Digital Story Telling with feature guest Lawrence Mak
Thanks to Lawrence Mak for sharing this great project with us!
Here is something that I could never have done without wikispaces.
Last year, our class was able to make a collaborative novel. Someone else in the 1 to 1 Laptop program actually published a novel that the class worked on, and it took him all year. I thought that was a pretty cool idea, so when I got the laptops for the second half of last year, I attempted it using a wiki.
We had a group discussion and came up with three different characters (all middle school age so it was easy for them to relate). We came up with a general plot with the theme of conflict resolution (problem solving was a goal last year and still is this year) and bravery too.
So we brainstormed ideas of what things could be happening to these three very different kids. We came up with an overnight camping field trip where these three characters got lost from the rest of the class and had to overcome their differences to make it back safely. We brainstormed other twists & turns, and I took all these ideas and made 25 chapter divisions (one for each student to sign up for) so each chapter dealt with one small part of the story.
Before writing I taught them thoroughly about quotation marks, using direct quotes, and paragraphs. Students then wrote their individual chapters. Then the idea was for students to check and edit each others’ work (especially the one that preceded their own chapter for continuity’s sake). It didn’t work exactly to plan because we ran out of time in the school year. You can check out this “un-named” class novel here.
Thanks again for sharing this with us Lawrence!
Here are a couple other links to check out for Digital Storytelling:
The 1001 Flat World Tales Writing Project is a creative writing workshop made up of schools around the world, connected by one wiki. This blog will be the home to the award-winning stories from each group of schools that participate in the workshop, different topics, different grade-levels, different cultures, brought together by the power of stories. So, enjoy the tales, click around, meet the authors — and check out their blogs!
You will find 50+ web tools you can use to create your own web-based story. Again, the mission is not to review or try every single one (that would be madness, I know), but pick one that sounds interesting and see if you can produce something. I have used each tool to produce an example of Dominoe story and links are provided, where available, to examples by other people.
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Did you miss an edition of Digital Magic? Is there one you want to look back on again? Here are all the editions of Digital Magic in reverse order, (most recent first).
Have a great week!
‘The Rules’ and ‘The Reasons’,
‘The How’ and ‘The Why’
for Multiplying Integers.
I uploaded a couple pages of my Math Model Book for a ‘Pair-a-Dimes’ post, “Assessment & Rote Learning: Math Conundrums“… and thought I would share these very practical resources here.
The first page has The Rules for Multiplying and Dividing Integers.
Next, using counters, I look at Why the Rules for Multiplying Integers Work*. I call this lesson “Why is a negative times a negative a positive?” and slowly build up to this at the end of the lesson. I enjoy seeing the a-hah moments in students when they finally understand this concept.
*It is very important to have pre-taught the concept of zero before this lesson, (the same negative and positive number together cancel each other out: together -4 and +4 = 0).
But what about division you might ask? I find this harder to show with counters so I usually explain that every multiplication question has two equivalent, related division questions:
If 3 x 4 = 12 Then 12 ÷ 4 = 3 and 12 ÷ 3 = 4
So if, -3 x -4 = +12 Then +12 ÷ – 4 = -3 and +12 ÷ -3 = -4
This makes further sense to students when they realize that multiplying two integers with opposite signs = negative, and they can see that the same rings true for division as well.
A round table has four deep pockets equally spaced around its perimeter. There is a cup in each pocket oriented either up or down, but you cannot see which. The goal of the game is to get all the cups ‘up’ or all the cups ‘down’. You do this by reaching into any two pockets, feeling the orientation of the glasses, and then doing something with them, (you can flip one, two, or none). However, as soon as you take your hands out of the pockets the table spins in such a way that you can’t keep track of where the pockets you have visited are. If the four glasses ever get oriented all up or all down a bell rings to signal you are done. Can you guarantee that you will get the bell to ring in a (maximum) finite number of moves, and if so, how many?
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Please feel free to post questions or your best answer in a comment… but do not ruin the challenge for others by explaining how you got to that answer here! If you feel compelled to share your method, please do so by contacting me. Thanks!
You have two glass orbs of equal strength and a 40 story building.
Your task is to determine the highest floor from which you can drop an orb without it breaking.
What is the least number of drops required to do this?
Both orbs may be broken in order to determine your answer.
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Please feel free to post your questions or best answer in a comment… but do not ruin the challenge for others by explaining how you got to that answer here! If you feel compelled to share your method, please do so by contacting me. Thanks!
Image: ‘Sphere_2720’by doviende