International Symposium: Programs: Captions: Session M11A

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\par >> Good morning, my name is John Albertini. May I add my warm welcome to you all to Rochester. I have the pleasure of introducing Dr.\~Barbara Strassman, who comes to us from the college of New\~Jersey, where she is the coordinator

of the teacher preparation program for teachers of deaf and hard\_of\_hearing students, that serves a three\_state area, New\~Jersey, New\~York, and Pennsylvania. Dr.\~Strassman is published in the area of reading strategies, technology, and also writing

. And today she's going to be talking about an ongoing project in writing that uses video and software, captions software, to support writing. Welcome, Barbara.

\par >> BARBARA STRASSMAN: Good morning. Before I begin, I would like to acknowledge John, who has worked o

n this grant with me as an advisor to assess the writing of our students and Phil O'Connell who is here from the national center for accessible media, at WGBH, where the grant sits. What our grant is doing is looking at improving writing in deaf students

\par To improve writing, we have to begin to ask the question, what is good writing?

In all of the research that's out there, we know the more children read, the better writers they will be, so I thought I would start by looking at what it is that children read. What writing are they seeing?

This is something from popular children's literature, considered very good writing. Third grade. Here today, gone tomorrow. Is that how you would have defined good writing?

\par Well, your dollars do define it that way, very popular children's literature. And I really could have chosen any author, any children's author, that sells well, and we would have found similar sentences, similar passages. Is that good writing?

Here's another source of writing that children read. This is out of a textbook. I'll give you a minute to read that. I call your attention to the sentence in blue, or actually the phrase in blue. It says, "So he was a great, gangling figure of a man."

\par That's a pretty important part of Abe Lincoln. We all know he was very tall and skinny. When children read textbooks, that's it. That's the description of Abe Lincoln. Here's a passage, a two\_

paragraph passage, dealing with that phrase, and it comes out of children's literature. A trade book.

\par So I ask you again, what is good writing? Is it a textbook where every phrase matters, every word counts and you have many inferences you have to make, perhaps information that's missing?

Is it children's literature, which, if you are an English teacher, is anything but correct language, anything but capitals to period, full sentence? Is it a trade book, such as this one, what is good writing?

And then add to that the kind of reading children do, especially deaf children, if they are watching captioned television. What happens when they watch captioned television? What are they reading there? What is good writing?

\par Well, most textbooks definitions would give things like this. Good writing are sentences that are clear, precise, and mature. That certainly would describe textbooks and the trade books.

I'm really not sure if that would describe Paula Danziger, Beverly Clery, I'm not sure at all.

\par Good writing has recognizable, organizational pattern. Again, textbooks with children don't find interesting. Is mechanically conventional. I think we can agree everything I've shown so far meets that criteria.

But good writing also involves choosing the right word for the right own. When you say to someone, he passed on, versus he croaked, you know that the audience has changed. Right? We choose words based on who kicked the bucket, to whom do you say that

? You choose the right word for the right audience, the right reason, the effect you want to have. That's what good writing would be.

\par Good writing features the best form for the intended function. So if you're writing a letter of complaint, dear sirs, you do not sign it "love."

\par Right? What form do you use for that salutation? What's your purpose?

\par Good writing reveals the writer's voice, passions, and perspectives. It's going to convince us, it has to have voice. And good writing occurs when writers can generate ideas as needed and explore them fluently.

\par Well, our experience with deaf and hard\_of\_hearing children really ties into what Judy said this morning, in terms of teacher preparation, for the

longest time, we have prepared teachers and teachers in the classroom have only dealt with the first three functions of good writing. Is it conventional? Is it grammatically correct? Is there an organized passage or pattern to it?

\par And we see this is being perpetuated for those of you who have reviewed the new S.A.T.

and the writing portion of that exam, high school English teachers are all looking at the organizational pattern they can teach in order to help kids score well on that test, and this is what schools have been dealing with.

But is that all there is to good writing? We all know the answer is, it isn't.

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\ltrch\fcs0 \fs26\insrsid6571513 And, again, I just refer you back to Paula Danziger or any good piece of children's literature, truly it's the literature we read as well, it doe

sn't always have features of sentences that are clear, precise, and mature, and grammatically correct, there's so much more as to what we define as good writing.

