Author’s Computer Chair

1. Author’s Computer Chair Bringing a digital edge to an old time favorite. Mary Ann Meives July 17, 2004

2. Introduction • The purpose of the presentation is to introduce you to the idea of,  Author's Computer Chair. • The original activity was formulated in the mid 1980's  by Donald Graves and Lucy Calkins, leaders in the field of children and literacy. • I want to clarify the steps, using a Whole Part Whole model, in an attempt to support your use of  this activity within the classroom. • This is also the first attempt at web based professional development at Clarence Cannon Elementary. It is my hope that this is the beginning of a new trend.

3. Why Author’s Computer Chair? Instructional Objectives • Students will have opportunities to use computer related vocabulary. • Students will demonstrate how to use the computer application tools. • Students will discover the value of collaboration and feedback. • Students will have opportunities to engage in peer teaching • Students will create a writing folder on their computer to store works, engage in web based communication and create paper generated artifacts.

4. The Five Key Guidelines • Create the right social atmosphere. • Conduct minilessons. • Schedule time and space. • Invite children to share different types of computer work. • Build children’s capacity to participate in discussion routines.

5. Create the right social atmosphere. • Explain purpose of activities. • Model expected components of discusssion • How do you ask helpful questions? • How do you offer constructive remarks?

6. Conduct Minilessons to demonstrate and model Author’s Computer Chair • Demonstrate the necessary thrust of the lesson. • Narrowing subjects • Questioning techniques • Comments • Identify your particular need at the time.

7. Schedule a time and space for Author’s Computer Chair • Designate a specific area or computer. • Explain the importance of projecting their work. • Introduce the sign up sheets. • What could make you Author’s computer chair special?

8. Build the capacity for discussion routines during Author’s Computer Chair. • This takes lots of time and practice. • Each lesson will be modeled and build on the next. • A collaborative list of discussion routines will be created. • These routines will focus on three areas.

9. The three areas of focus: • Works in progress, examples may include: • Peer feedback with technological problems. • Peer feedback on writing or literacy struggles. • Showcased work of knowledge may include: • Children demonstrate areas of computer expertise. • Computer generated stories • Web based creations • Introduction of new software • Showcasing final works may include: • Computer-related work • Final revisions of computer related work: stories, multimedia, web quests and so forth. • A time to invite peer comments and questions.

10. Build capacity for discussion routines during Author’s Computer Chair. • This process takes a great deal of time and practice. It involves: • Language • Rhythm • Purpose • Teacher modeling • Demonstrate what give and take offers group functionality.

11. Conclusion:Expected Benefits • Children will use more computer related skills and vocabulary. • Demonstrate the use of technology tools. • Increase their understanding of the importance of collaboration and the usefulness of feedback. • Through the sharing of his/her own works and the works of others, the student begins to value works more fully. • Peer resource experts will facilitate learning. • By working to solve the problems of others, they become better listeners. • Finally, this activity supports the development of paper-based and digital literacy.

12. Resources: • Knowles, Malcolm S, Elwood F. Holton III, and Richard A. Swanson. The Adult          Learner.  5th Edition.  Butterworth-Heinemann, 1998. • http://www.readingonline.org/electronic/rt/4-04_column/ • Graves and Calkins images from http://www.amazon.com