While I, too, usually like to have a paper copy of "how tos", in my Flash
classes everything we do is on our wiki. I have a "how to" page for each
feature taught, but more important, each student has their own wiki page.
Besides using their page as a portfolio of their creations, they make
written entries on a regular basis.=20
Their writing consists of both reflections about their animations and
progress, but also as notes. After we've explored a new feature in class,
they have a few minutes at the end of the period to write themselves note=
s
on how to use that feature. I then review their wiki pages and leave them
clarifying comments.
The upshot has been that we do not need paper handouts, and they learn
over the year that directions are available in my words or their words (o=
r
the words of their classmates).
There are definitely times for which paper is more convenient to the
learning process, and definitely students for whom paper facilitates thei=
r
learning. However, I think it is worth the time to try and retrain both m=
y
and my students' habits to see if paperless is effective for some/all of
them/us. I don't say this so much for support of going green as in just
trying to see if we can take more advantage of the tool, in this case
laptops, which pervade the daily lives of our 7-12 graders. Ironically, i=
t
would be more difficult for me to help teach the kids organization if my
class was paper based. With everything being present on the wiki, it is
easier for me to see their thought process, see how they organize their
page, see how they use their words, and ultimately, easier for me to
provide feedback and help them see their own learning process.=20
Whoa, thanks for your post =E2=80=93 didn't realize I had this much to sa=
y about
the topic!
Cheers,
Laurie
A forum for independent school educators <ISED-L@LISTSERV.SYR.EDU> writes=
:
>With all the push for us to go "green" and as paperless as possible, has
>anyone thought about whether or not this really works for the kids?
>I tried starting out the year by not giving the kids any handouts, telli=
ng
>them that they were all available online. Even showing them where to get
>them. It doesn't seem to be working. Or where it does work, it works
>because
>they're printing out the handouts for themselves to have in front of the=
m
>to
>refer to.
>I know from my own experience that if I'm trying to follow instructions =
on
>how to do something on a computer, it's much easier to have those
>instructions printed out on a piece of paper I can refer to as I'm doing
>the
>work. Going back and forth between screens on the same computer just
>doesn't
>work for me. And if it doesn't work for me, why should I believe it will
>work for my students?
>So I've started writing and giving out handouts again. But there's a new
>twist to it. Now I make them write their names on the handouts the momen=
t
>I
>give it to them, and if I find it left behind or on the floor somewhere,
>they lose points for it.
>I just wrote a whole piece on this, that goes into greater detail, for m=
y
>blog at http://wordfromg.blogspot.com.
>--
>keg
>=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
>Keith E Gatling
>Email: keith@gatling.us
>Blog: wordfromg.blogspot.com
>Website: www.gatling.us/keith
>The fact that I'm open-minded doesn't mean that I have to agree with you.
>=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D
>[ For info on ISED-L see http://www.gds.org/ISED-L ]
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