Tag Archives: blogging

Found Poems: creating poems from words around us

Found Poetry is a form of poetry created from existing texts or literature.

Words or phrases are taken out, refashioned, reordered, and presented as poems with new meanings.

Similar to a collage, poetry can be made from newspaper articles, magazines, letters, street signs, speeches, poems, or even textbooks.
Creating found poems can support interdisciplinary learning depending on the vocabulary or topic/theme being explored. We’ll look at two forms of found poetry here:  Book Spine Poetry and Blackout Poetry.

Book Spine Poetry

  1. Choose some of your interesting books, or go to the library and choose a few books of interest from a bookshelf, or choose a recommended reading list by a friend.
  2. Arrange the books into stacks (or write down the titles on pieces of paper).
  3. Read the titles on the book spine (the edge of the book)
  4. Start ordering the books in a way that creates the lines of a poem
  5. You might search for more books in your library to fit the theme you are writing on and arrange them in a suitable order to make a flow
  6. Finally, take a photo and share it with your class

There are some interesting examples of book spine poems available online!

Blackout poetry

Blackout poetry is a form of poetry where you select interesting words from an existing text, and block out the rest, creating a new meaning!

With as minimum as one page, you could create a black-out poem!

Simple Steps

poetry on paper

  1. Grab a book, newspaper, magazine or novel, or any already existing text
  2. Scan the page first, looking for interesting words.
  3. Using a marker, blackout or redact the words that you would like to eliminate, or another way of doing it, circle the words that strike you or catch your interest, and blackout the rest.
  4. You could add drawings or patterns on the blacked-out area, creating an interesting or outline, or poster.
  • Check out this website by Austin Kleon for examples of blackout poems.
  • Wanted to do it virtually without spoiling your new books? Check out this video to learn more about creating blackout poetry through google slides, by changing the background color.

Make your blackout poem come to life: Using a micro-controller like the makey makey and scratch coding, you can even make your blackout poem ‘speak’!

Virtual Platforms for sharing & creation

Nearpod is an interactive online platform for sharing multimedia content with students and collecting students’ responses.

Using Nearpod, you might create and upload your own poetry lessons. The possibilities for exploring various aspects of poetry in a way that many students find approachable and engaging are high with found poems. One might explore mood, structure, poetic devices and more.

Using a collaborative online whiteboard for Student-Paced Lessons, students can post texts and images of their book spine poems and blackout poems, in response to your prompts or questions or based on their own questions or provocations. Teachers and students can also share their feedback depending on the sharing tool selected.

Guest Post: Nashwa Khedr, EDCP graduate student, project assistant 2020

In Fall 2020, project assistant and undergrad student Maryam Begzada shared her passion for poetry with Education students. Maryam integrated poetry from her native land with the found poetry technique in a unique workshop:

Are you looking for an opportunity be heard and listen to others? We are offering a poetry workshop by Maryam on Friday, Oct 23rd, where you listen and speak with your heart. The workshop will start with a poem by Mawlana Jalaluddin Mohammad Balkhi AKA Rumi, the 13th century poet born in Balkh, Afghanistan – the country’s most celebrated literacy figure. His poems cover themes of Sufism, love and acceptance in Persian poetry read around the world. After discussing Rumi’s “Who Says Words With My Mouth?” poem, you will write your own poem (blackout poem)! This workshop will build upon an idea from a workshop we did last year called Blackout Poetry, which is a form of found poetry where you create your own poem selecting interesting words you find from an existing text, and black out the rest. A great way to repurpose old, weeded books and texts in your own library or your school library. You do not want to miss this!

Leave a Comment

Filed under Culturally Responsive Teaching, Inclusive Practices, Planning, Resources, Storytelling

Digital Communication: enlarging perspectives and sharing inquiry

Communication is a large part of what teachers do and it is important that we consider how we communicate, what we communicate and with whom.

  • With: students, parents colleagues, administrators, community members and the larger education community.
  • What: we communicate (or deliver) curriculum to students and, at the same time, we communicate about this curriculum and our assessment of students to students themselves, to parents and to specialist teachers and administration as needed. We call this ‘communicating student learning’ (or CSL).
  • How: Professionally! Considering how we communicate is an imperative. Considering how we communicate in today’s digitally enabled world, I believe, is equally important.

