FlashFace (aka the Literary or Historical Persona Creator)
My title makes it sound much more academic so use it in the lesson plan and flashface with your kids.
A fun way to get kids thinking about the characters in a novel or history. Send them to flashface and have them create their characters for use elsewhere (as icons for blogs). Bonus points for aligning them to the descriptions used in the work.
site found thanks to-
Ideas and Thoughts
Get them here or make up your own. You’ve got two ways to play this game. 1. Give these to your students as warm ups at various times but with one of the words blocked out and have them decide what it should be. 2. When they’ve got the hang of guessing, they start making their own based on terms you’re studying. Should work for just about any subject and is far better than the standard “write a sentence using this term” vocabulary exercises. Don’t limit yourself (or them) to vocabulary words- think historical events, novels etcIn a way it reminds me of the “its the * meets the *” style of music/movie descriptions which would be another great way to get students thinking describing novels in interesting ways that draw connections to things they know. I swear I have something about this bookmarked in delicious somewhere..
In most English classes the teacher chooses all of the content in addition to all of the assignments. In some classes you’ll get to choose between a few books, assignments, or essay topics that the teacher has provided. The projects tend to tier upward in terms of sophistication and/or length.These two things are often conflated. There is essentially one broad common experience for everyone and virtually every structural element originates with the teacher. The student ability to alter the class is limited to asking questions. That leads to a fairly predictable experience built to produce similar products which are easier to compare to one another. English, in particular, seems to beg for a different paradigm for course participation/creation. I talked some about the mechanism for infusing student selected media into a course in the previous post, so I’m doing this backwards to some degree. The lower portion of the image above is a rough conceptualization of what the course itself might come to look like as compared to a traditional course (the upper portion of the image). A chunk of this is colored by how I’ve seen elements of #ds106 play out. I have always loved the idea that participants can submit project ideas. Linking those ideas to the student work created based on them makes it far more powerful […]
This presentation is essentially a pitch for the idea that we ought to be looking at the world with open eyes and paying attention to the content that is exciting to ourselves and others- the things we read/watch/listen to without being coerced. The introduction it is a rehash of the RSS aggregator pitch that I’ve given off and on since 2002. I know Twitter is much cooler and RSS is pronounced dead on a regular basis but Twitter fills a very different niche for me and I think the RSS aggregator still has a lot of value. I also stressed the idea that you have to aggregate feeds you actually want to read. That’s very different than feeds you feel you ought to want to read. Make this unpleasant for yourself and you will never, ever, read them. Build feeds that rejuvenate and interest you and then bring that into your instruction.I will note that if you aren’t interested in your subject or the world in general as it applies to your subject you might consider alternate employment. My goal was to point out the huge swathe of low hanging fruit waiting for the right teacher to look at it in the right way- essentially the antipode of most of the content we use in education. This is really more […]