Image source: https://www.whakoom.com/ediciones/588349/the_wolves_in_the_walls-softcover_56_pp

What did we do?

During this in-situ experience, our cohort not only got to experience Virtual reality (VR) through The Wolves in the Walls, but we also got to share this experience with a grade 5/6 class!

To start off, we met at the Design Lab to try the VR out for ourselves. This was very helpful, because some of us had never used VR before, and it was great to be able to learn how it works, how to use it, and more about the whole experience before we brought it into a classroom.

When we went into the school for our in-situ, we started by reading the story to some students. Students travelled around the school, having the book read to them in chunks. I think that this was a very engaging way to read to the students!

Photo of Eva and I reading “The Wolves in the Walls”. Image sourced by Allie Kostiuk.

After we finished reading, I was able to go into the classroom where the VR simulations were happening. There were students spread out all over the class, immersed in the VR… It was kind of dystopian! I directed several students through the VR story, and every student that I helped had a lot of fun! I also helped a few students in their ‘busy books’, however, I did struggle to get students engaged with the writing tasks when there was so much happening around them!

Photo of students engaged with the VR activity! Image sourced by Allie Kostiuk.

In summary, it was a really fun day full of energy, creativity, and new learning for me as a future teacher. Trying the VR ourselves first made a big difference because I felt much more confident bringing it into the classroom. Seeing how excited the students were during both the reading and the VR experience reminded me how powerful storytelling can be when it’s interactive and hands-on!

Image source: ParentMap

My personal experience with VR

My personal experience with VR was honestly something I wasn’t sure about at first. I had never used VR before, and I was a bit wary going into it.

Once I actually tried it, though, I was surprised. It didn’t feel as overwhelming as I expected, and I found myself getting really drawn into the story.

It also made me realize how many different ways VR could connect to learning. Beyond storytelling, it could be used for exploring places around the world, learning about science concepts, or even experiencing historical events in a more engaging way!

How does this connect to the BC Language Arts curriculum?

I think that this VR experience connects really well to the BC Grade 5 ELA curriculum. One of the big ideas is that: language and text can be a source of creativity and joy, and I definitely saw that. The students were able to step inside of the story, and it made storytelling feel exciting and different from the usual classroom experience. I think that it also connects to the big idea that: exploring stories helps us understand ourselves and make connections to others and the world.

The curriculum includes the curricular competencies “Comprehend and connect (reading, listening, viewing)” and “Access information and ideas from a variety of sources and from prior knowledge to build understanding.” I think VR fits well within these competencies because students were not only reading the story, but also listening to it and viewing it in a digital, immersive format.

Finally, I also think it connects to perspective and point of view, which are part of the BC Grade 5 curriculum content!

How does my experience connect to the Professional Standards for BC Educators?

I think that this experience connects to Standard #6: teachers demonstrate a broad knowledge base and an understanding of the areas they teach. Before bringing VR into the classroom, we took the time to learn how the technology worked and read Wolves in the Walls ourselves!

Image source: Forbes

Connection to a course text:

When I think about my VR experience with The Wolves in the Walls, two parts of Molly Ness’s definition of a read aloud stand out to me the most.

First, she defines a read aloud as “a shared literacy experience engaging children and adults in conversation and engagement around a high-quality text.” (p. 3) Even though we used VR, it still felt like that. I might not have thought of this experience as a read aloud before taking this course and reading Ness’ work, but now I can see how well it fits!

Secondly, the idea that read alouds should be a “joyful and engaging experience for everyone involved” (p. 3) really connects to what I saw. The students were fully immersed and drawn into the story. It reminded me that engagement is a huge part of literacy!

Sources:

Read Alouds for all Learners: A Comprehensive Plan for Every Subject, Every Day by Molly Ness

Professional Standards for BC Educators

BC Grade 5 ELA curriculum.