Videos of flipcharts

I watched a few of these videos.   It's worthwhile to look at them, but I would still like to see them used in person so that I can ask questions at the same time.

BYOD video from Lesson 3 Tic-Tac-Toe

I watched the video from a Fairfax, VA school and it looked wonderful.  It's still amazing to me how easy it is to access information with these devices.  (We need to teach students what terminology to use when they do a search, though.  They are struggling with this and it slows down their work.)

All the students were using devices for making flashcards (my ELL students do this, too) taking notes, and doing assignments.  Now, we have to consider that Fairfax is in the Washington, D.C. area so incomes are high and most of the kids had their own devices.  There was a computer cart for those who didn't have their own, but we are having real problems now with not having enough working computers for all.  (Just an idea:  Use the buying power of parents, students, teachers, families to get a deal with a supplier for reasonably-priced devices.  There would be more uniformity among devices and it would ensure that supply would not be the problem it is now.)

 Also, the video showed a student registering her device with a technologist so that the device would be restricted to what the school was using.  This might make it easier to control what students have access to so that they wouldn't be off task so often.

One of my students has an I Pad and she is able to use it for most everything.  I don't know if that might be a good option.

I'd like to hear from others what devices they think would be most useful and for which grade levels.

Observing the use of Promethean by a teacher

I presently attend a U.S. government class and a world history class every day to support my three freshmen ELL students who are in the classes.  Luckily, Mr. Butler, who teaches government, used a packaged Promethean lesson on the executive branch.  The presentation included information Mr. Butler had previously taught but it gave the students another opportunity to review for an upcoming test.  The presentation held their interest since it included questions they could answer, after which Mr. Butler would reveal the hidden answers by tapping on the board and students would see if they were correct.  The presentation was simple, short, and, as another tool for the class, worked well as a supplement.

Geoboard Coordinate Plane

I found and used a program called Geoboard last week when teaching the students how to find
slope.  The Geoboard program let me drop and mark two points anywhere on a coordinate plane.
We used this when learning how to find the "rise" and the "run".  I could control what was going
up on the screen and could change directions when students asked, "How would you find slope if it looked like this?"  When they asked, I had them come up and drop two points on the coordinate plane.  We then as a class would talk about it and then find the slope.  I liked the program because it allowed the students to be involved and it allowed me to be flexible when choosing examples.

POD - Problem of the Day

I post a POD (Problem of the Day) on the board every day.  The students come into class, get
their POD sheet out,  and work on the problem as soon as the bell rings.  I use Powerpoint and have been doing this for several years.  As a result, I have tons of POD's already to go.  I think the Powerpoint program is excellent for this because it allows me to create (graphs & pictures) anything that I want the students to do. I can then save and reuse them the following year or copy and change the slide information and make another one similar to it if needed.   The POD usually takes 2-4 minutes to complete.  It can be practicing a concept that we are currently on, reviewing a concept that we covered earlier in the year, or a concept that they had last year but seem to need a little "brush up" on.   Each student has a POD sheet that has a Monday thru Friday box on both sides.  This allows the student to do two weeks worth of POD's on one sheet.  We collect he POD every other Friday for a grade.

promethean flip chart

I downloaded and used a promethean flip chart a few weeks ago when teaching the
students about slope and y-intercept.  After looking at several, I picked a flipped chart
that I thought would fit my needs best.  I choose one that had the definitions and descriptions
on it and example slides that allowed me to write over the chart with a dry erase marker.  Some of the
other charts were too detailed.  The "less detailed" charts let me control the method and work that
I wanted the students to show in order to work out the problem successfully.  I think the lesson
went extremely well.  The flip chart served as a "backdrop" template for me (and the students)
to practice on.

Tic Tac Toe #3 - 3

I did not observe a collegue using a flip chart but talked to 2 of them that did use it and heard all of their problems. I attempted to use one in 1st hour - advanced and with the help of the students we made it through. I don't know how much they got out of it but they were wonderful about instructing me on what I needed to do. I figure my first hour will be my base for successfully doing flip charts.

Tic Tac Toe #3 - 2

I looked at the Promethian activ tips and realize I need a lot of time to go through them multiple times to feel comfortable with what I need to do. I do feel the flip charts will make my life easier i n the long run but it will take a lot of time and work from me to get to that point. My plan is to utulize the flip charts because I feel they will be very beneficial to the students in class and outside of class.

