ERIC EJ1084480: Teaching Techniques: Using "Storybird" in Young Learners' Creative Writing Class

2015·0.14 MB·English

by  ERIC

TEACHING TECHNIQUES
Using “Storybird” in
Young Learners’ Creative
Writing Class
by LAURA GIACOMINI
© Dmitry Guzhanin/Shutterstock.com
Major changes in technology have had an I reflected upon my own teaching practice
influence on education. Teachers cannot and decided it was time I tried something
neglect the impact of new technologies and innovative in my classes. I have been
fail to incorporate them in their teaching exploring different online tools and
practice because that would not cater to have chosen Storybird as part of the new
many students’ needs. Ignoring technological media to exploit in creative writing
advances would also entail not benefiting lessons. In this article, I will share the
from an array of online teaching resources experience of using this website (www.
and academic material. The question that storybird.com) in the classes I teach and
arises then is: why not make use of the tools describe the effect it had on learners’
at our fingertips? writing process.
americanenglish.state.gov/english-teaching-forum 2015 ENGLISH TEACHING FORUM 35
The first step is to explore the online tool how seriously students took this new project.
yourself. I accessed the website and made sure This motivation to write a narrative story
I had a good command of it before presenting was translated into motivation to use English
it to students. What I found interesting about because the students were putting into words
Storybird is that it combines art and writing. their creative ideas. Not only did they learn
You are provided with works of art presented new vocabulary items and grammar structures,
in sequence as if they were part of the plot of but they also recycled ones they knew.
a story. However, you decide which images to
choose, how to order them, and what story The students wrote their first Storybird story at
you want to tell. That is, after choosing some school. It took them three sessions to complete
artwork, you can start writing your story. The the assignment. When some of them finished
site gives you the options of writing a long- early, they asked me if they could write another
form book, a poem, or a picture book. story using the website while their classmates
concluded their tasks. On no account does
Before taking the idea into the classroom, this happen when they are writing on paper;
I created two Storybird class accounts, one once they finish a piece of writing, I encourage
for each of the groups of students I teach. revision, and when they finish that, they hand in
The rationale for doing this is that each of their papers and then do something else. They
the class accounts is private; only the teacher never ask to continue writing.
and the students in that class can read what
their classmates have written once they have After using Storybird, some of them even
published it. No outsider has access to the inquired if they could write in Spanish, their
account or can contact the students. To protect L1. Because they had already complied with the
students’ privacy, it is best to have one account tasks I had assigned in English, I thought they
per group and not to mix the virtual classrooms. should be allowed to write in their L1 because
they had an inner drive to do so. When I
informed coworkers and the school authorities
GETTING STARTED
about the outcome of using Storybird, they
After writing a Storybird text myself, I were delighted. One of them even witnessed
showed it to students to give them an idea how, as I came into the classroom and greeted
of what they were going to work on. I then the students, they asked me when they
guided them in logging in to their own were going to use Storybird again. This was
accounts with the usernames and passwords motivating, both for my students and for me.
provided by the site. Students had to change
this original password; information about that
ANOTHER ASSIGNMENT
was on a card I put in their communication
notebooks so that parents had access to it. The second assignment was more guided and
had a different objective. This time, the students
The students were genuinely enthusiastic wrote about personal experiences. They used
about using the website, and they were ready Storybird while making meaningful connections
to take an active role in this new writing and using certain language structures they had
endeavor. Thanks to the online tutorials and already learnt. In this case, they were asked to
myriad tools the Internet presents, it was not write a story using any artwork tagged “snow.”
difficult to utilize Storybird. Although teachers should use tags that are
appropriate for their context and for students’
To sustain students’ enthusiasm, I decided not experiences, I gave my students the option to
to grade their first Storybird assignment and invent part of the story, or all of it, in case some
requested that they write a ten-page picture of them did not wish to share details about
book based on the artwork that inspired them something that really happened to them. For
the most. I even included a tutorial to foster instance, they could write about their winter
their autonomy. It was highly rewarding to see holidays or their recent visit to Chile on a
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cultural and educational exchange program. teaching creative writing in English language
Their work had to have a minimum of ten pages class, I made an effort to maximize learning
and a maximum of 20 pages. In addition, they opportunities through meaningful learner
had to use appropriate tenses and at least five involvement. Students were not only highly
vocabulary items they had learnt, and they also motivated to write in English by means of a
had to include reported speech (which they had technological device, but they were also in
recently studied) at least once. (Of course, other control of their learning experience.
teachers might change these requirements, as
appropriate.) The impact of this activity was In order to benefit from the use of Storybird,
remarkable. The students were so enthusiastic I had to feel comfortable with the website
about this task that some of them willingly and ensure we had the necessary elements
stayed during break time to finish their stories, to accomplish the tasks—that is, the right
even when I was not around. connectivity and one netbook per student.
Bringing technology into the classroom may
My role in this project was that of facilitator— not be a viable idea for all teachers due to
going around to see if students needed help the fact that technical glitches may arise and
with the website or with how to express certain that some teachers may not be as computer-
ideas in English. However, students were literate as their students. Nevertheless, it is a
helping each other and did not rely solely on sound decision to overcome certain fears and
my assistance to advance their writing. Having undertake the challenge of innovation in your
a more powerful, active, and autonomous role classes not only for your students’ benefit but
has rendered students more confident when also for your own. The students’ engagement
using English. And besides writing their own with the task motivated me even further to
narratives in English, students read the ones maintain these sorts of practices because it
published on the website, getting additional also compelled me to learn something new
exposure to the language. and continue growing as a professional.
REFLECTIONS
Laura Giacomini is from Argentina. She has been
In my teaching practice, I do not follow a teaching English as a foreign language for ten years in a
specific method; rather, I use a combination variety of contexts. She holds a BA in English Language
of strategies I find enriching and successful. Teaching and is working toward an MA in English
By employing Storybird as one more tool for Literature.
americanenglish.state.gov/english-teaching-forum 2015 ENGLISH TEACHING FORUM 37