Evidence of Student Work Through #Walk My World Project

One of this marking periods assignments for our IT&DML Program we joined the #walkmyworld project. This was a ten week project in which we were to explore the use of digital texts and tools as a means to connect, collaborate, and share.


  1. After spending a short portion of time in a #walkmyworld hangout I got a better Idea of what we were to share and share or post during this project. Molly Shields was the first participant I viewed, and here is a sample of walking in her world: literally she's walking. Take a look!
  2. As I enjoyed Molly's video and began to think about my own I wasn't sure how I wanted to represent myself in #walkmyworld as I tend to be a little conscious as well as self-critique my work too much.  And Ian, our professor and lead in the project, recommended that we a be "thoughtful, and careful" about what we share and how we represent ourselves online. So I thought about it more and decided to focus on a topic I was comfortable with which was student work and activities that I and the students at my school "walk" through during the day. 

    Once I got started, my initial post on #walkmyworld's google site was a "walk" through my first Skype experience with students. I was happy there weren't any glitches with the technology and most students were engaged in the interview, and we had the students reflect upon it after.  I would say it was pretty successful. 

  3. My first Skype experience with students. Grade 4 enrichment students interviewed the website designer...
  4. Next a "walk" through one of our first grade classroom's science fair projects: Can we turn milk into plastic? Why or Why not? What goes through those 1st grade minds when asked such a higher order thinking question such as this?
  5. I was again enlightened to the youthful thoughts of first graders when I video-taped their writing, in letter format, to the principal of the school. This is why they think school is cool. 
  6. What is exciting about being in a Kindergarten - 8th grade school is that you get to see students grow from elementary to middle school all within the same building. My next "walk" takes you through our school's exciting Poetry Season Kick-Off! College mentor students engage 6th through 8th grade students in a variety of activities that include thinking, writing and acting out. All of which to help them with their topics for our up-coming Poetry Slam. 
  7. It was also our 8th annual "Pi Day" celebration, a day to focus on math. Our poetry guests were able to have the students combine math and writing, here is one of the activities. 
  8. It always amazes and delights me (I know that sounds corny but . . . its true) how our staff comes together as a team to have students celebrate a particular day. If you took a "walk" around our school during "Pi Day" you would see classroom teachers during their math time engaged in  "Pi"  activities, our music teacher engaging students in singing songs about Pi, our PE staff having the students estimate then jog 3.14 times around the gymnasium, and in art class- the Kindergarten students would be seen drawing Enso's which are circles that are hand-drawn in one or two uninhibited brushstrokes to express a moment when the mind is free to let the body create. It is a discipline practice for Japanese ink painting. The video the students viewed before they began drawing said that the Japanese believe, "if you are skillful with the sword, then you are skillful with the brush". 
  9. I felt that my #walkmyworld posts of student work and activities coincidentally fell into the theme of this week's DLMOOC which was a reflection of deeper learning and the topic of exhibiting student work. I thought I would continue my Storify with the DLMOOC topic in mind and how we curate, create an audience and exhibit student work. 

  10. Despite where teachers and students are coming from we ALL initially "walk" through the same beautiful entrance of our newly built school. 
  11. Once the teachers curate their student's work it is posted on the pillars of what we call "Main Street"  and can be viewed by all. There is a definite excitement and sense of accomplishment as students walk through the hallway and see their projects. 
  12. We set aside a vertical team meeting each quarter for the staff to analyse and give teacher feedback regarding the student work posted on the pillars of "Main Street". This is not meant to be a negative comment and critique session of teacher or student work. Its purpose is to determine whether we are vertically aligning what students are learning from grade level to grade level, sharing ideas about best practices, as well as informing each teacher what the grade below them and/or above them is engaged in.
  13. By having conversation through feedback of student work we are trying to be more efficient and effcecive in our teaching so that our students are properly equipped with the necessary skills, tools and know-how to be 21st century competive.  "To talk content curation, we really need to think through the duties of a museum curator for a second. A curator scours the art world, selects the finest works, gathers them together around a unified theme, provides a frame to understand the artists’ messages and then hosts a conversation around the collection. That’s not unlike the 21st century teacher who must comb through an overabundance of information to discover the significant and relevant, bundle those ideas into course modules, contextualize them for the class and then create an environment for students to explore those ideas and enter into a conversation about them. " - See more at:  http://academic.stedwards.edu/socialmedia/blog/2012/04/16/teaching-students-to-become-curators-of-ideas-the-curation-project-3/#sthash.sl1uwyzr.dpuf