Working on writing with Storyjumper

 
Working on writing with Storyjumper

Using Storyjumpler to Encourage Creativity and Collaboration in the Classroom

This week we had to work on writing skills so, I decided to use Storyjumper, an engaging comic creation tool, to help my students develop both their creative and English language skills. We tried to use Pixton but we were told to pay to use it and we found no way to access the free trial, as explained in the course.

The task was part of the unit and, instead of doing the typical activity I do in class, I decided to use this tool to reinforce language structures and encourage imagination. Here’s how I organized the activity and reflected on its impact. This activity has been done with a group of students in 1º ESO. 

How did you organize the groups?

I divided the class into small groups of three to four students. This allowed for collaboration while ensuring that everyone had a chance to participate actively. I made sure the groups were diverse in terms of language proficiency, so students with some difficulties could be assisted by those with higher level, fostering peer learning.

What was the sequence of tasks that you followed to get to the final product?

We used the laptops available in the school to carry this project out. The project followed a clear, step-by-step approach:

1. Introduction to storyjumper: I began by introducing the app to the class, explaining how to use the tool to create characters, backgrounds, and dialogues.
2. Planning: In groups, students brainstormed ideas for a short story or comic strip related to the topic we are dealing with. They had to include the vocabulary and the grammatical structures we have studied in the previous lessons. They planned their storylines and designed characters using this tool.
3. Creation: Students used storyjumper to create their comics, focusing on dialogue, character interaction, and visual elements. Pixton seemed more attractive for them, but we were not able to use it. I encouraged them to use the modal verbs and the vocabulary studied in the unit as part of their story. Also, I told them that their marks would be better if they used any of the other grammatical structures studied this year.
4. Editing & Review: After creating their comics, students reviewed and edited their work, ensuring correct grammar and coherence.
5. Final Presentation: Each group presented their comic to the class, explaining the plot.

What were the specific learning objectives for this activity? How did the use of the tool help the learners achieve these objectives? Be specific and give concrete examples.

The primary learning objectives were:

• To practice using the modal verbs and review the tenses studied in previous units.
• To work on the vocabulary studied.
• To enhance creativity and storytelling skills in English.
• To encourage teamwork and collaboration.

Using storyjumper helped students visualize their stories and brought the language to life. For example, one group created a comic about a time-traveling adventure, using the future tense to describe what would happen to the characters. Another group used modal verbs to explain the rules of the ideal school they designed.

In what ways (be specific) was creativity and the use of imagination encouraged in your students?

Creativity was at the forefront of this activity. Students’ aim was to create unique plots, design characters, and use their imagination to solve problems within their stories. One group created a mystery where the characters had to solve riddles to escape. The freedom to choose themes, settings, and characters made the activity both fun and thought-provoking, encouraging students to think outside the box.

What did your students enjoy most / least about this activity?

Students loved using laptops and the chance to use a tool like Pixton, which they found fun and easy to use, instead of writing again on paper. They enjoyed seeing their ideas come to life in a visual format and working together as a team.

What would you change next time?

Next time, I would also provide more structured guidance on how to incorporate specific language features into the comics and I would allow more time for the planning and brainstorming stage. I will also try to look for another free web or app they can use, one that is more attractive and more possibilities that storyjumper.

How were the finished projects shared with the rest of the class?

Once the comics were completed, each group presented their work, explaining the storyline and demonstrating the use of language structures.

What opportunities were there for students to co-evaluate and discuss the learning experience with each other?

I encouraged peer feedback, where students highlighted what they liked about their classmates’ comics and suggested ways to improve.

Example of one of my students' work.

Overall, the activity was a great success, with students engaging in both creative expression and language practice. Pixton provided an exciting platform that helped students see the direct connection between creativity and language use. I look forward to using this tool again in future projects and start changing the way I work on writing in my lessons.