Tic Tac Toe #3 - 1

The first activity I am blogging about is BYOD. We had the students bring a device to Flyer Time to take a survey. The positive is that we only have 14 students in Flyer Time because most of my students did not bring their device. We used the one working computer, at the time, in my room and others shared their devices. I was okay with them sharing for this because it was a simple survey but if we were doing an actual lesson were they had to do work I would not want them sharing the devices because if a kid was using someone else's device and did something bad to it I would not want to be responsible. I think we need strict guidelines when we use devices.

Observation

I observed Carrie Turek's math class as she taught rotational geometry.   She had a video with a man's voice explaining what is rotational geometry and had 5 or 6 specific examples.   I am not sure where she got the lesson or if she made it.  I believe she got it off the internet.  The students seemed like they were on task and learning.   This video allowed her to walk around the room and answer any questions the students had as well as correct those who were not on task or getting a problem incorrect.  The only down-side was that the video continued to play (I guess she could have stopped the video) but then the rest of the class would have had to stop learning for the 1 or 2 that weren't getting it. 

I enjoyed the lesson and need to find out more information from her as to how often as well as where she got the video.

Day in life of Diigo

I have two applications in which I use Diigo.  One of my accounts is a website named Kuta Software.  It is a website providing Algebra and Geometry practice with an answer key.  Especially for students needing extension/supplements, it provides a quick resource for usage.  Also, I have in my account a few youtube videos of instruction for my Geometry Honors course.

Diana Laufenberg Video

I could not agree more with her points.  Personally I have witnessed within my teaching career of 24 years the focus on testing.  The flaw is that the test becomes the focus of teachers, administrators, and those concerned with scores.  I have experienced that the key "player" in this process remains uninterested.  The student! As  Ms. Laufenberg presents learning, I can't think of a student that would not be interested.

Writing Re-Launched

I found one of the key phrases of this article is the notion that schools are in the "catch-up mode" when it comes to technology.  Personally I feel we will always be in this "mode" based on a number of factors.  As an educator I am accepting of this situation based on my personal beliefs that we are in the business to provide a strong foundation of numerous skills that are necessary for individuals to have in order to succeed. 

Session 2 blog

I read:  "An Idea Whose Time Has Come," "What Students Can Actually Do With an iPad," and "Writing Relaunched:  Teaching with Digital Tools."  I also watched the video, "How to Learn? From Mistakes."

1.  All of these have in common as a subject the use of technology in the classroom.  The first article encourages the idea that students bring their own technology to school with them.  Obviously, this would make technology more available since students who have their own would bring theirs and other students would be able to use the school's technology.  At the high school, I have not seen many students bringing their computers or iPads.  Most do have phones and use them somewhat if appropriate.  It would  be difficult for a district to organize  but might make sense to use the  buying power of all its families by contracting with a company to buy the same products, whether they would be iPads or laptops.  Given the chance, a lot of parents and/or students might want to take advantage of this offer.  However, I still do see some students having to make great efforts to get sufficient access to technology as it continues to be used in more classes.  As more assignments are given, more computer time is needed and those who have limited access often do not have time to finish assignments.

2.  The second reading about how to use iPads in the classroom encourages teachers to think of what they want their students to learn from an activity or assignment first.  Then find out how to use technology to accomplish it.  I've been thinking about projects I could have my students do, but I don't have the knowledge of technology to go ahead.  I don't know if my students would be able to do the project I want with their own knowledge; it might be possible, but it would be very helpful to have someone to consult.

3.  The third article, "Writing Relaunched: Teaching with Digital Tools," presents a difficulty for me because I think the author, Liana Heitin, is trying to compare traditional writing with a multimedia presentation.  If the point of a presentation, written or digital, is to inform, it can be done in many ways.  But a written paper, a digital presentation, an advertisement, etc., inform in different ways and the memory of the information will be kept in different ways.  We have visual and oral memory and when we recall with those and re-interpret the information to convey to others, the product will be different.  It is important to define what information is to be conveyed and what we want the receiver to do with the information before we decide how to present the information.  (I am also concerned that if someone uses a pre-made video as part of their report, we have not yet considered whether this is plagiarism.)

In the article, the author mentions that if students are working collaboratively on a project and are using Google Docs, they would be able to share in the writing.  Presently, when students work this way, often one student does his/her section and the other student doesn't.  While using Google Docs won't solve the problem of getting the lazy student to do his/her part, it would at least show that the first student worked correctly.  I think it is highly unfair that at present the student who does the work receives an F because their partner did not contribute.

Another thought.  If students will be doing less writing as the article suggests, then those students who cannot write well will have a chance to express themselves and be noticed for their accomplishment.  However, if this comes to pass, I also see students becoming even less literate than they are now and I hate to think that literacy will actually be discouraged.  In conclusion, I see digital writing as a new form but not as a substitute for written expression.

