Wikis is a great tool for collaborative work in the classroom. Students can work in twos, threes or groups to create a single document or they can work individually. In writing, wikis provide many opportunities for students to revise their writing from the brainstorming stage to publishing stage.Throughout these stages the students are ably assisted by their teacher(s), peers and other authorized collaborators who will make comments and suggestions. I believe this aspect is from important for students who do not get assistance from home. They are getting help from persons who know them and / or who are knowledgeable on the topics. These comments will provide them with ideas if they are lacking but mostly importantly it will motivate them to write. The more students write the more they will become fluent in writing and as the proverb says "Practice makes Perfect."
I realized that Wikis will encourage students to read the comments their collaborators have to say and they will also be encourage to read additional information in order to write about the topic.
My concern, however is, "How can wikis help Struggling Readers?" As an aspiring Reading Specialist and a teacher I have to teach those types of readers as well as train teachers to do likewise. I am open to suggestions from my fellow colleagues.
Just like you Esther, I am concerned about how wikis can assist struggling readers. I am playing around with the idea of incorporating a wiki into Language Experience Approach (LEA) activities. For example, a picture can be used to stimulate the students' interests and generate discussion. You can then use some words that the students actually say and teach them as sight words. After doing this you can have the students work individually or in pairs to post wikis to describe the picture. The students can start with a short, simple sentence using one or more of the sight words (chosen by you or the students) that you taught. It is important for the students to begin this way so that they can experience success. You can then have them post longer sentences and eventually a short paragraph, using the taught sight words to continue their descriptions.
ReplyDeleteThis kind of LEA activity can also be done after reading a story or even after showing a movie to the students. After lively class discussion, sight words, word families or vocabulary (again based on what the students said and expressions you would like the students to pattern) can be taught. Again, with your scaffolding, the students can post wikis about the story/movie, using the taught words, starting with short simple sentences and progressing to longer sentences and eventually to a paragraph or paragraphs. I think that this combination of seeing, speaking, listening, writing (posting) and reading their wikis and those of their peers might be a strategy that can be helpful to struggling readers. I expect that in time, when we thoroughly consider the possibilities of wikis and use them some more ourselves, we may find some innovative ways in which to use them to assist our weaker readers. I welcome further suggestions as well.
Please forgive me for not identifying myself on the above comment. It was posted by your humble servant, Beverly Phillip Le Gendre. I was in a rush. As the old saying goes,"More haste, less speed."
ReplyDeleteBeverly Phillip-Le Gendre
Since wikis are multidimensional tools which can be used in education, we as teachers can use them strategically to address the needs of audio, visual and perhaps even kinetic learners. With the wii technology now available we may be able to download some software which allows users to learn by using movement to understand concepts for example, motions of different parts of the body.
ReplyDeleteAside from the aforementioned possibility, pictures may be incorporated into our lessons to teach vocabulary. Students can be asked to first select appropriate vocabulary from the images presented, next do spell checks and finally create either simple or complex sentences to create their stories from the visuals (picture presented). Via wikis students can add more pictures, change the scenes or moods to develop the stories as they choose. The article “Radical Change and Wikis” presents us with some very interesting developments with students' writing as they make use of wikis.
Students also have the option to create avatars for their work when using the wiki. This can be a very effective functional aspect of the tool for incorporating a system of self and peer evaluation into classroom instruction. For example, students in the classroom can be asked to secretly choose their avatars before (say for example) a story writing activity. These will be in possession of the teacher (only) who will then give very clear instructions on the activity to be evaluated. An online rubric will allow all students to evaluate their peers without fear of being judged either in terms of expressing their true opinion or in terms of actually revealing who wrote what. As students get practice in this way, they will be less and less intimidated with the process of peer evaluation. The teacher would also get some practice in coaching and developing the peer evaluation and mentoring system
Just an add on to my previous note: I am just beginning to get the hang of all of this. It is however highly motivating to have an eleven year old niece who plays Simms and all those other video games. It allowing me to build up some related vocabulary!
ReplyDeleteHi bevplelegendre,
ReplyDeleteI recognized your blog name and thanks for your advice concerning the use of Wikis. When I was an Infant teacher I used to love using the Language Experience Approach in teaching Reading and Creative Writing. I found it was extremely helpful. Thanks again for reminding me about its use. I believe, like you, it would work great with Wikis for readers on a whole but especially struggling readers.
While reading I saw this research which is suited for struggling readers. It is entitled, "Storymate" which I believe can be adapted for use with Wikis. The gist of it is that struggling readers are required to chose and read a storybook that they will read to one of their younger sibling or cousin or neighbour at home.They however have to read it in class twice with a partner before reading it at home. They also have to retell the story which must include the story elements which could be done using wikis. I believe this Storymate program will assist struggling readers in their fluency (reading and writing),comprehension, vocabulary and self-esteem.In this program parents have an important part to play since they have to make comments on their child's reading to their younger sibling. You can read more about the Storymate Program in the book "Teaching Struggling Readers" by Richard L. Allington, Editor.It is in the chapter entitled,"Connecting School and Home Literacy Experiences Through Cross Age Reading."