\par Having thought of all that, we're still left with the question how do we teach deaf children to be good writers and have more than just correct pattern sentences, to move away from where they have been for so many years?

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\ltrch\fcs0 \fs26\insrsid6571513 And these are the questions that brought us to the authoring with video project. Just one more children's author. Brown bear, brown bear, what do you see?

So many good pieces of children's literature, especially books with pictures, the text does not match the picture, and that's OK. Because it's all part of what makes it an effective piece. And this is really what authoring with video is about.

So what is authoring with video? In authoring with video, children come to the classroom, writing however they write. It could be paper and pencil. It could be on computer. However they write, could be with a scribe.

\par Authoring with video combines the children's writing with digital video. In our case we did use videos from the WGBH's archives. It combines software called MAGpie, and I'll give you the Website for that. It's on the last page of your handout.

MAGpie media access generator can be downloaded from the Internet for free. It's fairly simple to install and is very easy to use. The directions are online. Very easy to follow and use.

\par So basically, what authoring with video is, is children's writing, and however they do it. A computer that is going to show them digitized video, and the ability to write while watching the video, using MAGpie. And what you end up with is captions.

But not captions that are verbatim to what's happening, but captions that use a video as a backdrop to help give the writer's voice passion to what they are saying, so that you lavish wall images to support what\~\_\_

so you lavish wall images to support what the child has written.

\par In authoring with video, we have used the single subject design. We look at a child's writing development over the course of a year or two. We're hoping all the students who participated with us this year will be in the project again next year.

And we compare the way they write at the beginning of the year with the way they write later in the year, under two different conditions. One is the authoring with video condition, where they are writing to digital video.

And the other condition is traditional, word processing. No video to support what they're saying.

\par We have based the project in middle school, social study classrooms. And we did that because we know that children write best when they have something to say. And social studies can be powerful. There is a lot to say.

And they will have good background knowledge. We've tried to provide them with prompts that will give them an opportunity to say something challenging. Not to repeat what they have learned.

We aren't asking them to summarize or to give them most important thing. But we are going to give prompts that will encourage them to think and challenge them, to persuade, to state an opinion.

\ltrch\fcs0 \fs26\insrsid6571513 And we do that in both conditions, whether they're doing a traditional writing or authoring with video.

\ltrch\fcs0 \fs26\insrsid6571513 We've asked the social studies teachers to work with the language arts teachers. So that the social studies teachers teach the content, and the language arts teachers teach the writing.

And the teachers can use whatever methods they use to teach writing. If it's a writers' workshop, if they use an author's chair, if it's peer review. Authoring with video lends itself to any type of writing approach.

\par And then we've done two things. We're going to use the Massachusetts state rubric to assess holistically how well the children write on each piece, so each piece they write, whether it's a tradit

ional piece or an authoring with video piece, will be scored on the Massachusetts state holistic rubric. And we've developed a social studies content rubric to assess their writing for this project.

Focusing much more on vocabulary and social studies content. And it's a two\_year project. We've just finished year one and are beginning to analyze the data we have from the children.

\par We're using two schools. A school in Massachusetts, where we have the middle school, sixth, seventh, and eighth grade. The socia

l studies framework there, because we're asking the teachers to teach the regular curriculum in middle school in Massachusetts, they do world geographer.

So for authoring with video, these middle school students have done two different units, one on the city of Venice, and the other on Egypt. And then we're using two classes in New\~

Jersey, we're using a sixth grade class, and their social studies unit is about ancient civilizations, so the sixth graders will do author with video\~\_\_ actually did authoring wi

th video units on Egypt and medieval civilizations and then at the same school, we have an eighth grade class, and their social studies on U.S. history.

\par So with authoring with video, they have done a unit on native Americans and one on slavery and civil rights. The same children, the ten up in Massachusetts, and the five sixth graders in New\~

Jersey, and the eight eighth graders will also do traditional writing.

\par And those units in Massachusetts will be about South America and Asia. The sixth graders will work on the city of ORR in Rome, and the eighth graders completed units on westward movement and underground railroad.

\par So every child in the study wrote for us four times. Two traditionally and two with authoring with video. The units took as long as the social studies teachers needed, and then it moved to language arts, where they wrote following our prompts.

