June 26th, 2013
Do you ever ask to hear the rough draft?
Yes, you read that correctly. I want to hear my students’ rough drafts. Every day, students are speaking in class. Often, teachers assign some talks with higher stakes than the daily discussions, answers of questions, and the like. We assign the quarterly book report in front of the entire class, the biography project final where students dress up as some historical figure, the report on smoking’s effects in health class, the presentation of the science project, the participation in a mock Congressional hearing, the talk at the DECA competition, and many more. At all grade levels in all subjects, at some point students will be giving a talk to a group. Before we expose the audience of students and/or parents and/or judges to these talks, we need to make sure that the talk is ready for prime time. I tell students to practice several times before presentation day, but occasionally some students do not in fact practice. I am sure this is just an issue I face, and you never have this problem. To avoid that problem, though, I want to hear the rough draft before my students give the final talk. I ask students to send me the rough draft of their talk so I can listen to it and offer advice. Do you ever do that?
Checking the rough draft is common for many writing assignments. The cynical among us may suggest checking the rough draft as a way to make sure students are doing the work they are supposed to be doing. The fear that the paper may not be started until the evening before the six-week assignment is due is real. Less cynical teachers may look at the rough draft as a formative assessment. Discovering mistakes and giving feedback before the final paper is due is more valuable than writing comments on the finished paper. For both reasons, I always asked students to do a rough draft before they handed in a major writing assignment. I collected and commented on the drafts and warned students that I would get quite miffed if those comments were ignored. I want the same thinking to apply to oral assignments—but with a twist. Don’t have students hand in a paper with the words they are planning on saying; require a recording of the talk instead.
There are many ways to record the rough draft. All of them contribute to preparation for the Common Core State Standards, by the way. Speaking standard 5 requires students to use multimedia in presentations. Beginning in second grade, students are expected to make audio recordings of talks; by fifth grade, students should be including multimedia components in presentations. This requirement is probably more daunting to teachers than to students. Far more of them than you realize are already quite adept at various ways of recording and posting audio and video. Today, I want to share some of the simpler ways we can record, and show you how to use digital tools to practice talks. Digitally Speaking: How to Improve Student Presentations with Technology (Stenhouse, 2012) is the source for those wanting to do more.
Every computer/netbook/tablet has built-in audio and video recording. PCs have some version of a webcam—the Dell computer I am using now opens a video recorder by accessing “Dell Webcam Central”— and your students will have no trouble finding it. If students have a computer at home, they can record themselves and attach the movie to an e-mail to send to you. If you have one computer in your class, students can take turns making videos of their rough drafts and leave the files on the desktop of that computer for you to check later. PCs also have Sound Recorder. Windows puts an “Accessories” folder on every PC. It contains a calculator, a snipping tool that allows you take screenshots, and Sound Recorder, among other things. Double-click on Sound Recorder, and a small box appears on the desktop. The red button labeled “Start Recording” couldn’t be more obvious. The blue “Stop Recording” button is impossible to miss, too. As soon as you stop, a screen opens and gives you the option to name and save the recording: “Muffin’s rough draft,” for example. Students who record at home can attach the file to an e-mail to you. Students using the class computer can leave the file on the desktop.
Devices using a Mac operating system have Photo Booth built in. Click on the icon on the dock, and you are ready to record. One option allows you to take a snapshot, but we care about the option that lets you record video. One click and—after a “3-2-1” countdown—you are recording. The recording is automatically saved. More tech-savvy kids may use GarageBand, also on the dock of every Mac device. It is a bit trickier to use, but if they know how, let them use it.
I read that 80% of high school students have smartphones. I downloaded a free app (Easy Voice Recorder) for my phone after a student of mine did a favor for me. I asked him to record something for Digitally Speaking, thinking he would go home to his computer and use a tool I mentioned in the previous paragraphs. Instead, he pulled out his phone, spoke, hit a button, and e-mailed me the recording. It’s in the book. Ask students to send you a spoken rough draft, and they will have ways to do it that we don’t know about. That’s fine with me. I just want to hear the practices.
Can your students get to the Internet at home or at school? Visit www.vocaroo.com. There’s no sign-up, no password, no cost—the home page has a big red button that starts the audio recording. When students finish, they can “Listen” to the recording. If the recording is not good enough, they can hit “Retry”; if they like it, they can copy the URL address to send to other listeners or hit a button that lets them e-mail the recording to someone . . . a teacher, for instance.
Think of the possibilities. Students can watch/listen to the recordings, critique themselves using a PVLEGS rubric, make adjustments, and improve. Audio and video can be shared in a group: each group member shows his or her rough draft and gets feedback from other group members. Recordings can be viewed by a teacher who can give important tips to improve a presentation before the due date. A Reader’s Theater team could record parts and send them to teammates as a way to improve before performing the book selection in class. The Poetry Café presenters can listen to themselves before getting up in front of classmates and parents. The recordings of a “This I Believe” speech could be useful formative assessments on the way to the final talk. And, of course, you have your own great ideas.
Why wouldn’t you want to do this? Improving speaking skills, avoiding dull presentations, updating instruction, and meeting Common Core State Standards can all be accomplished by asking to hear the rough drafts.
Check out last week’s post by Debbie Miller and don’t forget to leave a comment. Last week’s winner of a free book is Katie Whisner.
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