*file is attached so formatting shows more clearly*
Module Objective K-12 educators improve student outcomes through curriculum integration of video or video production in their design of rigorous, creative, and innovative learning experiences that are aligned to the KCAS and actively engage students in 21st century skills.
Introduction "Kids today spend their lives outside school surrounded by video whether on their TV screens, tablet PCs, laptops or smartphones. Too often, the video stream shuts off inside the classroom doors. But if students are given access to video tools in core classes especially tools that allow them to produce their own videos they are not only more engaged in their coursework, but learn valuable 21st-century skills." ~ Video for the 21st Century: Enriching Core Courses and Improving Student Engagement with Digital Video Production, Center for Digital Education, www.centerdigitaled.com 2011
Align curriculum, instruction, and assessment to standards - overview
Standards Analysis Review the standards below and highlight the media terms used in the standards. Make note of the words that describe what the students need to do. How can teachers design a learning situation that fosters those outcomes?
College and Career Readiness Anchor Standards
Reading Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* *Please see �Research to Build and Present Knowledge� in Writing and �Comprehension and Collaboration� in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.
Writing Production and Distribution of Writing
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Speaking and Listening Comprehension and Collaboration
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Presentation of Knowledge and Ideas
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Examples using 5th grade standards:
RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Is your school ready for the digital native?
Technology, especially multimedia, is changing the way we teach and learn. In this module, participants will explore different aspects of integrating media into the curriculum. Analyze how media supports the Common Core Standards, provides evidence for school-wide Program Review and promotes student choice and student interest. Your digital learners are ready for innovation and creativity through media. Are YOU?
Think about this question as you watch these video clips. Is your **//school ready//** for **//these kids//**? What is the impact of this on the future of education?
Activity:
Think of a recent lesson you taught or observed. What were examples of the following?
Good communication
Information and technology literacy
Innovation and creativity
Think, discuss with another participant, and then share your ideas in the discussion area about the opportunities offered to your students to exhibit these 21st century readiness skills.
“The future will demand people who can express themselves effectively with images, animation, sound and video…” ~2010, Transforming Education in Kentucky (TEK) Task Force Recommendation 6A
Educators who embrace technology tools and resources and districts that have built the infrastructure and identified the purposeful use of these tools and resources in reaching the instructional learning goals will both engage and ensure positive learning outcomes for students. KMCF, p. 80
What would learning be like if…
Technology is more a part of our children’s lives each day –why should they have to check their technology at the classroom door and compete for limited school computer time?
Doing projects on something one cares about comes naturally to all learners-why are learning projects so scarce inside so many classrooms?
Innovation and creativity are so important to the future success of our economy-why do schools spend so little time on developing creativity and innovation skills?
(21st Century Skills: Learning for Life in Our Times, Trilling and Fadel, 2009)
Develop Action Steps that address the essential question: “The future will demand people who can express themselves effectively with images, animation, sound and video…” ~2010, Transforming Education in Kentucky (TEK) Task Force Recommendation 6A What would learning be like in my classroom/school if students were actively engaged in rigorous, creative and innovative learning activities that improved student learning outcomes through new media literacy?
Idea I want to implement
Benefits of Implementation
What does success look like?
Possible Barriers
Possible Solutions
Needed Resources
Timeline
Writing Process and Video Production
Student work sample from the story writing project and video culminating activity I taught with my students a few years ago. Enhance any task w/ CHOICE. Allow students to choose the tech tool that would be most effective at communicating their message.
[insert how to for my project example]
[insert Writing Process sample activity]
Why use video in learning?
KCAS
Program Review Evidence
**KDE Program Review Guide**for Arts & Humanities Curriculum and Instruction Demonstrator 4. Student Performance: When all students are provided access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, student performance should be at a consistently high level. a) Students are actively engaged in creating, performing and responding to the arts. p. 8, June 21, 2011
Engagement and Motivation
Motivation is a pre-requisite for attentiveness, involvement, learning, and performance. In the context of a positive school climate, successful teaching mobilizes the student to engage in learning. Lack of academic or social engagement in school is a key factor predictive of dropout (Rumberger, 2004). According to a study conducted by UCLA, �Increasing intrinsic motivation requires focusing on students� thoughts, feelings, and decisions. In general the intent is to reduce negative and increase positive feelings, thoughts, and coping strategies� to enable active learning and motivated student performance (Center for Mental Health in the Schools-UCLA, p. 80-81, http://smhp.psych.ucla.edu). Learning environments must be perceived as caring, supportive places which offer activities that are valued and challenging, but doable. Motivation theory and research says that learners must both value an activity and expect that they will be able to successfully complete it if they are to attempt the task and expend substantial amounts of energy and the effort often necessary for learning. Therefore, schools must carefully consider factors like the perceived relevance of content, fear of failure in the face of rigor, cultural competence of educators, peer climate for embarrassment, learning problems, emotional distress, and other elements which affect student perceptions, values, and expectancy. Students maintain expectations for success based on recent and historical school experience. High teacher expectations and rigorous learning activities also require high levels of scaffolding and personalized support to enable success for all. Protheroe suggests that �Reluctant learners must be both challenged and supported if they are to develop the self-efficacy they need to take the kind of risks required to learn and succeed� (Protheroe, N., �Motivating Reluctant Learners�, Principal, Sept-Oct 2004, www.naesp.org).
