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

Introduction The purpose of the presentation is to introduce you to the idea of, Author's Computer Chair. 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. 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. 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. 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.

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

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

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

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

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

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

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

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

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

Resources: Knowles, Malcolm S, Elwood F. Holton III, and Richard A. Swanson. The Adult Learner. 5th Edition. Butterworth- Heinemann, Knowles, Malcolm S, Elwood F. Holton III, and Richard A. Swanson. The Adult Learner. 5th Edition. Butterworth- Heinemann, /4-04_column/ /4-04_column/ /4-04_column/ /4-04_column/ Graves and Calkins images from Graves and Calkins images from