publishing

Put the kids in charge

There’s nothing quite like the intensity, the chaos, the one-crisis-after-another, the sorry-I-can’t-help-you-go-find-someone-who-can, the exhilaration, jubilation and exhaustion of the first day of production in a middle school broadcast media class.

My brand new group of 7th and 8th graders had met six times in the first couple weeks of school (90 minutes, every other day) and our audience was antsy for a show. Our news program delivers the daily announcements to the staff and students, and at the start of the school year there is a lot of information that students need.

KTV Sports/Weather Studio

Adjusting the sports/weather camera and tele-prompter.

So after just six class periods of training 12- and 13-year-olds to write scripts, create graphics, film and edit video shorts, set up cameras and lights, read from (and pace) tele-prompters, load media onto a TriCaster, manage the audio, direct the anchors, and operate a video bus and TriCaster during filming (which includes green screen technology, switching between four cameras and four student anchors, and incorporating graphics and videos during filming), it was time to get our first show on the air.

Anchors and tele-prompter manager.

7th grade student learns to pace the tele-prompter for the KTV news anchors.

Suffice it to say, chaos reigned. The script team struggled with the language of dates (“If I’m writing the script today for a show that airs tomorrow, which day is “today,” which is “tomorrow” and what is “next week”?); the graphics team spent far too much time looking for just the right “labeled for reuse” image for the Icebreaker Dance announcement; the producer couldn’t find camera angles that worked for students under five feet tall and those well over six feet; the floor manager nearly fried her Fitbit chasing down graphics and videos from computers all over the classroom and delivering them to the tech team; the audio team assured us the audio was fine (but, par for the course, it was not fine at all); the bus operator kept switching to the wrong camera at the wrong time; and the TriCaster team fought the never-ending battle of green fuzz around the anchors’ heads.

Graphics team

Students learn to create graphics for the KTV news show.

But when the bell rang for lunch, our first show was finished, uploaded to YouTube and tweeted out on Twitter. And the best part? The kids applauded, slapped high fives, and walked out of the classroom taller, prouder and more confident than they had felt that morning. That show was theirs, warts and all, and they knew that they had a part in its production. (Click below to watch our first show of the 2018-19 school year.)KTV

In my 25+ years as a middle school teacher, I have never seen a class that inspires students to take responsibility, invest in their work, own their efforts and develop confidence like I see in this broadcast media class. And I’m pretty sure this happens in large part because I can’t answer all their questions and I can’t solve all their problems. There are far too many tasks and far too many crises for a teacher to be in charge. No, the smartest move I made in that class was to tell them from day 1, “I will not be able to solve all the problems, so don’t ask. Find someone who can help you.”

KTV job board

It takes all hands on deck to produce a daily news show.

KTV tech team

Students run the entire show, including the bus, TriCaster and audio.

It’s not easy to let students struggle, to watch them fail, but when I don’t step in to help, they collaborate, communicate and problem-solve to get that show produced. As their “teacher,” it is an honor and inspiration to step back and watch them take charge.

(For more information on our award-winning broadcast media program, see this post that I wrote for KQED; this series on EducatorInnovator’s The Current; and this video from our 2016 Jack London Award for Innovation in Education from Sonoma State University.)

 

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Assessing your WriMos

Best LinesIf your students are feverishly writing novels as fast their little fingers can fly across the keyboards, anxious to meet their NaNoWriMo word goals by the end of November, you may be wondering how best to assess their work during this glorious month of literary abandon.  Since it may be unrealistic for you to read the complete texts of their novels (I have 98 students writing an average of 15,000 words each, so I don’t plan to read them all cover to cover), I offer you these more realistic assessments:

  • have them choose one beautiful line from their writing to be shared publicly (on a blog, on a bulletin board, etc.).  If you’d like to make it a more specific assessment, direct them to choose a line with a particularly effective metaphor or powerful imagery.
  • give them a grade for making it to their individual goals by November 30.  If they don’t make it, give them the percentage that they do achieve.  Consider rewarding students who choose but don’t quite make it to an unusually high goal.
  • once November is over, have students pull one-two page excerpts that demonstrate certain aspects of narrative writing: dialogue, character development, setting description, conflict, etc., and give them directions for revising those excerpts.  Imagine the joy of grading just those short pieces that they have had time to fully polish, rather than tackling pages and pages that they won’t have time to revise.
  • assign literary analysis of their own writing. My students have done some work analyzing why an author chose certain words or created certain characters; think of how powerful it would be for them to write analysis of their own novels. These  shorter pieces would also be great on a blog so that students can respond to one another’s work.
  • add public speaking to the experience.  Our local bookstore hosted my students as visiting authors, and the work they did to prepare for that event was an assignment worthy of its own grade.  They wrote an introduction of their novels, including titBest Linesle, genre, basic set up and themes; then they wrote an introduction of the excerpt so that the audience would understand it in context; and then they practiced reading aloud so that their work could be appreciated.  The evening event was listed by many of my students as one of their favorite parts of the project, even though most of them said they were terrified of speaking in public.
  • extensions of the NaNoWriMo experience could include creating book trailers for their novels; book jackets with author information and critics’ quotes; posters with images and quotes from the text; and of course polishing their novels so they can take advantage of the free publication offered to them from CreateSpace.

The month-long journey of writing a lengthy story is valuable all by itself.  Don’t work yourself too hard or put unnecessary stress on your students by trying to evaluate too much of what they have written.  Focus on the beauty of smaller pieces and celebrate your students’ accomplishments as NaNoWriMo winners!