I recently had the opportunity to take part in the Global Read Aloud this fall. It is facilitated annually by Pernille Ripp, a teacher in Madison, WI. Leading a group of 4th graders, we joined many other classrooms online who were also reading The One and Only Ivan by Katherine Applegate. It is the fictional story of a gorilla named Ivan in captivity for almost 30 years, told from the perspective of Ivan. It is loosely based on a true story (the real Ivan recently passed away).
What was unique about this experience was technology was used to support and enhance the story as I read it to the students.
Every classroom involved received a code to join The One and Only Ivan group on Edmodo, a safe social networking site for students and teachers. As you can see, it has a similar look to Facebook, which helped us make sense of how it worked regarding posts, links, tags and other terminology.
We visited this site every time we read. However, we spent a lot more time actually reading than posting and responding. My purpose was to show students that social media can be a great tool for learning, as long as it is used responsibly.
While we linked with other classrooms on Edmodo, we also created a KWL on Google Docs. In it, students identified what they thought they already knew about gorillas, what they wanted to know, and what they had learned. I showed students how to bookmark this document in the browser so we could quickly go to it when needed.
Yes, feces was something they wanted me to write down.
Students developed an understanding through the use of a Google Doc that learning is not static, that it is ongoing for lifelong learners. For example, we would revise information once we learned that it was not entirely accurate. In addition, we were able to post our doc on Edmodo as a link to allow other classrooms to view it and even make comments if they wanted.
One technology tool we discovered from another classroom through Edmodo was Wallwisher. This is a virtual paperboard, where people can post responses to a question or suggested topic. The question we posed to ourselves was, “Is it better for an animal who has lived in captivity to go back into the wild?” Here are their responses.
I was impressed with how thoughtful and thorough their answers were to this question. What facilitated this impressive display: the technology, the question, or the book itself? It could be a combination of all of these that created a more authentic learning experience.
Some people have a lawyer in the family. Others know a plumber. I have a primatologist.
My cousin (pictured in the screenshot below) spent a substantial amount of time studying primates in the jungles of Africa. Now an environmental scientist at the Field Museum of Chicago, she wholeheartedly agreed to visit our classroom and answer questions about silverbacks through Skype.
Prior to Skyping, I shared our questions with her by emailing our Google Doc link. She provided some excellent information for us, knowledge that we just could not have easily accessed without the aid of technology. The students also had an opportunity to ask her off-the-cuff questions, such as “Are you drinking coffee?” and “How did you get that Howe shirt?”.
The Global Read Aloud was an excellent learning opportunity. It enhanced our read aloud experience and modeled for students how to draw upon a variety of resources and experiences in order to become more knowledgable and responsible citizens. The technology tools were great, but they only facilitated what was more important: The connections we made with other people from around the world. Thanks go to Mrs. Ripp for making this happen.