\par We've looked at various states to see how they were assessing writing, what kind of prompts were given on state tests. And we found while the format

might be a little different, whether it was one, two, or three paragraphs, all states did something like this. We've put it into three paragraphs. Where in the begin a prompt would tell children what they knew.

You know something about friendship, you've had many friends over your life. And then the prompt would ask them to write for a specific reason.

\par And it would tell them who the audience was. And then we gave very specific directions for writing. So every prompt we used, whether it was for a traditional writing unit or an authoring with video unit, was set up in this way.

You've learned about slavery. You learned about, and then we gave them a purpose for writing, an audience to whom they were writing, and a job to do.

\par And as I show you some of the prompts, you will see those words have been put in bold. And we asked the teachers to teach writing the way they teach writing, and then either do it traditionally or with authoring with video. Here's the eighth\_

grade prompt used for the native American unit. And let me show you what a couple of children wrote to this prompt.

\par I'm going to show the entire video. It's three minutes long. You'll see that for the first child I'm going to show you, you can't read all of the captions, because she had so much to say.

After we see the video, because I do want you to see the images that the child wrote to, I will go back and show you slides of her text.

\par Each video clip is three minutes long. They came from WGBH productions, for which we had copyright laws to use. So I will go through this.

If you can't read the captions because the print is small, or it goes by too fast, I will go back and show you the child's text after I show you the video.

\par So the children were shown the prompt. They were able to see the video as many times as they wanted.

In this case, this student wrote her entire essay the first time, paper and pencil, then imported it in MAGpie, which you're going to see, however, is a QuickTime version. I'll show you MAGpie in a minute. And then she was able to

edit as much as she wanted. In her classroom, the editing was done with the teacher as opposed to peer editing, because that was the system they used. And it was a finished product when the student was finished.

So what I'm showing you is what the student determined was her final draft.

\ltrch\fcs0 \fs26\insrsid6571513 [Video clip]

\ltrch\fcs0 \fs26\insrsid6571513 >> BARBARA STRASSMAN: The student wrote slightly over 500 words. A few places you probably felt like you needed more time to read the captions. There are a few places where you would have liked to have seen captions.

She had a lot to say. She wrote to the task, addressed the audience, and certainly had a strong purpose. Used historical facts, actually wrote to the\~\_\_ and had a lot of knowledge, wrote to the prompt and answered it. Let me show you another studen

t in the same class.

\par [Video clip]

\par >> BARBARA STRASSMAN: While it's thinking for a minute, this next student wrote about 300 words. As we told the children, we asked the social studies teachers to give us a list of the target vocabulary, the conceptual voc

abulary that was in each unit, and we did keep track of how many times the children used the target vocabulary. I'll discuss later how that was one of the biggest difficulties the students had, using the target vocabulary in their writing.

\par [Video clip]

\par >> BARBARA STRASSMAN: While that think, we'll move on. So here is the first child's text. OK. This was the 500 words. Anything you see in blue were conceptually related vocabulary words. Shoe. \~used some words many times.

We looked at how they were conjugated. Could she lose them correctly in the particular context, and so here is her text.

\par [Video clip]

\par >> BARBARA STRASSMAN: And she continues.

\par [Video clip]

\par >> BARBARA STRASSMAN: And then she concludes. And you notice she even uses a quote that was taught to her in class.

\par [Video clip]

\par >> BARBARA STRASSMAN: This is the second student from the same class. You'll see quite a difference.

\par [Video clip]

\par >> BARBARA STRASSMAN: The second student was also able to address the prompt. Though seemed to have some confusio

n about writing today looking back at history and using those historical facts to convince Congress, but did show evidence of having learned historical facts. So that child seemed to have trouble with was voice. But still was trying to convince.

That child wrote a little over 300 words, so the captions were much easier to read, because they gave more time and did fill the video.

\par Let me show you one other. I'm just going to show you part of it, because I know time is short. This is from a Venice prompt, so you can see one more kind of video that we used.

\par [Video clip]

\par >> BARBARA STRASSMAN: Here the student was asked to write a letter stating why the Italian government should put money into fixing Venice from all of the floods. Why would that be important?

