Video Raised the Revision Bar
This post’s title is better if you sing it to the tune of “Video Killed the Radio Star,” but I suppose that’s true of almost anything ever typed. Anyway, if you’ve followed my rantings for any period of time, you’re probably familiar with my efforts last year to modernize the writing feedback process via audio feedback to students. Despite some hiccups from the technology itself, the experiment has been a reasonable success.
At least, when it’s used as intended.
The site I use (Turnitin.com) for providing feedback has another feature–it allows me to track which students have actually listened to said feedback in order to, you know, become better writers and whatnot. It probably won’t surprise you to hear that not all of them are tuning into my dulcet tones–and it would probably surprise you even less to learn that the students most in need of supportive, growth-mindset feedback are the demographic least likely to listen.
Sing It Again, Zig
This leaves me in a bit of a bind. The students really need to absorb the feedback on their paper, and I’ve invested a lot of time into restructuring the feedback itself into something friendly and positive (it’s like the Fireside Chat of paper grading). I can beg them to play the audio, or try withholding their grade itself until they do, or even demand that they summarize my thoughts in their own words, but none of that really feels like learning so much as a grumpy middle management technique.
But two things have occurred to me, prompted by the discovery of an app called Flipgrid. First, struggling students are unlikely to do much with feedback if they aren’t invested. Second, the best way to get them invested is to let THEM use technology to express themselves, not just the other way around.
The logical conclusion of those two premises seems obvious: Students should be shooting 90-second video clips, wherein they explain their own revisions based on my feedback, and then share them in a public space and use them as models for their own future writing!
Sometimes it’s the most obvious things that we overlook.
“Flip Mode is the Greatest” (I Hope)
Busta Rhymes said that, but I’m pretty sure he was referring to his record label. I’m hoping it’s true in this case too, though, because Flipgrid is the centerpiece for the next phase of revision work in my class. My students just got back their audio feedback from me. In the next few days, they’ll have time to digest it and revisit their own writing, along with their rubrics (which also have feedback from me).
Then the real fun begins! All of my students will be choosing one paragraph (or 200-ish word section) of their narrative and making revisions to it based on the audio feedback I provided them. They will have time to workshop the revisions in class, conferencing and all.
After that, I’ll be modeling for them a Flipgrid video. The app allows them–from their phones or computers–to create exactly 90 seconds of video and submit it to a “grid” that I have already created for this assignment. The videos get pre-approved by yours truly, and then they become a part of a communal online space (“The Grid,” which Flipgrid should totally copyright so they can sell the movie options to Hollywood later).
I’m hopeful that this high-tech approach to revisions will have a two-pronged impact on students. Foremost, I’m hopeful that making revisions a performance-based activity will encourage greater effort from reluctant writers. It’s a challenging task to create exactly a minute and a half of video narration that sounds polished and conveys everything you need it to. I tried it last night to create a model: by my fourth try I was getting frustrated, and by my final cut I had to leave several pretty great one-liners on the “cutting room floor,” so to speak, just to hit the time window. I’m hoping that there’s something about staring into a camera lens that will make kids a little more invested.
I’m also hopeful that when students suddenly have a shared space, where they can openly watch one another’s writing processes visualized and narrated by their own peers, that they will discover in that space both models for improving their own writing and reassurance that they aren’t alone in the frustrations and limitations they sometimes feel as writers.
Time will tell! Tune in for part two of this blog in a few weeks–I’ll let you know how it went and alert you to any tweaks that you might want to make if you’re feeling similarly ambitious. Who knows–maybe we’ll discover that all it takes is a bit of amateur video footage to make good writing “go viral” in our own classrooms.
Michael Ziegler (@ZigThinks) is a Content Area Leader and teacher at Novi High School. This is his 15th year in the classroom. He teaches 11th Grade English and IB Theory of Knowledge. He also coaches JV Girls Soccer and has spent time as a Creative Writing Club sponsor, Poetry Slam team coach, AdvancEd Chair, and Boys JV Soccer Coach. He did his undergraduate work at the University of Michigan, majoring in English, and earned his Masters in Administration from Michigan State University.