Report from the Field – Jim Tripp

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6 thoughts on “Report from the Field – Jim Tripp”

  1. Your post here, Jim, highlights for me the masterful art of getting kids imagination rockin’, as you say. It is not an easy endeavor for many students who carry a funk about them. Luckily, this year in all of my classes those students with the imaginations have social power over those that don’t 🙂

    Jim, could you explain in more detail what your write and discuss looks like, or as you say Diane calls it, live type, especially for the level 1 classes at the beginning of the year?

    thanks brother!

  2. Glad to hear your classes are stacked with imaginative kids Sean. Can’t ask for much more than that!

    The write and discuss, or live typing, is just me writing the story/interview while the kids tell me the next sentence or answer my questions or give me more information about any given part. And sometimes we add additional information during this time. Diane has a good video of this on her YouTube channel. I’m ordering a wireless keyboard soon so that I can be more mobile while doing this. I see two upsides to doing class readings this way (vs typing it up before class): It doesn’t use up my prep time, and the kids get to see the story getting written in real time while predicting how they would write it and how the words are spelled etc. I try my best to keep them engaged by having them answer questions and give opinions and move around a bit while I’m doing the typing. I usually don’t do the typing during the actual interview or story. Usually the next day. This all lives on the One Single Document (credit David Sceggel) that is shared with kids electronically (we have google accounts, so I use google docs).

  3. Purists would say that this is output, as we get their conscious minds involved in analysis of form (writing) instead of input, and therefore not the best use of instructional time. People into their mental health, because this eats up big minutes, would say that it is a very good thing to do in class.

    It is input in a way, but boring input, and so I don’t do it.

  4. I understand what you’re saying, Ben, about writing the narrative, as Jim describes above, during class as not the best use of instructional time since it activates their conscious minds. I have not had luck doing this kind of writing with my 8th period class, for example. My 8th period students are CI purists themselves even though they don’t know it!

    However, I wonder how much it really activates the conscious mind. I think it can be done craftily with a playful back and forth, as Jim describes and as I’ve seen Grant do in one of his video (which I can point anyone to if you’d like :). When done playfully and craftily it can be a good coupling of conversation and reading, I think.

    I can’t help to think about how this compares to a dictation. We agree that dictations activate the conscious mind, right? When doing this kind of live typing we want to avoid it becoming like a dictation, rather let the writing stream live from the conversation.

    1. https://www.youtube.com/watch?v=b5JkrNhsZ1k

      This is fourth period Spanish One writing together last week. It was the story we had made the previous day based on a OWI, a Christmas Machete, who was joined by another OWI character, an Ewok named Eduardo de Ewok el 2 1/2.

      We had Dave Ganahl, Kristen Wolfe, and Beniko Mason in the room as we wrote this! What a thrill!

      I think this is not all that much in their conscious minds. But others may beg to differ. I am curious to hear what you guys think.

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