\par [Video clip]

\par >> BARBARA STRASSMAN: OK. Just backing up. This was the second native American passage. It was about 300 words. The student who wrote to Venice was a Massachusetts student, also wrote about 300 words. You ridiculous, and you can show you the t

ext in a minute, he said, I'm going to give you three reasons why you should leave, and then actually gave two, flood was reason one. Flood was reason two. OK? In that classroom peer editing was used.

\par }\pard \ltrpar\ql \fi432\li-144\ri-144\sl285\slmult0\nowidctlpar\faauto\rin-144\lin-144\itap0\pararsid6571513 {\rtlch\fcs1 \af2 \ltrch\fcs0 \insrsid6571513 So his piece didn't seem to catch that, and he was happy with the text he wrote.

Clearly, he also wrote that he had learned about dams and some of the different things and he had learned about some of the artifacts in Venice, but his feeling was they shed leave Venice, and he didn't think it was worth staying there.

Children wrote on both tasks, should you stay or leave, and should the Italian government put money into saving Venice, and we had students who wrote on both sides of that issue. And here's the print of the Venice text, what the child wrote for that. }{

\rtlch\fcs1 \af2\afs26 \ltrch\fcs0 \fs26\insrsid6571513\charrsid10385289

\par }\pard \ltrpar\ql \fi432\li-144\ri-144\sl285\slmult0\nowidctlpar\faauto\rin-144\lin-144\itap0\pararsid6571513 {\rtlch\fcs1 \af2\afs26 \ltrch\fcs0 \fs26\insrsid6571513 >> BARBARA STRASSMAN: OK. We have flood, flood, and you protect too much.

So what did we see? First year of the project was this past year. We have four writing samples from each of the participating students. We interviewed the teachers about how they used authoring with video.

We interviewed the kids about what thought, what they liked, what they didn't like. And as you can imagine, they were pretty honest with us, the teachers and the students were very honest. What we know is that authoring with

video, everyone agreed, the context was good. Though, the kids were really straightforward. They didn't really want to write about social studies.

\par The most popular thing they did want to write about was sports and sporting events in their schools. They would like to have video of those things and be able to author with video and explain what was happening in the sporting competitions.

But I'll share with you some of the things they actually said. Social studies wasn't of great interest to them.

\par We know, however, that authoring with video did increase their desire to write and to publish, that the movies, having the iMovie made them right more.

Almost every participating student said that to us, when they saw their words in print and in movies, they said they wanted to write more. They felt proud about what they had done, and were glad to know they had something to say.

We also know that authoring with video increased their motivation. We're not sure it increased their mote vision to edit their language, but we know it increased their desire to edit organizations, because they were moving things around in the text.

Editing the language would probably be a bigger factor of how the teacher taught writing at that point, how the peers edited writing, but using authoring with video didn't seem to, at least in this year, fluence the language they were using.

\par We're hoping it will also increase their motivation to read. We're going to begin next year by sharing across schools, the product, the authoring with videoing product.

We're going to do a teleconference, we're going to share the materials, so they can see that other kids are doing this, and we're hoping it might also change at how they look at captions, as they read them elsewhere. The most important thing for

us was, can we help children by very clearly telling them what the task, audience, and purpose is, to increase their level of writing.

\par And that's what we're just beginning to look at as we start scoring all of the kid' writing samples, to see, were they able, with authoring of video, to address those parts of writing in a better way than through traditional, and we don't have data yet.

It a allows a teacher to stop the writing process and do a mini lesson or do whatever he or she does to help instruct children improve their writing, and authoring with video just lends itself to that.

And we've also collected data on what teachers have done to that end, we have not yet looked at that.

\par What are some of the other ways you could use authoring with video? Because I will tell you that kids says social study was boring to write about.

So some of the other things that has occurred to us to do that we won't be doing in this project are to author with video a movie version of a book. Very often, in classrooms for the deaf and typical classrooms, we read a book, we then show the movie.

What if the kids would then author with video parts of that? Instead of a book report they do on paper, but odd authorize with video it?

\par What about instead of doing a reader's theater, if they acted out, if you videotaped your class doing the reader's theater, and you type up the script? You author with video, and then you have that to show, it becomes part of your school library?

\par Home movies. Kids told us they'd like to do that. They'd like to be able to make a home movie and send to it a relative or friend and send the letter that way.

The most important thing the students said to us, they really wanted to author with video assemblies and sports competitions. Why not?