4.  The video was "How to learn?  From Mistakes."  The speaker during the video has been a teacher for years at different grade levels and different subjects.  She advised letting students fail so that they can learn.  It's so true that you learn from your mistakes, and if a teacher can avoid failing students when they make mistakes, this would work.  There  would have to be a lot of planning and input from a teacher during the process of students doing an activity to give students the chance to fail and then correct what they did.  Not everyone will find it possible to do that.  The idea of letting students fail is good because it prepares them for the rest of their lives.  Everyone fails at some time and it can be hard to deal with.  It's better for kids to learn that they can pick themselves up again, than it is to learn it later in life.  I agree with the speaker when she said that students need to own what they learn, and they do that if they have more input into what they do.  Since I accompany some of the ELL students to social studies and science classes, I have seen that students are given choices when they are assigned projects.  They might all be doing a project in the same way, but they get to choose the subject they want to research.  I've also seen classes where students get to choose the type of project; for example, writing a paper, making a timeline, making a video, etc.  I believe this encourages them since they feel ownership when they have a choice.

How to learn from your mistakes evaluation

A very good video on how to make students responsible for their work and have them take ownership. This works very well in small groups and I agree with most of what she was saying. Students will surpise you with they can accomplish. I agree, but I think you only want to go to this well once in a while and after they have learned to do research properly. They will make some very good projects but will get bored, like with other assignments, if you don't mix it up for them. I will do a video presentation next semester as we did power point presemtations last semester. My problem is just getting familiar with the technology out there.

Analysis Writing relaunched

The article was very detailed about how to impliment electronic writing in the classroom. I agree with some of waht was said as it engrosses the student more and they will get better as they use this format. The students who take this seriously it would be a great benefit, but those who fear writing would be very skeptical to put something out there that everyone can read. I use it for my classroom in group presentations to the class but have not incorporated it to the outside world.

November exclamation

Lawsy me!

Reflection to article - What Students Can actually do iPad (Project)

I have always wanted to do a project incorporating math and baseball statistics.  This would be
an enrichment activity we could do after MAP testing at the end of year.  This is also the time that
baseball is starting up, so interest should be at it's highest.  I think you could do all sorts of things with the statistics.  You could compare them and find mean, median, mode, and range.  You could graph the information using all sorts of graphs (line graph, bar graph, circle graph, scatter plot, box and whiskers plot, etc).  The devices would be used to look up the player or team statistics. 

Twitter / Pinterest - Add and Consume

I am starting to use Twitter more now than I ever have.  I check it a couple times a day and when
time allows, I am able to read several topic of interest.  I had a hard time at first finding good places to find educational stories, topics, and ideas.  I have been able to find some by checking and following other people associated with education on the few I was following.
I am just getting into Pinterest.  I am spending most of my time looking at how other people are categorizing and organizing their board.  Hopefully I can find time here soon to explore more and start to pin things to mine in a way that will help my teaching

Video - How to Learn? From Mistakes Reflections

I wrote some thoughts and ideas down as I was watching the video:
+ You have to teach the material in a manner that motivates and excites the student, gets the students to want to learn.
+ Give a student priority and ownership of their work.
+ Ask students and listen when they speak.
+ When students are given a chance to use technology, they may need a chance to fail first
   before they can succeed.
+ Empower students to make mistakes everyday......to learn from their mistakes
+ Learning includes failure

TicTacToe1:BYOD

There are positives and negatives to this issue.  Yes it's great because tecnology changes so fast and students are on it.  But not all of them.  Are we pointing out those who can afford and who can't?  Good thing I have 4 computers in my room that sometimes work.  Students bringing in technology is the quick answer and it looks like that is the new wave of education.  Now the teachers need to catch up on the devices too.  Who will be teaching whom?

CAHOKIA MOUNDS FIELD TRIP

We had a great time on our field trip last Friday. The weather was perfect, and the students showed wonderful behavior. We appreciated being serenaded by Hannah Burns' grandfather and friend who work there. They played Native American music while we ate lunch. Enjoy these pictures! 

