Who Owns the Learning? by Alan November

Chapters 3 and 4

Here's some of my thinking about Chapters 3 and 4:
Chapter 3:  Student as Scribe
I'm a first grade teacher, so initially the idea of students as scribe seemed perhaps impractical, but thinking about it further I can imagine modifications that could be successful.  I think that with scaffolding and gradual release, I can see scribing working as part of an end of the day reflection, or morning meeting activity.  Perhaps recording a student generated question or comment about a learning goal during in the day, then reflection at the end of the day.  I've recently experimented with ShowMe and am excited to try it in the fall.
I'm a novice to blogging, and don't have access to much technology in the classroom:  one old desktop only!  Also my district is quite restrictive about internet access.  I have a first generation iPad that I'd love to use with students, but since it's my personal equipment, I (so far) can't get access to the wifi in school.  I hope to push that envelope a little for the fall.  Clearly, I have a lot to learn about and will need to take small steps.

Chapter 4: Student as Researcher
What I learned from this chapter is that there is a LOT that I don't know about accurate online searches!  Some of this isn't developmentally appropriate for first graders.  This comment from the text was perhaps obvious, but important, I think:  "you cannot assume that because your students seem comfortable around digital devices, they are knowledgeable about critical thinking."  Research provides opportunities to compare, contrast, and synthesize information to build critical thinking skills.  Every year, it's interesting to watch and support students' surprise when not all texts or sources offer the same "facts".  We typically work collaboratively on research in first grade, with some students ready to move to some independence. There are always many opportunities for accountable talk around what students are learning.  I will be thinking about ways to students might share or extend this beyond our classroom.

I can imagine the sense of power, ownership, responsibility that might be generated as young students use these some of these tools fluently and can envision increased parent engagement, as well.

Thanks to all organizers and contributors for pushing my thinking!