As presented in a previous blog post for this course, I had elected to work on a Wetpaint WIKI for this COETAIL course. Because the unit based on using this WIKI was planned for later in the semester, I chose a different project (voicethread) instead. However, I have starting to use that WIKI project in my French B class this week.
1) CLASS DISCUSSION: Ensuring that students have read the chapters
Students read a short French novel in French (DESTINATION FRANCE) over their Song Kran holiday.
This month in French class, we are using the WIKI to prepare for class discussion: Students answer text based/comprehension questions as homework. We then use these responses to discuss the story in class.
*If time permits before class discussion, we could use a few minutes at the beginning of class to read the answers posted by other groups.*
2) COLLABORATION:
Students take turns in their roles: Architecte = Writer, Décorateur = editor, Nettoyeur = proofreader.
Students use different text color to show their work. Black = Architecte, Blue = décorateur, red=nettoyeur.
What does each participant have to do?
-L'Architecte answers the main question(s) as best as possible, focusing on the content but without worrying (too much) about the details of language structure.
-Le Décorateur comes second and adds on to the response of the architecte. The décorateur can give opinion about the architect’s answer or add on to missing information. The décorateur does not focus on the language structure either.
-Le Nettoyeur comes last, reading his/her classmates’ answers. He/she does not have to add any content to the response/text. The only responsibility of the Nettoyeur is the structure of the text. He/she needs to looks for spelling, grammar, accents, and sentence structure.
Students in one group have different responsibilities and are co-dependent on each other. They must have to communicate, read each others’ work and help one another.
3) STUDY NOTES: Working collaboratively on all the questions for all chapters, students are building their review notes. They can later use the notes to study for the test based on the reading and class discussion.
4) PARTICIPATION: Not having to take notes in class (they are all on the WIKI) allows students to be attentive and active in class discussion.
Things to consider when using WIKI (or things I learned the hard way!)
-Becoming members: Make your WIKI page PUBLIC (see settings) for a few minutes during class time, and have students JOIN the WIKI right away. This is easier than inviting each member through an e-mail.
-Accents: I encourage students to work and save their work first on a word document instead of directly on the WIKI Page. It allows them to check for spelling and accents. It also avoids accidental deleting of their work.
-Internet Connection: If several students are trying to work on 1 page of the wiki simultaneously, it will not save their work and/or might delete everything they or someone else did.
-Responsibility/flexibility: One great advice I received from Kim Cofino for this year’s use of the wiki, was to allow students to choose/decide/share responsibilities for their role. Knowing they had to alternate Architecte, Décorateur, Nettoyeur, students would sign up as a team. It allowed them more flexibility for in case they had a busy day and it took a lot of work off my hands.
-Grading: students are held accountable for completion of their task and quality of their participation on the WIKI. I check their work every day and leave comments on the pages for the groups who need to review their responses (content or form).
-Worth It factor?:
Last year, Using the WIKI for the first time was very time consuming in organizing and creating the pages. This year, however, having the pages already set up has made it easier to manage the page.
Most students in French B class this year had already used WIKI pages in another class and were familiar with the set up of the tool. So far, students have been doing their homework, answering the questions on the WIKI, leaving us a whole class for discussion and oral communication on the novel. In the context of studying/analyzing literature, they apply/practice the French they have learned this year.
-Feedback: I would like to have students give their opinion of the WIKI at the end of the unit. I hope they will have found it useful/helpful.
I love this way of reviewing for the test, Carole! I'm so glad to hear that the sign up idea worked well - the more you can structure it so the students have the responsibility, the better! I also love that you are integrating both wikis and Google Docs into one unit - flowing between programs is so important so that you can use the right tool for the task. Can't wait to hear what the kids have to say!
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