�BENEFITS OF USING VIDEO TO TEACH Alessi and Trollip (2001) indicate that the concept of hypermedia includes information that embodies a multisensory combination, including texts, audio, video, and photographs. �Video because of its high ability of combining two of the most powerful cognitive tools for encoding meaning in memory which are attention and fidelity. A cursory observation of students watching a video film will suggest to anyone the power of this instrument in capturing the attention of learners. The psychology of memory attests that attention and motivation are the main precursors of learning. However as this benefit of the video is obvious, there is less need to delve too deeply into it, but consider the other benefits of using video�
High Fidelity: how closely a simulation imitates reality.
Skill learning: demonstration of some skills
3. The development of Creativity: The potential of the video presentation to generate discussion and learning is enormous. It can serve as an effective advance organizer, present vital psychomotor and cognitive skills and enhance meaning of content in lesson delivery, as well as serve as an effective closure tool. 4. The development of Multimedia Literacy: Literacy as a concept has overgrown the exclusive use of alphabetic language to its implications for both the individual and the society. �the development of the individuals ability for self expression and communication in various forms through writing, music, art and the like. 5. Cognitive tools for thinking: Indeed, the teacher in the 21st century cannot afford to miss out on this benefit of using the video to enhance lesson delivery.
THE ROLE OF VIDEO
To provide information: To provide content relevant to students� needs and interests.
Presenting or reinforcing language: Grammar, vocabulary, functions and indeed, all forms of language are exposed in video. This makes it an effective source of enhancing language as we teach subject content in social studies, science, education studies etc.
Stimulating language production: Video can be used as a basis for discussion, a model for learners to follow and avisual aid. Interaction must always follow viewing of the video clip. This is a source of language production and expression. In recent times students in colleges of education seem to be avoiding the use of English language which continues to be the official language. Video is one interesting means of constantly involving students in English language production. It is interesting to set questions for students to respond to as homework or in group work following a video presentation.�
Technology Tools �Think about the tools like a content teacher. Keep your thinking focused on teaching and how to move students. Utilize the resources to richly impact the students in your classrooms.
What are the unique capacities of this tool? (i.e., What can I do with it that I can�t do with anything else?) What does it allow me to do that�s better (instructionally) than what I could do without it?� Bringing the Outside In; Kajder, Sara B., 2006
Innovation and Creativity
Think Creatively
Use a wide range of idea creation techniques (such as brainstorming)
Create new and worthwhile ideas (both incremental and radical concepts)
Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
Work Creatively with Others
Develop, implement and communicate new ideas to others effectively
Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes
Implement Innovations
Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur
The Partnership for 21st Century Skills, www.p21.org
�Flipping the classroom has transformed our teaching practice. We no longer stand in front of our students and talk at them for thirty to sixty minutes at a time. This radical change has allowed us to take on a different role with our students. Both of us taught for many years (a combined thirty-seven years) using this model. We were both good teachers. In fact, Jonathan received the Presidential Award for Excellence in Math and Science Teaching while being the sage on the stage, and Aaron received the same award under the Flipped model. Though as we look back, we could never go back to teaching in the traditional manner.� How the Flipped Classroom Is Radically Transforming Learning June 8, 2011
The mission of the Khan Academy is to provide access to high quality instruction to anyone, anywhere. It was founded by Salman Khan who has recorded over 1,800 videos on math, science, finance, and economics at www.khanacademy.org
Think Pair Share
Divide assigned reading task: � participants read the section on Motivation and Engagement and � read the section on Creativity and Innovation.
Individuals read assigned section and think about what this means to you as an educator.
Pair up and share 1 thing you agreed or disagreed with in the reading.
