Gena+Journey

[[image:final promos.jpg]] Starting Stories


//Journal of my Journey//

1. Update: When I started out with our digital storytelling group, I had a skeleton lesson plan and an agenda for the direction I wanted to take the class, but it only took two class meetings to realize that if the goal was for the kids to truly move independently through their learning, then I needed to just set the parameters for how our class would work together, let go of my agenda, and 'create' one together with the class to fit the direction they wanted to go with digital storytelling.

2. Learning: my thinking has either shifted or taken shape in ways that are completely new to me. Here are some thoughts. learning to occur. We need a comfortable basic familiar structure to operate in, where everyone comes in and knows what to expect, and awareness of a time frame to gauge effort for individual planning. For example: come in, have 'together' time (talk about where we left off, request buddy help time, etc.), get to work on our particular phase of the project, request/provide peer expert support, then meet 10 min. before end time to reflect & plan for the next time. Kids leave and I make notes to remember what they will need next time. putting a partner in a hard spot, and allows for the needed flexibility so we can support each other's learning). to complete. The first semester class worked on a whole class digital storytelling project, and chose project-parts to be responsible for either individually or in partners. The second semester students are working on individual projects, but still need the same type of peer expert support that first semester students provided tor each other. The agendas are different, but the agreements on group dynamics and collaboration will be the same.
 * It's not about completely letting go of structure altogether, but the group only needs a basic parameter to operate within in order for true
 * The group needs to create a chart of our 'agreements' as the basis of our community building (prevents abandoning project at crucial times and
 * Agenda: since each class group is different, it only makes sense to co-create an agenda with each group to fit the type of project they want

3. Major Ahas: > At what point did it happen? Was it so gradual that I didn't see it until the contrast with the incoming group made it obvious?
 * One is what I have observed in the second semester DST class, composed of both first-semester returning students and new incoming students. The first-semester students exhibit the concern, patience and empathy needed to make sure that everyone will learn and be successful, and they model the commitment to problem solving using what they know and the persistence to figure out what they don't know.
 * Another is that my idea of success has shifted. Beyond the brilliance of a project idea, I see the value of the excellence brought about through the collaborative work of a group of experts whose agenda is the success of the group's goal.
 * One last Aha: it continues to be a very 'messy' learning process as my students try the technology communication tools we have available to give their creativity a form, and as I take on the challenge along side them. And I still don't have the know-how and all the answers.

Highlights of Our Journey
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