Videoconferencing and Distant Learning Programs
If an on-site author visit isn't in your budget, bring award winning historical fiction author into your classroom via IP or ISDN Videoconferencing. If you don't have the proper equipment, we can even arrange to do SKYPE or OoVoo.
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Paid Programs Include:
Q & A Programs
For more information, email me and we can create something wonderful and reasonable for your classroom!
What is the A.S.K. Program?
ASK Program Overview
The ASK Program
by Dr. Raymond Kettel, University of Michigan-Dearborn
The ASK program (Authors
Specialist and Knowledge) occurs each semester as part of an
undergraduate Literature for Children and Youth class. The
participants include university students, as well as later
elementary through high school students depending on the selected
literature work. The purpose of the program is to take readers
beyond the confines of a novel, relating the information from their
reading in a personal way to their own immediate situation. As part
of the process, readers draw on their own writers' voice, as they
journal through their reading.
The Literature Based Interview Process
Dr. Raymond Kettel, University of Michigan-Dearborn
You may also view each step in order along with tips and
1. Read the book. For elementary school age students it may be helpful if you read the book to the class while your students read along.
2. Keep a journal. When you have finished reading for the day, you and your students should individually write down your thoughts. It might be a scene that you can identify with, or an idea that you care about. It might be an event that upsets you or a passage that piques your curiosity. Respond to a part of the story that makes you laugh, makes you cry, makes you want to keep reading. Don't summarize a segment, but tell how it makes you feel. Enter the world of voice journaling.
3. Write questions. When you have finished reading the book and made your final journal entries, it will be time to start writing questions. Students should write the chapter and page number that corresponds with each question. By reviewing their journal entries, the students should be able to write questions about those parts of the story that most interested them. The purpose of this exercise is to better understand the story.
4. Show examples. As the teacher, you should also write some questions and show them to the students so that they can see how it should be done.
5. Place the students in pairs and encourage them to select their best four questions. Each pair should select only four questions that will be presented to the class.
6. Conduct a round robin elimination process. When your students have selected their best four questions, ask each group to read their questions to the class. Eliminate duplicate questions among the groups.
7. Revise the questions. When the elimination process is completed, each student should have at least one unique question to ask in the interview. It is okay if the question has been rewritten to include aspects of duplicates that were eliminated.
8. Place the questions in order. Based on the chapter and page number of each question, place the questions in order so that the interview is being conducted, the class and the author are essentially working through the book.
9. Conduct a practice session. Have each student stand and read his or her question in a confident manner. This is very important. This practice session will prepare the students to interview the author or expert.
10. Conduct the Interview. One the day of the interview, introduce the author/expert to the class. Each student should stand and ask his or her question so that the guest can see and hear the student clearly. Before beginning the interview, ask the guest to repeat the question before answering.
11. Debrief after the interview. Take some time the day after the interview to review and debrief with the students. Ask them what they learned and what they liked about the interview.
12. Write a letter of thanks to the author/expert.
13. Cross-curricular extensions. Teachers should of course relate the literature selection to other curricular areas they wish to include such as the arts, creative or expository writing, poetry, mathematics, science, sports, social studies, etc.
Making Your ASK Videoconference a Success
Ideally How the Conference Should Go
1. Usually the facilitators will do sound
checks with all participating sites. Then
1. Organize the questions in the order of the book or chapters. Group the “general”
questions after the “book” questions.
2. Have all the questions written on 3x5 cards. You may think students will
remember their question, but there’s nothing like stage fright to clear the mind! In
addition, 3x5 cards are harder to rattle. The microphone will pick up rustling
paper. Have students bring the card up, put it down in front of them, and ask the
question. You may want to have them practice.
3. One teacher who participated in ASK had a master list of all the questions and
checked them off as they were answered. She also had 3x5 cards with extra
questions in case their questions were taken.
Notes on the Conference
1. Have students in place 15 minutes before
Videoconferencing and Distant Learning...