Collaborative Novel Writing Presentations for MPTC

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:

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From the Division III session this afternoon:

IMG_6442 IMG_6443

From the Division II session this afternoon:

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Writing a Collaborative Classroom Novel: A Presentation

Screen Shot 2014-02-15 at 10.39.22 AMAs 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:

http://www.scribd.com/doc/207208600/Writing-a-Collaborative-Class-Novel

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.

Ralph 

  • sage like elderly man
  • long beard
  • isolated hermit
Gertrude
  • elderly woman
  • cantankerous
  • separated from Ralph in separate huts same forest
Sally
  • young hero
  • poor bumbling girl
  • simple,plain
  • pure heart
Bruno
  • conniving Uncle to Sally
  • dark
  • eyepatch
  • bald, goatee
  • local mayor
Little
  • Sally’s friend/pet
  • miniature talking ox
  • ridable by Sally
Talisman (object of power or interest)
  • golden orb
  • size of an apple
 Settings
  • Forest with huts
  • Town (medieval) Wexlin
  • tavern
  • main square or plaza
  • town hall
  • market
 Our connecting message (theme)
  • collaboration to accomplish a goal

Lev Vygotsky's Zone of Proximal Development: A Lesson

During my Masters program, I had the fortune of doing some in-depth study of the work of Lev Vygotsky, particularly in the area of the Zone of Proximal Development. What I wanted to share today was a lesson that myself and my peers developed for teaching the concept to other Master of Education students in our class. It was well received, and I thought others might benefit from it as well.
We started the lesson with an overview of Lev Vygotsky and his life, including the development of his theory. We had the voice of Lev narrated by another student who is a professional voice actor, and animated Lev’s face to narrate his own life using the app Photospeak, which is a blast to work with. What we really liked about this part of the presentation, is that there really was a sense of the ‘history’ of Lev’s work in the presentation with his photo ‘talking’ to the audience.

Once the group had an overview of Lev and his history, We wanted to create some activities to highlight the idea of ZPD. My portion was a hands-on activity in whichI discussed with my students the familiar game ‘Rock, Paper, Scissors.’ We discussed that this was a common game that most people in our culture understand. I added that we were going to expand on their understanding by adding new options to the game. I showed the group this ‘instructional video’ with the basic rules.


One of the groups asked to see the video several times, and with each group I rehearsed the new learning by showing each of the options and asking the group which other option ‘beats’ it. After this rehearsal, I had each member of the group practice the new moves to ensure they were clearly shown, and then played a tournament to see who our ‘Rock, Paper, Scissors, Lizard, Spock’ champion was. It took only a couple of rounds of hesitation before the new moves became fairly well incorporated in the game and the new learning was comfortable for the students.

Zone of Proximal Development Graphic

This image show the teacher’s role in the zone of proximal development for students.

Once we moved back to the classroom and we were able to debrief, I showed this image to the class and described that the linking to a common understanding (the initial game) was key to Vygotsky’s concept, and that the initial discomfort the groups felt as they watched the video and started to practice the new game was the zone of proximal development. I knew learning was successful for the group once they lost that initial hesitation and were able to complete the tournament.

We have to remember that learning is generally not a comfortable process, and is often downright frightening for students. If we are not linking and rehearsing new concepts, students may not even be willing to attempt the new learning. It is our approach as teachers, and our ability to scaffold students to the zone of proximal development that makes all the difference to learning.

If you wish to use any of these materials with a link back to this site as attribution, please feel free to do so.

Project-Based Learning: Writing a Class Novel

I recently had a request on #ntchat to share a project that I have done many times over in High School English.  Writing a class novel requires an investment of time and a great deal of organization, but overall is a tremendous experience for your students, and one that can fundamentally change the way that your students look at literature. Not only is it a great team-building activity, and one that forces students to work through differences in perspective, ability, authority and discipline, but it is also a TON of work that students are willing to do because of the desire to reach the final product.

The Project

I always start this project by letting students know that we are engaging in one of the hardest acts of writing known to man, and that they have the chance to achieve something that few people ever do, and even fewer classes take the time to experience.  Now that I am more familiar with the process, I actually let my students know at the beginning of the year about the project, and that we will be working harder to complete the rest of our work and build in time for this activity.  On the assignment sheet (posted below) you will see I have listed some outcomes, but ultimately the project reaches far more standards than I could assess and the students even realize, so I simply chose the ones that matched up with what the students needed to fulfill at that point in the course.

http://wp.me/a31Gro-62

In the assignment sheet, you will see that the project functions around three central parts: Brainstorming, Planning and Writing.  Students assume different roles through the process, and some of those roles do not run concurrently, so it is important for you to plan that some students will need to complete other tasks at various points in the process.  Personally, I like having the students do some research on novel writing, structure and process during the unit to round out their knowledge.

