When assessing digital stories the criteria need to be clear. Having a rubric to assess the digital story is important for the students and parents to know. A rubric will show how it will be graded and the quality of work that needs to be produced. Developing the rubric needs to include the planning process and development, social interactions, and final presentation. The descriptions need to be clear so that the students can set personal goals.
Allowing the students to do a self-evaluation will help the students critically think about their work. They will be able to assess their final presentation, team work, and overall project. This will self-interpret their role within the team and project.
The "Digital Story Assessment Traits" is a good start to building a rubric. Each project is unique and the traits will need to be modified accordingly. The initial list will help the teachers develop a rubric that is focused.
Chapter 5: Thinking About Story
The story core has a significant part within DST. It has multiple pieces that develop the story core. (1) There needs to be a challenge or question that the main character is struggling with. The challenge throughout the story will build and create tension. (2) The challenge causes the main character to internally struggle and eventually transforms. (3) The closure of the DST occurs after the struggle. At this point their is a resolution to the struggle.
The teacher will need to introduce the story core to the students. The development of it is important to the DST and reading and writing literacy. By having multiple examples the students will be able to develop their own story core to their DST. Using the following "Story planning" strategies will assist in the development of the DST: (1) have an idea, (2) story core, (3) story map, (4) script, and (5) storyboard. The strategies will help the students build and plan as one unit instead of jumping and skipping important steps. When thinking of an idea, think of something that can be relatable.
A story map allows the teacher to see into the mind of the student. Story maps build the entire story and show the events that happen. The teacher can question the creators and character choices and actions. They will be able to dissect and build the characters and story prior to creating it.
Chapter 6: Applying Story Maps
Story maps sequences the events within the story and how each event play a part in the development of the story's plot. It can show where the story needs to be stronger and in need of more detail. It can show where the conflicts and struggles need to be more intense. Story maps is the basis of where the digital story builds.
Conflict and struggle builds the story and keeps the audience intrigued. I enjoy conflict and drama within my stories or media. They keep me interested in the story because I want to know what happens next. I become invested in the story and the characters. If the audience is not interested, you will lose them. Keep the audience intrigued with conflict and struggle. Keep them at the edge of the seats wanting more.
The resolution leads to closure. The closure of the story needs to wrap the story up. The closure is the last piece of the story and the last thing the audience sees. They are able to interpret the ending and can tell whether if it was appropriate the to the story's plot. For me, the ending is one of the most controversial parts of a movie or story and most memorable.
Video 2: How to Make a Lanyard
Blog Post feedback--In chapter 4 I appreciated the author's comment to focus on only a few criteria from a larger list of criteria when grading. I think that if students have the larger list it helps them know the larger picture but focusing on a few items allows them to improve various facets of their stories. Like you, I appreciated his description of what "artifacts" from the process can be used to help evaluate how the students did.
ReplyDeleteVideo Feedback--I really like your camera angles. Your choice to sit on the floor made struck a friendly tone and I want to know how you filmed your hands without your head getting in the way!!! I think the background for your beads and other small objects helped make it easy to see what you were doing. Nice job!
Hi Natty,
ReplyDeleteYou said: "The strategies will help the students build and plan as one unit instead of jumping and skipping important steps. When thinking of an idea, think of something that can be relatable." I thought your thought about asking students to think of something relatable, was a good idea, so that they think of something deep that warrants a story.
Deb
Hi Natty,
ReplyDeleteYou said: "The strategies will help the students build and plan as one unit instead of jumping and skipping important steps. When thinking of an idea, think of something that can be relatable." I thought your thought about asking students to think of something relatable, was a good idea, so that they think of something deep that warrants a story.
Regarding your video: I thought your choice of background was colorful and appropriate for what you were teaching. I loved the table top and assume you painted it yourself. I also enjoyed hearing how to make a lanyard. You were clear and provided nice timing and smooth and clear identification of the steps. Thanks.
Deb
Hi Natty,
ReplyDeleteYour video was clear and so easy to follow! The way that showed and told about how to do the crimping bead made sense and I know I will remember it when I give it a try during summer projects :). I like that you left in your visit from Coobah, being dog typical.
After viewing this, I'm wishing I had put the visual step screens in between steps like you did. I got freaked out on movie length and took them out, but is better w/them in...
Good job!
Natty,
ReplyDeleteStories definitely need to have some sort of climax, or tension to keep the readers' interest. Without the buildup of intensity, the story will become just a collection of events that don't lead to anything or create an excitement within the reader. By following a story map/diagram, the writer can ensure that the necessary parts of a story are in place.
I like your idea about self-evaluation: "Allowing the students to do a self-evaluation will help the students critically think about their work. They will be able to assess their final presentation, team work, and overall project. This will self-interpret their role within the team and project."
ReplyDeleteOn the video I like your preparation table, and would have liked to have seen and known a little more about each item as you presented them, but of course it would have made the video longer. Good transitions.