This is the presentation that I gave today for the MPTC Div II and III. Collaborative ideas for all three sessions are in this post as well, so find your sessions ideas and get writing, due date is Friday March 14th. If you have questions or concerns, please email me!
Class Novel for Division II & III
From the High School session this morning:
From the Division III session this afternoon:
From the Division II session this afternoon:
Here are the story details we came up with from the “Writing a Collaborative Class Novel” session today. Remember, I will create our final compilation if we can get at least 5 stories together and submitted.
Rook from a chess set
-metaphorical barrier or something that frees you
-made of wood
-once owned by a great man
-under the chip, other colours of paint
-talks, has a history with
-found the piece in the park
-missing a piece of his ear
A great man
-has a stutter
-world champion chess player
-leads a solitary life, antisocial
80 year old Ex-con
Tattoo that says ‘checkmate’ with a yellow king and a purple rook
7 year old girl who likes to paint
Dying of cirrhosis of the the liver
Settings and overall story lines are up to you, we discussed some initial plot lines in the session. The only requirements for your story is that it involve the Talisman and at least one of our characters. Due date is Friday March 7th.
If they think it, they will learn
I love speaking at teachers’ conventions because it gives us as professionals some time to have deep meaningful discussions about our practice and the time to reflect and process those discussions without having to run off and teach a class afterward. One of the sessions I am presenting this year (writing a collaborative novel) inspires some great discussion around the use of time in our classrooms. Teachers are often hesitant to start big collaborative projects because there is so much that can go awry with the processes and results. We feel it is better to dole out learning in small, digestible chunks and ensure that students eat each piece. What we miss in this perspective is that it does not give students the comprehensive picture of the discipline they are learning. Inspiration is the driver for learning, and if we can inspire our students, they learn with hardly a lesson from us.
I would rather inspire students to drive their own learning than to be docile and ‘receive’ their learning from me. I want curiosity, spark, innovation, passion in learning, as I’m sure we all do. However, that kind of learning is messy and takes time, time that we often assume we cannot take. When I was on the fence about project-based learning, about our ability to write a novel as a class and the time it would take, I thought how can I reach all of those outcomes I have to reach spending this much time on one section of the curriculum. Yet when I sat down with a plan to make it happen, and I saw the students engaged in the work, it was easy to check off sections of the outcomes, because they dove further than I could have hoped, they involved themselves as I wouldn’t as an adult. Our students, when inspired, will make a project a 24-hour a day obsession and give you everything they have.
If we can inspire them.
That ‘direct teaching’ part? It still exists in a project-based classroom. Here’s the difference; instead of me sitting down to ‘teach a lesson’ and keep passive students engaged, students want the information because it helps them progress in their projects. It’s a wonderful shift for students and inspired by inspiring them to think, instead of forcing them to ‘learn.’ They are asking me to support them in finding information, solving problems; and I get to be a learner too!
Thanks for reading, and have a great day!
As with my other recent posts, this is a presentation given for a local teacher’s convention in Alberta, this one for the Calgary Teachers. My presentation on Scribd can be found here:
This presentation is focused on working together in the classroom to meet our goals for young writers by having them consider and write long-length fiction. This process is highly effective in allowing students to understand the craft of the writer and overall structure of extended fiction. We collaborated in the session on a truncated process like the one that may be used in class. Forthcoming will be a series of stories based on the following details we created. Check back to find an updated post including the stories and final product.
- sage like elderly man
- long beard
- isolated hermit
- elderly woman
- separated from Ralph in separate huts same forest
- young hero
- poor bumbling girl
- pure heart
- conniving Uncle to Sally
- bald, goatee
- local mayor
- Sally’s friend/pet
- miniature talking ox
- ridable by Sally
Talisman (object of power or interest)
- golden orb
- size of an apple
- Forest with huts
- Town (medieval) Wexlin
- main square or plaza
- town hall
Our connecting message (theme)
- collaboration to accomplish a goal