Students with Personal Device Activity

We had a day recently where the students were able to use their cell phone in my math class.  I wanted them to use their cell phone as a calculator for a few things we were doing in class.  I also had them look up formulas's to help them find the areas of three shapes  (Trapezoid, Circle, and a Parallelogram) .  About 3/4 of them had their cell phones with them.  The beginning of class went fine.  Toward the middle of class, I could tell that several were either texting or e-mailing.  When this was happening, two different students got behind on our conversation and wanted me to repeat what we just did for them.  Those without devices were content early to use a calculator and a textbook to look things up.  Halfway through class, those without devices were looking off a device of someone close to them.  a few groups sharing a device got side tracked a few times looking at things other than what we were looking at. 
     Overall, I liked the use of devices.  I think the more a teacher uses them, the easier the expectations are for the students to grasp.  This was the first time I used devices this year, so my students were not sure what they could and could not do.  This will naturally improve the more you make devices part of your classroom.

Unconference Thoughts

Although I didn't get the classes that I originally signed up for, I did enjoy the Unconference.  Somehow, I thought I was signing up for classes and they didn't take.  I found out two day before Unconference that I had zero classes selected.  I really enjoyed the classes I went to.  I think I will use several things that I learned, such as the website which allows you to conduct class polls with students using their cell phones.  I also found out how to make a QR code reader.  I thought that it would be a rather lengthy process making it unattractive, but it was pretty easy.  I look forward to having this again in the future.  Hopefully by then I will be able to correctly save my classes that I want to attend.

Unconference takeaways

Each of the the last 2 years have have enjoyed and learned from my unconference experience.  I always enjoy the camaraderie of the Lindbergh staff and information shared within.  This year I attended an Intro to Pinterest as it has been the topic of lots of lunchroom banter over the last year.  While I was impressed with the visual ease of viewing and pinning things, I realized I could easily get lost in it all and therefore had previously resisted.   The other course I attended was a Moodle course, as I had not yet created a Moodle since the new version was implemented.  Moodle is always an enlightening experience, as the potential for and uses of are limitless.  I want to use it initially as yearly planbook of materials, especially as the Math department enters a curriculum writing year.  I figure this would be an ideal year to create a new moodle as we shift to new curriculum and new  CCSS standards.  I can simply drop lesson plans notes, videos, powerpoints, and all other resources in there as I find and use them.  I feel with Moodle I can finally have all resources combined in a single location.

Elite 3 - Tic-Tac-Toe (Join Twitter)

I joined Twitter recently.  The process was easy enough.  Since setting up, I have 19 followers and following about 160 others.  I have a good mix of personal interest things combined with school / work related accounts.  I have enjoyed the ease of getting news and seeing other interesting articles that I normally would not be able to find.  I also like the up to date sports information that I get.  I have several school/work related accounts that have some good information on it.  I would like to find some other accounts to follow that have good school information on it.

Parent Teacher Conferences

Don't forget the Spring Parent Teacher Conferences are this Thursday, March 29th. They are not mandatory.

3/15/12 Homework

Read 20 minutes

Math:  25.1  8-11
25.2  odds on top, all Mixed Review
Review Sheet 14 and 15 are due Thursday, March 29

Study DLR, test tomorrow

Using Video Dorsey

I posted 2 videos on my Trigonometry moodle, and arranged to have laptops available in my room on a day I was absent so that students could access the videos.  They were each about 10 minutes in length and covered how to graph an ellipse which was what we were covering at the time.  If I use them again, I think I would have some guided questions for them to respond to that accompany the video.


 <iframe width="640" height="360" src="http://www.youtube.com/embed/5nxT6LQhXLM?feature=player_embedded" frameborder="0" allowfullscreen></iframe>

http://www.youtube.com/watch?v=5nxT6LQhXLM&feature=player_embedded

Video Check of Weekly MAP Packet

I used this as a check for our weekly MAP practice packets.  Students graded their own
packet and scored it accordingly.

Product Demonstrations-Video and Audio Lessons

Students in Marketing I were video taped with a class camera conducting product demonstrations as a component of their Sales Unit. Student will watch and listen to their own presentations posted on the class blog then complete a self-evaluation using a rubric that measures voice, tone, body gestures, word usage, calrity etc. This will better prepare them for their culminating event with is a sales presentation.

Lueking Video Post

The students created 6 test taking tips to help them prepare for the MAP test.

Laura Heller's Video Project

Hays Video

My reading classes created a photostory using the MAP concentration words for Communication Arts.  They had great time and it was so easy to do!!!

Gordon Video

I had the students write new lyrics to a song of their group's choice to go with the branches of government. Then, they performed them for the class and I took a video with my iPhone then uploaded them to youtube. I really liked the project and so did the students. I would definitely do this project again. The only challenge I had was the students having to take a couple "tries" to get it perfect and I would turn the music down a little to be able to hear the kids singing. The kids love being youtube stars and love to see how many "views" they have.

