In this blog post I want to share an in-class assignment that required us to find a way to use digital storytelling to meet curricular objectives. Together with two of my peers I chose grade the 3 - Social Science - British Columbia curriculum.
We wanted to focus on letting students explore their own cultural differences and similarities and showcase their findings through digital story telling.
Digital storytelling promotes learner engagement and the development of intrinsic motivation and assists teachers in facilitating constructivist learning environments. Students' learning is supported by empowering them to organise and communicate their knowledge and ideas in a unique and meaningful way.
Our lesson series allows all students to contribute to their group discussion, all viewpoints and experiences are being heard and acknowledged and students are challenged to reflect on their own cultural upbringing and identity.
Social constructivism is the base of this learning experience by allowing students to construct their knowledge together and based on each other’s experiences.
We incorporated peer feedback opportunities to helps students develop lifelong skills in assessing and providing feedback to others, which also equips them with skills to self-assess and improve their own work. Peer feedback encourages collaborative learning and can build and enhance students' capacity for judgement and the ability to provide suggestions for improvement.
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