*file is attached so formatting shows more clearly*
Module Objective
K-12 educators improve student outcomes through curriculum integration of video or video production in their design of rigorous, creative, and innovative learning experiences that are aligned to the KCAS and actively engage students in 21st century skills.
Introduction
"Kids today spend their lives outside school surrounded by video whether on their TV screens, tablet PCs, laptops or smartphones. Too often, the video stream shuts off inside the classroom doors. But if students are given access to video tools in core classes especially tools that allow them to produce their own videos they are not only more engaged in their coursework, but learn valuable 21st-century skills." ~ Video for the 21st Century: Enriching Core Courses and Improving Student Engagement with Digital Video Production, Center for Digital Education, www.centerdigitaled.com 2011
School Tube samples
KET offers a variety of services and resources for Kentucky students and teachers involved in multimedia production and use:
Align curriculum, instruction, and assessment to standards - overview
Standards AnalysisReview the standards below and highlight the media terms used in the standards. Make note of the words that describe what the students need to do. How can teachers design a learning situation that fosters those outcomes?
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
*Please see �Research to Build and Present Knowledge� in Writing and �Comprehension and Collaboration� in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.
Production and Distribution of Writing
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Comprehension and Collaboration
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Presentation of Knowledge and Ideas
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Examples using 5th grade standards:
RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Is your school ready for the digital native?
Technology, especially multimedia, is changing the way we teach and learn. In this module, participants will explore different aspects of integrating media into the curriculum. Analyze how media supports the Common Core Standards, provides evidence for school-wide Program Review and promotes student choice and student interest. Your digital learners are ready for innovation and creativity through media. Are YOU?Think about this question as you watch these video clips.
Is your **//school ready//** for **//these kids//**?
What is the impact of this on the future of education?
Activity:
“The future will demand people who can express themselves effectively with images, animation, sound and video…”
~2010, Transforming Education in Kentucky (TEK) Task Force Recommendation 6A
Educators who embrace technology tools and resources and districts that have built the infrastructure
and identified the purposeful use of these tools and resources in reaching the instructional learning
goals will both engage and ensure positive learning outcomes for students.
KMCF, p. 80
What would learning be like if…
- Technology is more a part of our children’s lives each day –why should they have to check their technology at the classroom door and compete for limited school computer time?
- Doing projects on something one cares about comes naturally to all learners-why are learning projects so scarce inside so many classrooms?
- Innovation and creativity are so important to the future success of our economy-why do schools spend so little time on developing creativity and innovation skills?
(21st Century Skills: Learning for Life in Our Times, Trilling and Fadel, 2009)Develop Action Steps that address the essential question:
“The future will demand people who can express themselves effectively with images, animation, sound and video…” ~2010, Transforming Education in Kentucky (TEK) Task Force Recommendation 6A
What would learning be like in my classroom/school if students were actively engaged in rigorous, creative and innovative learning activities that improved student learning outcomes through new media literacy?
Writing Process and Video Production
Student work sample from the story writing project and video culminating activity I taught with my students a few years ago. Enhance any task w/ CHOICE. Allow students to choose the tech tool that would be most effective at communicating their message.
[insert how to for my project example]
[insert Writing Process sample activity]
Why use video in learning?
**KDE Program Review Guide**for Arts & Humanities
Curriculum and Instruction
Demonstrator 4. Student Performance: When all students are provided access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, student performance should be at a consistently high level.
a) Students are actively engaged in creating, performing and responding to the arts.
p. 8, June 21, 2011
Motivation is a pre-requisite for attentiveness, involvement, learning, and performance. In the context of a positive school climate, successful teaching mobilizes the student to engage in learning. Lack of academic or social engagement in school is a key factor predictive of dropout (Rumberger, 2004). According to a study conducted by UCLA, �Increasing intrinsic motivation requires focusing on students� thoughts, feelings, and decisions. In general the intent is to reduce negative and increase positive feelings, thoughts, and coping strategies� to enable active learning and motivated student performance (Center for Mental Health in the Schools-UCLA, p. 80-81, http://smhp.psych.ucla.edu).
Learning environments must be perceived as caring, supportive places which offer activities that are valued and challenging, but doable. Motivation theory and research says that learners must both value an activity and expect that they will be able to successfully complete it if they are to attempt the task and expend substantial amounts of energy and the effort often necessary for learning. Therefore, schools must carefully consider factors like the perceived relevance of content, fear of failure in the face of rigor, cultural competence of educators, peer climate for embarrassment, learning problems, emotional distress, and other elements which affect student perceptions, values, and expectancy. Students maintain expectations for success based on recent and historical school experience. High teacher expectations and rigorous learning activities also require high levels of scaffolding and personalized support to enable success for all. Protheroe suggests that �Reluctant learners must be both challenged and supported if they are to develop the self-efficacy they need to take the kind of risks required to learn and succeed� (Protheroe, N., �Motivating Reluctant Learners�, Principal, Sept-Oct 2004, www.naesp.org).