Goedde

Budding Author

Using a microphone and being in a movie motivates my students to write stories.  I encourage them to write about subjects that are of interest to them.  This kindergartner illustrated and wrote about his favorite football team.  Sometimes it's difficult to hear all the words in a kindergarten room but the microphone solved that problem.  His classmate in the front row wrote a story shortly thereafter and is ready for his big day.

Kristin Drinen, video consumption and creation, c12

Consumption:
In PFM we show a video to help students understand the structure and functions of the Federal Reserve. Here's a link: http://www.stlouisfed.org/education_resources/inplainenglishvideo.cfm

Creation:
Having some technical difficulties with this one. My fabulous idea is becoming a little harder to execute than expected. In Intro to Business one of our units is social responsibility. We do a case study on Ben & Jerry's, pioneers for linking business with social values. The company creates numerous flavors that promote and support social initiatives/charities. Students pick a charity to support and then make an ice cream flavor on their website's flavor generator. I then have them present their new flavor and the social mission behind it. I was planning on having them present via a commercial made with PhotoStory. So far issues I have had: 1. getting PhotoStory downloaded on my desktop classroom computers that are administrator locked. 2. using their phones to record audio and then email it, save to H:drive and then import into PhotoStory - PhotoStory does not support the audio file format used on the phones. 3. borrowed the super cool pilot headphones for audio recording but so far no luck - tried plugging into two different places on the computer as well as alternating both input connections but still can't hear my audio play back. Needless to say, I loved the idea but don't have a whole lot more time to spend working on logistics right now; the class is supposed to be starting the project on Friday. May have to be something for next semester, technology permitting.

Art Room Videos

As an introduction to our Egyptian Art unit, my second-graders watched this three-minute .National Geographic video about Ancient Egypt.  The students learned how the people lived and why they made mummies, not just how they made them.  By the time we were ready to begin plaster mummies, they had some background knowledge and visuals.

I also made an Animoto video to promote our annual Art Show.  I am going to show it to the kids the week before and have the web address posted in our monthly newsletter.

Ms. Nelson Linck's Lions

My Animoto Video

This is a short video of some of our activities this year.

video

My classes watched a video on fruit selection and storage, and one on decision-making.  I used Photostory to make a video that featured different fruit pizzas to provide the students with ideas for decorating their pizzas.

DECA animoto video

I am not completely done with it but here is the beginning.

Video used for review in Marketing

I used the following YouTube video to reinforce topics learning in the sales section of features and benefits. I inserted the link into my Powerpoint and brought it up after I explained the features and benefits project before they began to work on it. http://www.youtube.com/watch?v=jiSpUtjEKrM&feature=fvwrel The JT Show has lots of sales videos that fit with my curriculum. One problem is that sometimes he doesn't use the same vocabulary as my curriculum does.

Schneider Videos

When talking about sound waves, vibration, frequency, and pitch, I showed the students a video of different pitches. We cannot hear a frequency above 20,000 hertz. The video plays a freqency up to 18,000 Hz. http://www.youtube.com/watch?feature=endscreen&v=fFmiLHaKXhI&NR=1

I created a video which shows two different types of electric circuits and how they are different. The students made these circuits in class: a series circuit and a parallel circuit. This is a great way to review and clearify what happens for those students who didn't get their circuits to work. Also, this is a great recap for the students who were absent the day we did this in class.

My Animoto Video

My Animoto Video

Reading Group 11G for self analyzing

http://www.youtube.com/watch?v=EariDZt1970&feature=youtu.be


This is one of my reading groups. They will watch this video and do a self analysis on fluency and use of strategies for difficult words.

Videos in my classroom

These "yourteacher" youtube videos are a great way to start the class off and gain the attention of the class.
http://www.youtube.com/watch?v=1T-rsltsWnM

I have also had the class video tap themselves solving a problem. This is a great way for them to focus on the process of solving that problem and remember it!

ELITE 2 Blog: Video Consumption and Creation -Freese,c11,Davitt,...

ELITE 2 Blog: Video Consumption and Creation -Freese,c11,Davitt,...: For my Child Development I classes I will have them view a YouTube video discussing birth defects. http://www.youtube.com/watch?v=xBynH-oCfJM
I used pictures of various types of birth defects from Google image and using Photo Story put them in a presentation with audio. s\FreeseS\My Documents\My Videos\Birth Defects (2).wmv

Giesing video

 This week I  am showing a couple of clips from this History Channel documentary on the Crusades.  I usually try to start class each day with a 4-5 minute clip connected to our topic for the day.  http://www.youtube.com/watch?v=zqK-RuntywY&feature=related

Video Consumption and Creation -Freese,c11,Davitt,video

For my Child Development I classes I will have them view a YouTube video discussing birth defects.
http://www.youtube.com/watch?v=xBynH-oCfJM

Using Google Images of various types of birth defects I created a presentation using Photo Story.

