweet it out.

    1. Hi Tricia, I think HS students would respond really well to something like this. I say go for it.

      I’ll be sure to share out next year.

      Don’t forget about the #GRA16 – books have just been announced. This might be something your students would enjoy too.

  4. First, I love your idea. I saw it happen in our school as you worked with Jill in Grade 4. She and the students loved the project and are continuing on with what you shared with them. This is basically the goal, isn’t it? And those hidden challenges that you had have helped her move forward with this kind of project. I think this is a great project! Great job!

    1. Must say thanks to you for connecting me with Jill. She was great to work with and I loved working with her kids. I’m hoping the kids stay connected, but busy time of year so we’ll have to wait and see.

      In the future I’d love to do some more collaborative projects – I see some poetry projects in the making – wouldn’t that be cool to see kids sharing their poetry or creating together.

  5. What an absolutely brilliant idea @tracyblair. I am so impressed with the idea, the tools used, and the incredible learning for the students. I can only imagine the challenges you teachers faced. Did you know the teachers before the project began? It appears as if you were all so aligned. I think this is brilliant and certainly something I want to integrate in to my own practice!

    1. Hi Angela, thanks for the positive words. It was an awesome experience and one that I will devote the time to again even with the challenges. One of the teachers I’d work with before in a previous school (about 6-7 years back now) and he is a COETAIL grad. I got connected with the other G4 teacher from Dhaka by PYP coordinator Leah Bortolin. Great connections. I was very lucky to have supportive, positive and flexible collaborators.
      Highly recommend the experience – you’ll see student engagement go through the roof.

  6. I love this! I am doing a similar final project, but since I am not in the classroom I am doing a global book club with other administrators and educators. I took notes on your hidden challenges (learnings) for my planning. I love how you used your PLN to make connections. If you want to join in on my final project feel free join: link to docs.google.com!

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