\par And then it has occurred to us you could also do school news letters this way, and send them home by the web, C.D., or however you communicate. But you show videos, you simply stand and talk to your parent and caption it, author it with video.

And this is certainly not an exhaustive list. There are many ways to use the authoring with video approach. We've chosen social studies, but there are other ways to use it.

\par So what did the kids have to say? "I prefer to write using the computer than using pen and paper. I'd prefer u

sing MAGpie or iMovie to write my essay rather than just using the word format alone because it helps me to be more creative and write more after I see the movie."

\par That is what we had hoped, and we saw many kids said that to us. Another child said to us, "I think it's the same thing for me. It's the same. But I think I prefer to pick one. MAGpie is better than that," meaning the traditional writing.

Old tradition, "The more I watch the movies, the more I realize that I forgot to write some more details, and going further into more details."

\par To me this was a very important comment, because so often are kids write their main ideas, and assume you know the rest and don't tell us the rest. And we found that in the New\~Jersey school, when the social studies

teacher came in to the writing class and she looked at what they were writing, after she had a little fit and sewed, wait a minute, why don't you explain this, the kids had all the information.

They just needed to be reminded to write it down, because not everybody knows what they know.

\par So in the case of the underground railroad, the student in question had written something about, you should become a conductor. And the social studies teacher says, you have to tell them why. What is it that this person ha

s that would make them a good conductor?

And then the student wrote a paragraph about how they had a safe house or they had a station on the underground railroad, and describe the safe house on this other person's property that would be a wonderful station.

\ltrch\fcs0 \fs26\insrsid6571513 But until they were questioned, they didn't add those details in.

\ltrch\fcs0 \fs26\insrsid6571513 So it's interesting that a student, him or herself, knew that was something the movies were doing for them. They just had to do it. We had students say, "Yes, honestly, yes, because afte

r I type up my essay, and then I watch the movie, it explains what things look like, and I would understand it better, so I could write and relate to the movie. Like with the Venice video clip.

I watched it and I'd understand more about how people felt about living in Venice. I understand more."

\par And another student wrote, "But the movie makes me write more," and that really seemed to be what the kids were telling us. They wanted to fill the three minutes. We did have a couple of children tell us the movies should actually be longer. The 500\_

word child felt the movies should be longer.

\par We had students say they were more motivated and involved in the writing. One student said, "I don't know what to expect next, and I enjoy that. With MAGpie and iMovies, it gives me more ideas to write about."

\par One student said, "I feel proud that I did a good job and that I accomplished all of the work."

\par So they did feel good about. They didn't say this about the traditional writing. That was just the way school is, and, of course, they were big on giving some input, and the input was, they really don't want to write about social studies, OK?

And the other thing we found out is that some kids, we had asked in the beginning that after the social studies content had been taught and the videos had been shown\~\_\_ the kids write and then show the videos.

\par And we found out from the kids, they wanted to write while watching the videos. So what we've learned in the first year is that we really have to tailor what we do, that not e

verybody will use authoring with video the same way, and that they may need to see this earlier on. Do I have a few more minutes John or\~\_\_ let me just show you before I do questions, what MAGpie actually looks like.

When you author with video, you use MAGpie. The video shows in one box, and then the text you're going to write shows in another. And it's as easy as word processing. I did start, this is the native American video.

And I did start part of what a child might write, because one of the things you could do with authoring with video is giving kids writing prompts.

And so at select points in the movie, I put in phrases, and I was going to invite someone up to simply type in and write your own text, because it is as simple as typing, and you can edit as you go. Which I'm more than happy to do, because

\par I'll leave this up, if not during the presentation, after ward, because that\~\_\_ afterwards, and that's another thing you can do as a teacher, you give kids a passage, a starter phrase, so to the same promp

t we saw earlier, I began this by saying that good morning, and I gave that plenty of time\~

you to add any greeting you wanted to add, and then I added my name is, and I'm writing to convince you of, and I left lots of space, so that a child could begin writing once I gave them the beginning language, or they could erase this.

I will stop here, and I will answer questions, if I will have this up here if someone would like to author with video to the Native American film.

\par >> AUDIENCE MEMBER: How do you know where you're at? I'm assuming that MAGpie is with no PC.