Working with Dawn Allen and her EDUC 450 Inquiry classes provided an opportunity to consider professional communication from different standpoints. Dawn and I discussed how communication as a BEd student might look different from communication as an undergrad and definitely looks different from communication as a Teacher Candidate on practicum (and later, we hope, early career teacher).

To that end, we engaged students in a session we called “Professional and Practitioner Use of Blogs and Digital communication platforms” – a real mouthful but, really, more an opportunity to co-create our understandings through discussion about online communication and the potential value of developing a Professional Learning Network (PLN) and a professional online presence.

We looked at examples of how BEd students have shared their inquiry using various digital platforms including Twitter, Blogs, Tumblr, Instagram and even Facebook. As we looked, we discussed the inquiry process and how we evaluate digital technologies. Following this, students had the opportunity to work in groups to design their ideal class blog using copies of the existing cohort blog in UBC Blogs WordPress. Students took this opportunity to ‘play’ in wordpress and consider what kinds of design features they (or their own students) might want in a class blog. I appreciated the willingness of students to learn in a collaborative, playful way! Thank you!

Below are some resources from our session.

Some info and Brief video tutorials to help you if you decide to set up your own UBC Blog.

Inquiry posters from Trevor MacKenzie

The SAMR Model Video – evaluating our use of digital technology in the classroom.

Leave a Comment

Filed under Blog Posts

Export your blog

So now I’ve created a blog, website or eP using UBC Blogs WordPress… what do I do when I graduate?

As an alumni, you will continue to have access to your CWL and UBC Blogs account. Your blog(s) can live on and stay on UBC’s FIPPA compliant, secure servers. You may decide, however, that you’d like to export a copy of your blog either to keep as a back up or to upload onto your own server or a WordPress site that has templates, plugins or themes you prefer (ex. WordPress.com or Edublogs.org).

Either way, while UBC blogs keeps a backup of your site, I think it’s always a good idea to keep my own backup copy.

For a quick guide, download this step by step handout I created:
Exporting-and-Importing-Wordpress-Files1

There are two ways of backing up using the XML backup file:

  1. Import to another WordPress site (either moving it there or importing it as a backup)
  2. Save attachments and XML file to a local disk

For either method, you will need to export an XML file from your site. Follow these steps:

  • In your site Dashboard, click on Export under the Tools section on the left side of the screen.
  • Use the filter to decide what content you want to backup from your blog. The default setting should be everything in your blog.
  • Click on Download Export File to save an XML file on your local computer. Be sure that you put it in a safe place (i.e. flash drive, your own computer) and remember where to find it later. You can export an XML file anytime for the latest version of your blog.

Now you are ready to Import your site to another WordPress site if you’d like.

  • Go to your other WordPress site (Some possible sites include blogs.ubc.ca/, wordpress.com, edublogs.org, Blogger)
  • In the Dashboard, go to WordPress admin, click on Import under the Tools section on the left side of the screen.
  • In the next screen, click on WordPress. There are also other options, but in this tutorial you will import your backup into a WordPress blog.
  • Click on the Browse button and choose your XML backup file you saved previously. If you do not have this file, you’ve lost your backup.
  • Click the Upload file and import button after you’ve selected the XML file.
    • The next screen prompts you for mapping options. Authors from your backup file is listed (blue). You can create them, or you can map to existing authors on the blog that it is being imported into (If you are the only author, this will be automatic).
    • Next, check the Download and import file attachments if you have any files (i.e. images, doc, etc.) in your Media Library in the backup version. When you are done, click on the Submit button at the bottom.
    • Wait while WordPress is importing from your XML file. When it is done, check the imported site to make sure everything was imported.
    • You may need to select a new theme if the new site does not have the same one that you were using and it is likely that you’ll have recreate your menu/main navigation.

Any questions chalkboard image

Still unsure how to proceed? UBC Blog support is always willing to answer your questions…

Please contact them and/or visit one of their drop in sessions at IKE Barber.

https://blogs.ubc.ca/support/ 

2 Comments

Filed under Resources

Assistive Technologies in the classroom

Assistive technologies (AT)  refers to various technologies that teachers can use or make available to students to support equity in the classroom.  Integrating assistive technologies following Universal Design for Learning (UDL) principles can help all students find  success as they share in an equitable and meaningful educational experience. In particulary, these digital technologies support students with exceptionalities and particular learning needs. They may be a part of an individualized learning plan and, in some cases for students with specific identified needs, may be provided through integration support teachers. Visit SET BC  to learn more about this valuable program and partnership to support BC students in both independent and public schools. Their blog has many excellent examples of digital technology integration in action.

