SPRING ISSUE OF THE MISSOURI READER Vol. 44, Issue 2 | Page 38

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Teachers can use these general instructions for how to write a “How-to-Be” Poem to model writing in content-area classrooms.

When it comes to teaching reading and writing, it is important to find ways to motivate students to take ownership of their learning. One such way of motivating students during literacy instruction is using technology. Technology can enhance the reading instruction by motivating students to want to read and pick up a book (Wasson, 2018).

One way to enhance literacy instruction is using Google Jamboard, an online interactive whiteboard that can be used in a face-to-face, hybrid, or online learning environment. There are several ways that Jamboard can be used in the classroom to enhance literacy instruction. This article will provide five ways on how teachers can use Jamboard.

1.Before, During, After Reading Classroom Discussions: Teachers can set up Jamboard with text boxes and include open ended questions for before, during, and after reading. The teacher can share the Jamboard with the students just like sharing Google Sides or a Google Document. Students can add sticky notes or text boxes and add their responses to the questions. For example, when previewing a book, text boxes can include the following questions:

1) What do you think this book will be about?

2) Why do you think the author chose this title?

3) What is the author telling you based on the illustrations on the front cover? (See example of the textbox option on slide 1 : Jamboard Example Template link is on pg 41)

2. Questioning: The teacher can set up a Jamboard with the questioning stems and students can access the interactive board while reading to post their responses. The following thinking stems can be placed either in the sticky notes or text boxes for students to post their responses: I wonder; what if; why; I don’t understand, it confused me; and how could. (See example of the sticky board on slide 2: Jamboard Example Template )

3.Book Reports/Reviews: Allow students to create their own Jamboard for book reports or reviews. Students can use the interactive tools to write, draw, and add images to support their work. This allows the students an opportunity to be creative but holds them accountable to their learning.

4. Literature Circles: Students can participate in literature circles through Jamboard since it is also a collaborative tool. Each student can be assigned a role and document their responses in a creative and engaging way.

5.Writing: Students can compose their writing piece in Jamboard. Since it allows for multiple slides, students can move through the steps of the writing process. Students can work independently on a writing assignment and then share their Jamboard to engage in peer editing. Additionally, it can be used for interactive writing within the classroom.

These activities are just a snippet of how this interactive tool can be used to enhance instruction. This technology platform supports collaborative participation which can help students engage in discussion. When a teacher allows students to share their ideas and build their background knowledge together, a sense of belongingness to the classroom community is created (Wentzel, 2005). Jamboard is a useful tool to motivate students during literacy instruction which in return can help boost their confidence in reading and writing.

Sharing a Google Jamboard

When the teacher wants to share a Google Jamboard, the first step is to open a browser window to access jamboard.google.com. Then, select the orange circle in the bottom right hand corner to create a Jamboard. Once you have titled the Jamboard in the top left hand corner where it reads “Untitled Jam,” it is time to select the share option in the top right hand corner. The next step is to select change under the “Get Link” option and make sure it is set to editor and select anyone with

References

Wasson, A, (2018). Using Technology to Motivate Young Readers in the Age of

Digitalization. Iowa Reading Research Center. Retrieved from:

https://iowareadingresearch.org/blog/technology-motivate-readers

Wentzel, K. R. (2005). Peer Relationships, Motivation, and Academic Performance at School. In

A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (p. 279–296).

Guilford Publications.

SAM: Could you open the 2 links and copy those slides as text boxes?

Dr. Angela Danley is an Associate Professor of Elementary Education and Program Coordinator at the University of Central Missouri in Warrensburg, Missouri. She has served as a special education teacher, classroom teacher, and instructional coach and is in her 26th year of teaching.

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