\par >> BARBARA STRASSMAN: PC or Macintosh. Yes. >> AUDIENCE MEMBER: And second, how do you know where your\~\_\_

\par [Inaudible]

\par >> BARBARA STRASSMAN: I put in green. You'll see this one box in green, that's my active typing box. I can type in there as much as I want. I'm going to add\~\_\_ I think it says, "my name is," so I can type my name. And then that will show.

In this column you see start times. You set those by hitting the F9 key. It's as simple as that. You start playing the video, and as you hit the F9 key, that's where your caption will start. If you make a mistake, you go back and do it again.

As long as your save your work, you have your last draft, and you can just keep editing.

\par >> AUDIENCE MEMBER: One other quick question. Can you do that with the C.D.? And MAGpie?

\par >> BARBARA STRASSMAN: You mean if your video is on a C.D.?

\par >> AUDIENCE MEMBER: Yeah, or if you just have a C.D. or DVD, a DVD movie or something, can you use MAGpie, or do you have to actually use an iMovie or some edited video?

\par >> BARBARA STRASSMAN: MAGpie requires everything be in a specific directory. A after you create it on your computer all in the same directory, you can burn a C.D., but you won't be able to edit it at that point.

\par >> AUDIENCE MEMBER: I have a couple of questions, so I'll talk really fast. On here, under the steps on the slide that you didn't show it up here, but it's in our handout, you had mentioned open a movie clip, open a word.

So do the students actually do their initial writing right in the MAGpie, or are they actually kind of writing free floating in word as they're watching?

\par >> BARBARA STRASSMAN: Good question. In year one, we have the questions open a word window and do it there, and then import their text. B

ecause we thought we would have an authoring with video approach, but what we learned in the interviews with the teachers and with the kids, that some of the kids want to do it at this level. You could do it either way.

We could create an entire captioned video right here in MAGpie and save it, or I could have a word document open, type the way I'm used to type, and then import that.

\par The reason we wanted the kids to start writing in a word document was we didn't want them to start worrying at the beginning about where the captions go in the movie.

You know, how when kids are word process, the red squiggle, happens to us, you have to correct the spelling error as you're going and the grammar as you're going, and we didn't want them to worry about the timing as they're going.

And we asked them to create it in a word document, but it could be done at this level, too. So either way.

\par >> AUDIENCE MEMBER: So do they watch it first and start writing or are they actually watching and writing? I'm curious how they are processing?

\par >> BARBARA STRASSMAN: We ask the kids to watch the videos. They are silent, and watch it as many times as they wanted, so they could see the footage, because we did predetermine the footage, and then we said go ahead and write, so they watched

the video and write.

\par Some of the teachers said, you've seen the video as much as you want, and go ahead and word process, and then they brought the text and the video together. It can be done however you the teacher wants to do it. Most of our teachers had

them write first draft, actually paper and pencil, type that into a word document, import the word document into MAGpie, then edit to make the captions flow.

\par >> AUDIENCE MEMBER: Last question. Did the teachers that participated, were they volunteers, was there resistance? There's a certain level of technology, and I'm wondering how open they were to taking it on?

\par >> BARBARA STRASSMAN: We provided the computers with everything loaded, so they didn't have to worry about that, and each school had the technology person. They actually all volunteered.

The hardest part was pairing the social studies and language arts teachers working together, and in one school, it was how they taught, it they always team taught. So it was seamless. In the other schools we ac

tually had to separate it, because we really are committed to doing it in the content areas, so children have something to write about other than their summer vacation.

\par We want to see them using more technical vocabulary and details and information. And for good writing, they must be challenged to improve their writing. The research is clear on that.

When not challenged, children don't do well, and that research has been done with deaf kids. Uh\_huh?

\par >> Thank you, Barbara, very much. May I just ask\~\_\_

\par [Applause]

\par \_\_ I ask you before you leave, if you wouldn't mind filling out an evaluation form. I have them in paper here, or you can also do it upstairs in the NLC, the learning center, online. Thanks again, Barbara, and please join us for lunch. And also, we h

ave extra handouts if you came in late.

\par >> BARBARA STRASSMAN: And I will stay a minute if anyone wants to come up and try MAGpie. I'll leave it here for a minute. Since it's lunch, I know we're not moving into someone's presentation. So I'm happy to stay here.

\par [Luncheon Break]

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\par }}