Video Consumption and Creation Project

This week I integrated several video clips about the solar system into my Earth, Sun, and Moon unit in third grade. To give my students a better format for consuming the videos, I saved the videos to my favorites list and had students access my You Tube channel. This went better than I expected, but I did have several students trying to click on the other suggested videos on the right hand side of the screen, and this was hard to manage at first. These video clips really got my kids interested and engaged, as well as thinking more critically about the information. Below is the link to my You Tube Channel.

http://www.youtube.com/user/ecraden23?feature=BF


A few months ago, I created an video slideshow on Animoto to enhance a unit on the Explorers. What I liked about Animoto was that it was very user friendly and straightforward. It is very simple to add music, change the background, and upload pictures to the show. One thing that I did not like, however, was that it limited you to so many words per slide. I did not want to overburden the slide with text, but I did want to add just one or two more words in some cases and I was unable to do so. Overall, my kids thought it was neat that I had made the video, and many of them asked if they could try making one. I think that sounds like a great idea, and at the end of our current science unit, I am going to allow them to make an Animoto slideshow. Below is the link to the slideshow I created for my Explorers unit. I apologize for not being able to embed the video.

http://animoto.com/play/eLC9DR4gF78UT0XMheZ1dQ

Solid Figures Around the Classroom - Kerri Ryan

My class looked around the classroom for objects that can represent solid figures.  They really enjoyed this activity because they had an opportunity to record their findings.  The students showed their findings using video or animoto. 

Make a video of your own at Animoto.

An example of consumption this past week is this great song I found on youtube.  The song is about the water cycle and my students have really enjoyed the effects in the video. 

Snyder, C9, Consumption and creation with youtube and screencastomatic

For consumption of information I showed my students a clip from Khan Academy http://www.youtube.com/watch?v=kqqmJiJez6o on area of rectangles and triangles as an intro to the unit. For creation I made a Screencast-o-matic for my sub to use during my absence today. http://www.screencast-o-matic.com/watch/clehnMA1w

Sobeck, c7, video, Davitt

I had my class video tape themselves talking about the steps to using a protractor.  I plan to put it on my blog so that those who were not in class or need a refresher can click on the link. It also helped the students remember the steps as they made the video.

http://youtube/h4iQC4deL6I

Hausner Video Project

The students' video project went right along with their audio project. They had already recorded their voices and taken pictures for their virtual tour of the school that is on the blog,so I had some of them take video instead of pictures. The video recordings were added to their blog along with pictures and audio recordings. Click here to check out the blog. Once you get to the blog, the links to their individual schools are on the right.

glover, video,c11,davitt

I used Animoto to create a video that I can show to my Clothing students at the beginning of the semester. I will be taking pictures throughout the remainder of the semester of students working in class and finished sewing projects. I found this site to be very easy to work with!
http://animoto.com/play/1V2bax6pmpAv0adHK6rrFg

Lyons Video

Reflect on the following questions:
Tell us about your video project. What was successful? Challenging?

For studying the 2 decades in between the World Wars, I assigned each kid with a specific country and they had to research its history more in depth.  The kids had to present their information to class using ANYTHING but power point.  I gave my kids the options of animoto, prezzi, movie maker, photo story, skit, or record a video.  

The kids had the opportunity to get creative and had several days to research and create it.  However, most kids chose the easiest options which was prezzi, but I did have a few groups use photo story. The challenging aspect was determining how to assess the project.  While all of the kids had the required amount of content, some put more effort into the presentation of the information.

Roegner's video assignment

I am going to post the assignment I gave my students, but I haven't received the results yet (those will start trickling in on Monday).  Instead of assigning the traditional journals for the independent 19th-century British novels my English II Honors students read, I gave them several options.  Two are video assignments.

 Independent Novel Assignments

For each third of your independent novel, you will have a choice of assignments to complete.  Choose ONE assignment for each of the three sections.  You must do a different assignment for each section.  Each assignment is worth 50 points.

Choice 1: Complete a journal in triple quotes format.  One column will be the quote, one column will be literary element identification and context, and one column will be analysis of the significance of the quote (just like your Jekyll and Hyde journals).  You will need a total of 15 quotes for the section.  There needs to be at least one quote per chapter unless your book has more than 15 chapters in the section.

