Traditionally, book reports are passive writing activities whereby students read a book and report on various elements of fiction before offering a final "evaluation" - did they like it or not? Students categorize information about characters, setting, plot, and theme. They may draw a picture of a favorite scene. The reports are then read aloud while the student presents the cover of the book to classmates.
To be appropriate and successful in an online environment, a book report can be adapted to become a complete multimedia experience. Using Glogster, students can create audiovisual collages of information that is relevant to the analysis of their chosen book. Depending on the standards and desired objectives of the activity, the Glog could include bubbles, stickers, and "post-it" features of setting, climax, characters (protagonist, antagonists, supporting characters, etc.), conflict, climax, resolution, point of view, theme, and message. Students could embed a brief author study, information (videos, links to websites) about the setting or historical time period, or a link to other reflection activities that the student has engaged in throughout the project (e.g. their "connections" blog, a character perspective-taking activity, a compare/contrast chart to other books on the subject or by the same author, etc.) The information included in the book report does not have to be entirely written. It could be comprised of photographs, sketches, videos (student-made would be ideal), and audio files. For example, the students could record themselves explaining various aspects of the book through a webcam and share those mini-presentations through their Glog. The entire collection of class Book Report Glogs could be posted on a public forum that would allow for peers to make comments. If possible, the books themselves (if available in digital format) could be added to a eBook class library.
The tools required for this activity would be Internet-enabled computers or tablet devices for all students. Having access to a microphone and webcam would provide better substance and student ownership of the multimedia aspect of the report. Students would also need programs that enabled them to edit photos, images, or video.
The support and scaffolding required for this type of activity is dependent on the student's individual experience with image/sound/video editing and with the Glogster platform itself. Some initial instruction (via teacher screen capture, preferably) would help students get started in designing their blog. Establishing a concrete list of objectives and measurable outcomes would help students know what is expected of them from this task. Including a copy of a rubric (such as this one) keeps students on track for success. Providing an example of an exemplary model supports students in their ability to visualize a finished product, and to some degree helps them learn via backwards design. Leaving the lines of communication open, as always, helps students feel free to ask questions if they are stuck.
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| Example Book Report Template (to be extended with audio and video features): http://mrtemplate.edu.glogster.com/book-report-glog/?=glogpedia-source |
Read Write Think. (2012). Book Report Alternative: Glog That Book! Retrieved from http://www.readwritethink.org/classroom-resources/lesson-plans/book-report-alternative-glog-30821.html
Mitchell, D. (1998). Fifty Alternatives to the Book Report. English Journal, 92-95. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/0871-jan98/EJ0871Ideas.PDF
Scholastic. (n.d.) Classroom Activities: 25 Book Report Alternatives. Retrieved from http://www.scholastic.com/teachers/article/classroom-activities-25-book-report-alternatives
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This week in class we also had the opportunity to create a tool that would enable us to better understand our students at the beginning of an online or blended course. Being an active listener on the Internet is more challenging than in a face-to-face environment, but is even more important to transcend perceived distance. As teachers, we must make a more concerted effort to gain insight into our students' past experiences, goals, feelings, interests, and home life (as this is where they will spend a lot of time accessing the material). The following interview tool would be appropriate for a middle school blended environment to help me plan my coursework and better support my students in their content-area learning and in their technology use:
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