Attend
Exhibit
Contents Under Pressure: Using Digital Storytelling and SODAS Frame to Address SEL |
Explore and create : Creation lab
Jessica Pack Georgia Terlaje
Dive into post-pandemic teaching to meet the SEL needs of all learners! Use the engaging SODAS lesson frame to help your students analyze problems and solutions as they tell stories through moviemaking. Participants will leave this session with an anchor movie and lesson they can use right away!
| Audience: | Coaches, Professional developers, Teachers |
| Skill level: | Beginner |
| Attendee devices: | Devices required |
| Attendee device specification: | Laptop: Chromebook, Mac, PC |
| Participant accounts, software and other materials: | Imovie, WeVideo, Adobe Spark, Canva or any video editing software. |
| Topic: | Storytelling/multimedia |
| Grade level: | PK-12 |
| ISTE Standards: | For Students: Creative Communicator
Learner
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| Additional detail: | ISTE author presentation |
| Related exhibitors: | WeVideo, Inc. |
The purpose of this presentation is to showcase digital storytelling as an instructional strategy that can be used to help students develop social-emotional skills. Participants will learn how to implement a moviemaking lesson frame that can be used with any grade level. Attendees will understand how to structure movie projects efficiently and effectively, as well as how to scaffold English learners for success. Many student-created movies will be shared as exemplars. Attendees will leave with a clear understanding of the capacity movie making has to help students process their emotions, clearly communicate perspectives, and analyze multiple solutions to social and emotional issues.
1. Welcome, presenter introductions, attendee introductions (if number allows) 3 minutes
2. Description of educational context in which presenters work (i.e. student and community demographics, barriers.) Identifying the challenge: Making SEL and language practice engaging for all students, especially English language learners. 5 minutes
3. SODAS project description and student-created sample videos. Attendees will view 3 short sample projects from different grade levels. Presenters will walk attendees through the lesson sequence from start to finished video project. 10 minutes
4. Main Hands-On activity: Attendees will follow the SODAS method for a problem (of their choosing) and create a video to illustrate their thinking as they work through the problem. (SODAS: Situation, Options, Disadvantages, Advantages, Solution) Attendees will use a video editing softward of their choice to execute this task. Suggestions include: WeVideo, Adobe Spark, IMovie or Canva. 30 minutes
5. Viewing Party - several attendee projects will be shown and discussed as a group. During this discussion, presenters will focus on the importance of authentic audiences for student work, and how to structure critical feedback to build creative confidence and growth. 5 minutes
6. Presenters will briefly identify potential pitfalls when creating this project with students and make recommendations for a smooth production process. 5 minutes
7. Closing and additional resources 2 minutes
Pack, Jessica (2021). Moviemaking in the Classroom: Lifting Student Voices Through Digital Storytelling.
Professors from the University of California Irvine published a research-based article about the digital storytelling initiative in Palm Springs Unified School District, where the presenters teach and coach. This article appears in the "International Literacy Association" publication and is entitled: "Digital Storytelling: A District Initiative for Academic Literacy Improvement".
https://drive.google.com/file/d/1BocTqscOz99YLU1M2yhuRMQ6uQQ8N3XN/view?usp=sharing
Gallo, C. (2019). Storytelling to Inspire, Educate, and Engage. American Journal of Health Promotion, 33(3), 469–472. https://doi.org/10.1177/0890117119825525b
Peterson, L. (2018, October 17). The Science Behind The Art Of Storytelling. Harvard Business Publishing: Corporate Learning. https://www.harvardbusiness.org/the-science-behind-the-art-of-storytelling/.
Zak, P. J. (2013, December 13). How Stories Change the Brain. Greater Good Magazine. https://greatergood.berkeley.edu/article/item/how_stories_change_brain.
As a middle school teacher for 17 years and a California Teacher of the Year (2014), Jessica has continually worked to redefine what learning looks like in her classroom. An ISTE author, Jessica's book, Moviemaking in the Classroom, was released in October 2021. She is an advocate for student choice and voice, as demonstrated by the original content her students regularly publish for a global audience. She also spent over a decade as a professional development instructor and Consulting Teacher for a digital storytelling non-profit organization called DIGICOM Learning, aimed at promoting moviemaking in southern California classrooms.
Georgia Terlaje has taught for 33 years and is currently and instructional coach for Palm Springs Unified. She has used digital storytelling as an instructional strategy for 11 years and has presented on the topic at both regional and national conferences. She was also instrumental in creating PSUSD’s first elementary film festival that is now in it’s 4th year. Georgia is also a teacher-consultant for DIGICOM Learning. In this role, she is a lead instructor for professional development courses for teachers in the area of digital storytelling. Georgia has a digital storytelling podcast, “Storytelling Saves the World”.
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