Choice 2: Film yourself performing a scene from your book.  You may recruit other people to help you perform.  You may even do a puppet show or animation if you’re into that.  Your film must be at least 5 minutes long.  You are responsible for obtaining all film-making equipment and programs.  You will need to be able to submit your film to Moodle or Youtube.

Choice 3:  Use a program like Photo Story, Movie Maker, or iMovie to create a presentation over the characters in your book.  Pretend you are casting a film adaptation of the novel.  You must choose actors to portray at least 10 characters in the assigned reading.  Find a picture for each actor.  On the picture, write text that identifies the character and actor.  Also provide a description of the character. You will also need to include a song you feel would be good theme music for your book.  If your book already has a recent film adaptation, you must choose different actors.  You will need to be able to submit your presentation to Moodle or Youtube. 

Choice 4: Write a short story or script in which you rewrite a part of the book and place it in an alternate setting (for example, a modern-day or futuristic setting).  Or, you could write a short story or script that shows what would happen if a major event in the book occurred differently.  Your short story/script must be at least 1,500 words long.

Choice 5: Write diary entries about what is happening in your book from a prospective other than the protagonist’s.  Your entries must sound like they are written by someone from the 19^th century, and they must reflect the characterization of the character you choose.  Your diary entries need to be at least 1,500 words total.

Reading assignments:

	Due March 5th	Due March 15th	Due March 27th
Pride and Prejudice	Volume 1 (ch.1-23)	Volume 2 (ch. 24-42)	Volume 3 (ch. 43-60)
Frankenstein	Volume 1 (ch. 1-7)	Volume 2 (ch. 8-16)	Volume 3 (ch. 17-23)
A Tale of Two Cities	Book 1 (ch. 1-6)	Book 2 (ch. 7-31)	Book 3 (ch. 32-46)
The Picture of Dorian Gray	Preface-ch. 6	Ch. 7-13	Ch. 14-20
Wuthering Heights	Ch. 1-11 (Vo1. 1)	Ch. 12-22 (Vol. 2.8)	Ch. 23-34
Jane Eyre	Vo1ume 1 (ch. 1-15)	Volume 2 (ch. 16-26)	Volume 3 (ch. 27-38)

What do you think?

Animoto Slide Show / Artwork / Early

Chloe Katich Portfolio

The above link should take you to Animoto to view Chloe's senior portfolio (2010).

AP Studio Art  / Mr. Early

Romeo and Juliet Video (English I)

My English I students wanted to create a video of their unit on Romeo and Juliet.  We took pictures, borrowed costumes and swords, and pretended that we were Hollywood producers finding "raw" talent at LHS.  That was the fun part!.....putting it together was another story!  After spending hours downloading pictures to Movie Maker (my favorite video source), my computer crashed!  Since I sponsor two clubs and tutor after school, I had to stay at school really late to "reinvent the wheel" for my Elite 2 training session on video projects.  Using Photo Story 3, I attempted to pull the pictures of my students back up and try to remember what each slide had said. Although this "finished" project leaves much to be desired....you should have seen the original!  :(

Truman Advisor Project

http://sperrengteam7green.blogspot.com/2012/02/brooklyns-advise-to-president-truman.html

Mrs. Marin's "Welcome to Your World" Photostory Project 2012

For this project, I created a Photostory presentation to be used with my students as an introduction to my class at the start of the school year.




The presentation I showed to the class was a History Channel video clip about Vikings--very cool!

http://www.history.com/videos/who-were-the-vikings#who-were-the-vikings

Johnston video Elite 2

Students in my 4th grade Medieval Studies class made videos of each other explaining three things that they could do today to live a chivalrous life. Here is one video:

Media Projects

I recently had my students create presentations using Photo Story, Animoto, Glogster, or Prezi.  Many of the students chose photo story and the projects look great!!  I am a little shocked at how little the students know about some of these programs as well as how much "hand-holding" was needed to help produce a good presentation.

Socialization Video Assignment

Students were given an assignment to create a video demonstrating their understanding of the agents of socialization and how those agents have personally impact them. The assignment was a huge success for most students. It took a lot of time, but they enjoyed it and it worked. I will bring a couple of the DVD's to the meeting with me.

Video assignment

Here is a video I show for the stages of grief:

 http://www.youtube.com/watch?v=G_Z3lmidmrY

I currently have a student teacher so I have not assigned a video assignment.  However, earlier in the year my kids created children's stories using storybook.