As an educator, you may find it difficult to make a choice between helping the majority or spending your time assisting one student. By effectively integrating assistive technologies into your lessons, varied learners in your class will be given the opportunity to participate. For example, by using a multi-modal assistive technology such as ShowMe, students can choose different ways to express their ideas whether through drawing, writing, video or audio clips thus enabling them to communicate with each other and you (the teacher) in his/her preferred way. Click here to see an example of a second grade English as an Additional Language (EAL) learner “showing” her learning through drawing, writing and narration.

CC Brad Flickinger

 

Although there are many ways to classify these technologies, we’ve divided them into five categories (click on each category to further explore different technologies for various types of support):

Assistive Technologies for Reading
Assistive Technologies for Vision Support
Assistive Technologies for Writing
Assistive Technologies for Communicating
Assistive Technologies for Studying

Take some time to review the various digital technologies in each category and try some out as you consider the possibilities of integrating them into your own teaching context.

PS. if you have any recommendations on a specific technology that you have used/heard of, or if there are some technologies that you wish to explore and share with us, please feel free to let us leave us a comment to this post OR email us at etsproject.educ@ubc.ca!

1 Comment

Filed under Assistive Technology, Blog Posts, Not Subject Specific

UBC Blog Tutorial 2 – Creating a Page

A page is a static space that is not part of the chronological logic of the blog. A page sits outside of this inverted timeline, and often features more static content like information about the site, the author, a syllabus, readings, etc. For example, you may need to create an “About me” page for your blog to introduce yourself to your subscribers.

This video will give you a brief introduction on how to create a page for your blog,  how to add images to your page, and how to edit the image that you’re going to use.

Leave a Comment

Filed under Not Subject Specific, Resources, Video & Video Tutorials

Blogs and Social Media – Blending social & academic worlds

Social Networking, defined by Gunawardena et al (2009) as the “practice of expanding knowledge by making connections with individuals of similar interests” is a potentially powerful tool for both Post-Secondary Faculty and the K-12 classroom teacher. Through this networking, students are afforded the opportunity to co-create knowledge within a Community of Practice (Wenger et al, 2002). Further, a recent study conducted by Junco et al (2013) found that “the design of teaching strategies and practices related to virtual engagement and collaboration is instrumental to achieving positive educational outcomes (when using Twitter)” (p.285) and that instructor participation was one key to successful implementation and an increase in student engagement.

Considering Blogging or other Social Networking to enhance teaching and learning? Learn more by downloading the handout and/or visit this week’s Sandbox Session!

Sandbox_Blogs_Nov2013

Questions to consider:

  • What is the purpose for your use of social networking technologies?
  • Do you wish to moderate a discussion?
  • Do you plan to infuse it into various aspects of class?
  • Student sharing of their insights, reflections
  • Co-creation of content or ideas?
  •  Sharing of links to content, references, resources
  •  Connection with the greater community? Experts?
  • How involved do you wish to be?
  • What affordances and level of control do you need or require?
  • How public or private do you wish this space to be?
  •  Can you adjust privacy settings of your chosen digital technology?
  • Will students want or need access to this space after the course is complete?

Some places to start:

Blog: Consider setting up a classroom blog where students can reflect on discussion questions, key concepts or images. Consider providing students with their own blog space within the classroom space where they can extend their learning, upload assignments, share their own ideas, thoughts, creations.

UBC Blogs – WordPress

kidblog.org  a simple site for student blogs; teacher can set up accounts; no identifying student info or emails required!

Wiki

  • Online encyclopedia
  • Crowd-sourced information and content co-creation
  • Constant evolution/revision
  • May have ‘editors’ to verify content

UBC Wiki

Curriwiki

Wikipedia

Discussion Forum

  • Group discussion forum
  • Often ‘closed’ or invite only
  • Threaded discussion on a topic(s)

Test out the Discussion feature of your LMS –Connect

Micro-blog

  • Traditionally shorter entries than a typical blog
  • Most micro-blogging platforms have word count or character limits
  • Often sharing quick snapshot, link or image

Twitter

Leave a Comment

Filed under Uncategorized