Brainstorming

In this portion, I have students come up with general ideas for the novel.  I have done this several ways.  I have chosen two students to facilitate class discussion, with the ability to veto and modify ideas, but create a list of possible choices.  Alternatively, I have had students come into class after a night of contemplation with an idea that they have vetted through several other students, so we come up with 4-5 solid ideas to discuss as a class.  Either way, I generally give a class or two for this initial choice of topic, as it is important that most students are interested, and that the idea is fleshed out enough to begin work.  I prompt the students with a plot diagram and have them think about some of the characters, the twists and turns of the plot, what makes the story original, and the importance of time and place.  As all of this information is handed over to the committees, it is important that it gives a good starting point, but is not too prescriptive to work with.

Committees

I generally set the committees based on the abilities and need of development in the classroom.  The committee work days are some of the busiest for me as a teacher, and some of the busiest for the runners as well.  I will let you read the various roles on the PDF above, but the runner is the most essential role to working with the committees, and they must be engaged students who want to see the project work.  This is not the place to put students you are not sure about.  They must be able to resolve conflicts between the ideas and changes necessary in the various sections, and they must be constantly listening to the groups and aware of what other groups will need to know.

Writing

The last few times I have done the writing process, we have been able to collaboratively work with a Google Document, which is a much simpler process than having separate files for each chapter group as I had done in the past.  The idea of the writing groups is that the plot is divided into logical chapters that groups are then assigned to write.  They use the information from the committees to ensure consistency in the novel.  For this reason, it is essential that character descriptions, setting layouts and plot descriptions are thorough.  If these sections are not completed well, students will have trouble maintaining consistency in the novel, and details become confused.  However, if done well, then students will be able to follow the story throughout, and the editors will have a much easier time in tying the novel together.

Another advantage of the Google Doc is the ability of students to review the sections before and after them to ensure that the novel blends well together.  This is by far the most difficult area of the novel to do convincingly, and the Editors do a great deal of work here as well.  However, having students in groups consistently check with and read over sections before and after their work will pay great dividends in the end.

Editing

While it may be tempting to have many editors, in my experience one or two exceptional students will do a far better job, as they read the whole novel to make sure it all works together.  Generally, if they wish I will print off a copy of the draft novel so they can write directly on the draft and do not have to read the whole thing on a screen.  I generally give them a weekend or longer time period to complete the edits, and then they can return the drafts to the chapter groups for final edits.

Publishing

I use Lulu.com to publish my books.  My district has a policy that does not allow for the sale of student books, so I simply produce the book as an independent run, and offer the students the ability to purchase the book at cost.  Depending on the rules your own district has, I have thought that offering the novel for sale might work as a fundraiser for your department or school might be a great real-world use for this project.

Results

I have had varied results with this project depending on the students in my class in any semester.  There are times when the project doesn’t get all the way complete, and publishing is not an option.  There are times when the ideas the class came up with hit stumbling blocks, and we’ve had to go back to planning half way through the unit, and there have been times when the whole project has run perfectly.  However, one consistent takeaway has always been present; student learn much more about the novel form and understand literature much more after doing this activity.  I have had students respond after this unit and tell me that they were never able to understand how a novel works until this project, and they were so happy to finally ‘get it.’  I do multiple novel studies in a semester, and the responses to literature present after this project are consistently more insightful and deeper than prior to.

Overall, this project has become one of my favourites. Though the time investment is high, many teachers tell me they could not fit in a month for writing a novel, I believe the learning more than offsets the cost.  My advice to teachers trying this approach is to be flexible and seek to inspire learning, not push for completion.  You can’t undo the learning that an inspired student engages in by not completing a project, but a student being pushed to completion will never reach it in the first place.

I have given presentations on this process as well, and this PDF gives an overview of that presentation, it may help clarify some of what I have discussed here, and offers the research behind the process:

https://mrkeenan.files.wordpress.com/2013/03/collaborative-novel-project.pdf

What do you think?  Would you like to try writing a novel as a class? What do you need to make it happen?