Jessica Laney, Cohort 10

Video projects

First: in IB theatre we watched Rhinoceros by Eugene Ionesco on Netflix to introduce them to Theatre of the Absurd that is more accessible.

Second: we created a PSA for the theatre program with a group called Show-Me Arts Advocacy. Here is the link:

Engineering Class Competition Video

Students from LHS's Engineering team create a video for submission to STLCC contest.

German listening activity

I wanted to make a video using clips the kids tookof themselves using irregular German verbs.  However, I did not get enough usable clips.  So I made this up on YouTube and am using it as a listening activity for my 7th graders' test this Thursday and Friday.  I have new clips of a German house that I would like to edit into a video for my 8th graders, and hopefully Colin will show me how to do that!

Derickson - Video Project

Derickson, Moehlmann, c10

This was challenging...until Angie showed me what I was doing wrong :)

I think this tool will be very useful in the future for vocabulary studying for my students.

Brian Tobias' video for Brown v. Board

First graders tell about their whale study

My first graders have spent 3 class periods studying the whales of the world. They completed this study by drawing and then painting their type of whale, on a scale of 1' =1". You will see these paintings and hear the students telling about them, on our photostory link here.

Video in the classroom

Student Creation-Students from Service Group Komfort 4 Kids needed to create a video to launch the Service Project's mission.  They made it in Movie Maker.  I have also had students create video for an Economic concept.  They are a lot of fun to watch.

Hoffman's Audio - Pirates' Adventure

Play message

One of my reading groups acted out this readers' theater skit using Google Voice. They loved this activity.

Geometry Vocabulary Video

Make your own slideshow at Animoto.

This is a geometry vocabulary video that my fifth graders made to begin the unit. It was easy to use, and they really enjoy watching it. 

Flight

Students watch video of flight.


Kids are picking up a bobbin from circle #1 and moving it to circle #3 using a storing position.

Creation Video

MAP Concentration Words

My students created this video using MAP concentration vocabulay words. The students helped create the video, and they view it daily to help prepare them for the MAP test.

Diane Hoffman's Consumption Video

I used this video of Tim Tebow reading the book, Green Eggs & Ham, to students. I showed this video to my reading groups to let them see that not even famous people are comfortable with reading aloud. They found it fun to critique Tim Tebow's reading skills. Then the students discussed and compared their reading skills and attitudes to others.

 Green Eggs & Ham

Harlem Renaissance Video

Audio Project - Used as a bonus project during class

Audio Project

For my audio project, the students called in to explain how a room is heated up by convection. We talked about convection and observed a convection current in a beaker of water that was heated up on a hot plate. I put rice in the water so they could visually see the current. We talked about the process in great detail, wrote down explanations and drew diagrams. A few days later, I gave the students the audio assignment. They first said their name and then started explaining how convection works to heat up a living room.

I really enjoyed listening to the responses. Over all the kids did well answering the question. I recommended that the students would first write it out and then call in the answer. Most kids did this and it worked well. We played some of the responses in class and the kids loved it. They also loved seeing how the transcription was so different than the actual words the person used.

Some students messed up the first time, so they called back a second time to restart. The only complaint, if any, was that an "anonymous" student rapped a song about wearing pants. The nice thing is that it is easy to delete.

greater than, less than first grade math

http://www.youtube.com/watch?v=NPqT6JBxKCo&feature=endscreen&NR=1


This is a link to a wonderful youtube video I used to introduce greater than and less than.

Audio Project

I wanted to record each of my students reading the same paragraph so that they could hear themselves and perhaps form a judgment as to their pronunciation and speech habits.  I used Audacity to record them, but haven't figured out how to put it on this blog.  If someone reads this and can help, I would appreciate the advice.

Before making the students' recordings, I read the paragraph aloud to them, showing them where to pause, where to emphasize a word, what rhythm to use.  The students were eager to record themselves and did a good job of it, but they don't seem to have the ability to recognize where they need improvement.  Perhaps that will come from more practice.  I would need to know how to set up separate accounts for them so that they could make different recordings over time and compare them.

As a final note (3-16-2012) to this post, I asked the students whom I had recorded on video whether I had their permission to post the video.  They did not want me to post it because (and if you know and understand ELL students as well as I do, you will understand, too), they did not want anyone to comment on their accent, remark on where they came from, or laugh at them.  They often do not ask questions in their content classes because they do not want the other students to know they are from other countries because they fear backlash.  So, I'm sorry I can't post the video, but please know that it was a valuable exercise for them and we will repeat it.