Digital+Story+Telling+Year+7

= 2010 Digital Story Telling = Year 7 **'To provide our students with the emotional and cognitive resources to become the 'confident, connected, life long learners'; the vision of the NZ Curriculum.** The important thing is to infuse the Key competencies into every thing that happens at school and not see them as a 'bolt on'**.** Such capacities, or dispositions, need to become part of the culture of the school**.** It is about what Claxton sometimes calls 'learnacy' **-** the openness to continually learn. This 'learnacy must be at the forefront of all teaching in any subject area. Powerful thinking classrooms could have student generated 'What to do if you are stuck' charts. How do your students see their ability - one fixed by birth and set for life ( a 'fixed bucket') or one that can be continually expanded ( a 'learning muscle'). **The // ' //** mindset' a student holds will effect all their future learning - or non learning **//. //** We need, he said, to ask our students about their mindset about learning**. '**Bucket thinkers', high or low achievers, do not like taking risks for fear of failing. 'Learning muscle' students are 'have a go thinkers'**.** Both teachers and students need to know what habits of mind ( learning muscles) that they need to exercise, stretch and strengthen. All students can develop their learning power. The challenge for the teacher is to introduce content as a means to develop learning power or habits of mind. When we introduce content to our students they need to experience it as a means to develop such habits, to be skeptical and questioning, to use their imagination, develop empathy ( what Kelvin Smythe call a 'feeling for') as well as in depth understanding. This is process and content. Adapted from "What's the Point of School" Guy Claxton media type="custom" key="6219785"
 * 1) Discuss with students the qualities of a powerful learner. Students can assess themselves on this list.
 * 2) Replace the word "Work" with "Learning"
 * 3) Develop learning intentions that introduce content as a means to develop learning power
 * 4) let students observe the teacher struggling through a problem

Key Competencies
Learning to Learn Reflecting on what has been achieved to plan improved performance ||< __**Using language, symbols and texts**__ Recognise how choices of language and visual images affect people's understanding and how they respond to communications. Confidently use ICT to communicate effectively with others ||< __**Relating to others**__ Work in cooperative ways, manage and resolve conflict. Support, contribute and fulfill responsibilities to others ||< __**Managing self**__ Set and achieve goals. make plans, persevere, take increasing responsibility for learning, work independently. ||< **__Participating and contributing__** Interact and contribute to a productive group ||
 * < __**Thinking**__

=Context : Narrative=

Resources
Kedgley movies 2010 on Kedgley Intranet : Digital Stories Internet Examples of Digital Stories Exemplars: Capturing Community: Adrian Nava age 12 The Power of Word : Jessica Bahena age 14 Border Crossings: Diego Conti age 11 Digital Story from the UK

An introduction to digital storytelling and how it can be used to advance learning and literacy in the classroom. Jason Ohler's website for teachers

Examples of stories for retelling: Intranet site : Maori legends. Story images are prepared for copying. Classic stories from Arabian Nights, Hans Christian Anderson

=Lesson Plan=

1. Introduction to ICT
Learning intention: I am learning to talk about what we learn in ICT.

Activities
email ||= Keynote finish Skype ||= Venn diagram activity identify technologies ||
 * = Activity 1 ||= Activity 2 ||= Activity 3 ||
 * = Keynote intro

2. Digital Story telling
2.1 Watch and discuss Digital Story exemplars. How do the storytellers communicate how they are feeling with us? What do we need? Discuss resources students need to complete their digital stories.

2.2. Using the camera: Activities related to using the camera effectively, using different shots and angles

2.3. Work through the movie-making process with teacher modelling and structuring each step

2.4. Work independently through the movie-making process

The Movie-Making Process

 * Idea || What will my story be about ||
 * Make the idea into a story || The narrative structure ||
 * Storyboard || Storyboard the narrative into specific camera shots, detailing how the camera ill be used ||
 * Photos || Shoot the photos according to storyboard ||
 * iMovie || Make the photos into a movie ||

Additional activities DLO: Using the Camera: Lights Camera Action: Camera ||
 * Camera skills || Students will become familiar with basic camera shots. "How we hold, position and move a camera can in large part determine how viewers think and feel about what they see. Camera angles are the adjectives and adverbs of video grammar" (page 212 Digital Storytelling in the Classroom)
 * BadgeMaker || BadgeMaker Students add their photos to an ID card. This is an extension activity for those students who complete the camera skills activity. Kedgley has an education account ||
 * Animoto || Animoto Software creates a 30 second animated video incorporating student's photos, allowing choices of effects and music. Kedgley has an education account ||
 * VoiceThread || VoiceThread sign in as room14@kedgley.school.nz (password village9). Another opportunity for students to record their story, with a single photograph or image, chosen with the principles of visual language. Click on VoiceThread Poems in the left column of this page to see an example of VoiceThread from Kedgley. ||

Assessment
Using static and moving images, students should: Level 1: Sequence shots and provide verbal links Level 2: Use verbal and visual features to communicate ideas or stories using layout, audio, video, still photography Level 3: Combine verbal and visual features to communicate ideas or stories, convey an idea or a mood