�BENEFITS OF USING VIDEO TO TEACH
Alessi and Trollip (2001) indicate that the concept of hypermedia includes information that embodies a multisensory combination, including texts, audio, video, and photographs.
�Video because of its high ability of combining two of the most powerful cognitive tools for encoding meaning in memory which are attention and fidelity. A cursory observation of students watching a video film will suggest to anyone the power of this instrument in capturing the attention of learners. The psychology of memory attests that attention and motivation are the main precursors of learning. However as this benefit of the video is obvious, there is less need to delve too deeply into it, but consider the other benefits of using video�
- High Fidelity: how closely a simulation imitates reality.
- Skill learning: demonstration of some skills
3. The development of Creativity: The potential of the video presentation to generate discussion and learning is enormous. It can serve as an effective advance organizer, present vital psychomotor and cognitive skills and enhance meaning of content in lesson delivery, as well as serve as an effective closure tool.4. The development of Multimedia Literacy: Literacy as a concept has overgrown the exclusive use of alphabetic language to its implications for both the individual and the society. �the development of the individuals ability for self expression and communication in various forms through writing, music, art and the like.
5. Cognitive tools for thinking: Indeed, the teacher in the 21st century cannot afford to miss out on this benefit of using the video to enhance lesson delivery.
THE ROLE OF VIDEO
- To provide information: To provide content relevant to students� needs and interests.
- Presenting or reinforcing language: Grammar, vocabulary, functions and indeed, all forms of language are exposed in video. This makes it an effective source of enhancing language as we teach subject content in social studies, science, education studies etc.
- Stimulating language production: Video can be used as a basis for discussion, a model for learners to follow and avisual aid. Interaction must always follow viewing of the video clip. This is a source of language production and expression. In recent times students in colleges of education seem to be avoiding the use of English language which continues to be the official language. Video is one interesting means of constantly involving students in English language production. It is interesting to set questions for students to respond to as homework or in group work following a video presentation.�
pp.4-12THE USE OF VIDEO AND MULTIMEDIA IN TEACHER EDUCATION, http://www.deta.up.ac.za/archive2009/presentations/word/Anyagre%20&%20Anyagre.pdf
Video Modeling
Video modeling is a teaching technique which involves having a student watch a model perform a target skill on a video tape and then practice the skill that he or she observed. http://www.haringcenter.washington.edu/sites/default/files/file/VideomodelingTipSheet.pdf
Video Prompting
Video prompting is a fairly new technology, in which a person learns to engage in a complex behavior by viewing steps of a task analysis on video. The steps are broken down so that the task is more manageable for the individual. [[http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1298&context=etd&sei-redir=1#search="video+prompting|http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1298&context=etd&sei-redir=1#search="video+prompting]]�
Technology Tools
�Think about the tools like a content teacher. Keep your thinking focused on teaching and how to move students. Utilize the resources to richly impact the students in your classrooms.
What are the unique capacities of this tool? (i.e., What can I do with it that I can�t do with anything else?)
What does it allow me to do that�s better (instructionally) than what I could do without it?�
Bringing the Outside In; Kajder, Sara B., 2006
Think Creatively
- Use a wide range of idea creation techniques (such as brainstorming)
- Create new and worthwhile ideas (both incremental and radical concepts)
- Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
Work Creatively with Others- Develop, implement and communicate new ideas to others effectively
- Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
- Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
- View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes
Implement Innovations- Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur
The Partnership for 21st Century Skills, www.p21.org�Flipping the classroom has transformed our teaching practice. We no longer stand in front of our students and talk at them for thirty to sixty minutes at a time. This radical change has allowed us to take on a different role with our students. Both of us taught for many years (a combined thirty-seven years) using this model. We were both good teachers. In fact, Jonathan received the Presidential Award for Excellence in Math and Science Teaching while being the sage on the stage, and Aaron received the same award under the Flipped model. Though as we look back, we could never go back to teaching in the traditional manner.�
How the Flipped Classroom Is Radically Transforming Learning
June 8, 2011
The mission of the Khan Academy is to provide access to high quality instruction to anyone, anywhere. It was founded by Salman Khan who has recorded over 1,800 videos on math, science, finance, and economics at www.khanacademy.org
Think Pair Share
Resources/References