M2 Reflection

Poets.org http://www.poets.org/page.php/prmID/361

Interactive Storybook

            Roblyer and Doering (2013) state that, “Stories that can be read from a computer screen, on mobile devices, or as print books with interactive buttons are called either interactive storybooks or electronic storybooks” (175). But do they specifically mean stories? As any English class will show is that there is more to literature than stories. Poetry has a huge role in literature. This website allows for students to read the poems online as well as listening to the author read the poems aloud. When listening to the poems read aloud, the listener will notice different inflections as the author reads them. This could allow for the listener to gain a different perspective on the poem when noticing the emphasis by the reader. Another advantage to hearing the author read the poems is the use of rhythm. This last point would be particularly useful to me in my English classes when teaching poetry and the different rhythm and rhyming patterns. Although I intend to teach at the middle school or high school level, the interactive storybook lends itself more to elementary level. Roblyer and Doering (2013) state, “ Various studies have reported positive impact of interactive storybooks on children’s enjoyment of reading and development of reading skills (Grimshaw, 2007; Korat, 2010; Segal-Dori, Korat, Shamir, & Klein, 2010)” (175). I do not doubt the effectiveness of interactive storybooks, but again they seem to be geared more towards a younger audience.

M2 this website allows for students to listen to poems being read aloud with proper rhythm http://t.co/L3pmVnZbn9 #ED527UM
— Michael (@mfisher8akl) September 20, 2013

Audio or Video Aids for Discussion

Audio and Video Production and Editing Systems

            Something that has been on my since attending a lecture on the concept of the Flipped classroom is the use of instructional videos. While the concept intrigues me, I find it difficult to think of a strategy to use instructional videos instead of lecture in an English class. Roblyer and Doering (2013) cite, “Riddle (2010) notes that the original focus of audio podcasts was to deliver content” (189). But, in my experience, the content that needs to be discussed in an English class is difficult to deliver via video. However, as I think more and more on the concept and reflect on the Flipped Classroom speaker, the possibility is there. But what could make this really work in an English class? Riddle cites an elementary school that incorporates student produced videos on page 189 (Roblyer and Doering 2013). This would be extremely useful in class because students would be able to discuss not only about the concepts present in a work (rhythm, rhyme scheme, etc.) but also about the work itself. I could easily see something like this turning into an assignment in my class. Students would post videos explaining the technical aspect of a poem or work and then discussing their own interpretation of the piece. This could also be useful in ESL (English as a Second Language) classes. Roblyer and Doering (2013) write, “She also tells of a teacher in Germany who enhances both his students’ music skills and their English usage skills by combing their music podcasts with the ability to post and receive comments in English…” (189). The video below shows a teacher teaching English, but the basic concept would be for students to talk about grammar or stylistic choices. As the teacher in this video does, I could take examples and show mistakes and the proper corrections as well.