Project #3: Teacher- and Student- Produced Digital Movies
YOUR NAME: / Victoria WilkersonCOURSE & NUMBER / EDTC 5290 / DATE: / July 16, 2013
Instructions: The purpose of this project is to design a lesson that includes either a teacher-produced instructional video; or involves students in producing a movie that shows their learning. There are three parts to this project:
PART 1: THE LESSON DESIGN
The lesson design (1A) and lesson critique (1B). Worksheets, such as instructions to students, and assessment methods (scoring guides / rubrics) are included in Part 1 of the project. Please use the Microsoft Word form on Page 2 below.
PART 2: SCRIPT, STORYBOARD & VIDEO
Produce a movie for the lesson in Part I. The movie may be either a teacher-produced video for instruction / teaching; or a sample completed movie that follows the instructions for the student-authored project that would be assigned to your students in the lesson (Part I). Submit (a) the video you produce; (b) the narration script and (c) the storyboard for either video that you produce for part 2.
Write your script in a Microsoft Word document.
Please use the Storyboard Form available on the course.
See: Home Page › Module 3 › 3.2 Storyboarding and Scripting > Click on the image of the Storyboard form to download “Storyboard_Form.doc”
PART 3: CRITIQUE & EVAUATION OF THE VIDEO
If you created a “teacher-produced video” for your project, please critique your video using:
· 3-A-1 Critique of Teacher-Produced Video and
· 3-A-2 Evaluating “Best Practice" Methods for Scripting and Storyboarding in Teacher-Produced Video
If you created a “student-authored video” for your project, please critique your video using:
· 3-B-1 Critique of Student-Authored Video;
· 3-B-2 Evaluating “Best Practice" Methods for Scripting and Storyboarding in Student-Produced Video; and
· Include a completed scoring guide/rubric from your lesson design.
Due: Saturday, Week 7
Submit all files and documents to:
Part 1-A: The Lesson Design /Title: / How Many?
Author: / Victoria Wilkerson
Target Audience: / Kindergarten Students
Subject Area: / Math
Objectives: / 1. The kindergarten students will compare the number of concrete objects to three.
2. The kindergarten students will arrange sets using one-to-one correspondence.
3. The kindergarten students will understand that numbers represent quantity.
Materials and Resources: / · A short introductory video introducing one-to-one correspondence to the students with a short activity.
· Five chairs, markers, objects for counting such as cubes or tiles, paper plates
Activity Sequence: / Teacher / Students
1. Teacher will play introductory video to entire class whole group. / 1. Students will watch the video and complete the activity.
2. Set up five chairs.
3. Teacher will ask the students: “Do we have one child in each chair?”
4. The teacher will say: “The children have and chairs match one to one.”
5. The teacher will ask one child to leave a chair. Then will ask: “Now do we have one child in every chair?” / 2. One student will sit in each chair.
3. Students answer, “Yes”.
4. Students will look to see there is one child in each chair.
5. One student will leave a chair. The students will look to see if there is one child in each chair. Students answer: “No”.
6. The teacher will display three markers and two marker tops.
7. The teacher will ask: “Are there enough tops for every marker?”
8. The teacher will guide the children to line up the marker tops and markers using one-to-one correspondence. Once the students see that the tops and markers do not match, ask: “How can we fix that?” / 6. Students will watch as the teacher displays the markers and the tops.
7. Students will look to see if there are enough marker tops to go on with markers.
8. Students will help teacher line up the marker tops and makers. Students can answer either by saying: “take one marker away” or “we need another cap”
9. The teacher will give each student a plate and four counting cubes.
10. The teacher will say: “I am going to put four cubes on my plate. Watch as I count them. One, two, three, four.” / 9. The student will take the plate and the four counting cubes.
10. Students will watch the teacher count the cubes.
11. Ask the students to put four cubes on their plates and count to verify the number. / 11. The students will put four cubes on their plates and count them to verify the number.
12. Repeat to review with one, two and three cubes. If the students count incorrectly, ask them to point to and touch each cube as they count. / 13. The students will repeat the lesson with one, two, and three cubes counting each cube to verify the number.
Evaluation / Assessment: / Teacher observation
Tips for Other Teachers Using This Lesson: / The video can be used to introduce the concept to the whole class, however the lesson itself would be best taught in a small group setting.
Other Notes: / If you do not have counting tiles or cubes, you can use other classroom objects.
Part 1-B Lesson Critique
/Lesson: / How Many?
Author: / Victoria Wilkerson
Instructional Principles: / Did the lesson meet this principle?
1. Write learning outcomes / objectives that are specific, focused and achievable. / Yes / · The learning outcomes / objectives are specific, focused, and achievable.
2. Will the students:
(a) view a teacher-produced video clip (2 minutes or less); or
(b) view an previously produced / published video clip (2 minutes or less); or
(c) create a student-authored video? / Yes / · Students will view a teaher-produced video clip.
3. Is multi-sensory media content used in the lesson? (e.g. multiple video clips or other multimedia content (photos, powerpoint, web pages, text, audio, etc.) or other reading resources (from textbook, books, articles, etc.). / No / · The only multimedia content being used is the introductory video. All other materials are hands on manipulatives.
4. Give students a personally meaningful objective or purpose for watching the video clip. For example,
· (a) pose a challenge question,
· (b) present a puzzle or problem to solve using the information presented in the video
· (c) relate the learning objective or the video to the student's personal experience or interest. / Yes / · The video gives the students a purpose for watching, they will complete an activity during the video that is related to the objectives of the lesson.
5. Ensure that including the digital video "adds value" to the lesson. / Yes / · The video is used to introduce the students to the concept of one-to-one correspondence.
Part 3: CRITIQUE & EVAUATION OF THE VIDEO /
If you created a “teacher-produced video” for your project, please critique your video using:
· 3-A-1 Critique of Teacher-Produced Video and
· 3-A-2 Evaluating “Best Practice" Methods for Scripting and Storyboarding in Teacher-Produced Video
If you created a “student-authored video” for your project, please critique your video using:
· 3-B-1 Critique of Student-Authored Video;
· 3-B-2 Evaluating “Best Practice" Methods for Scripting and Storyboarding in Student-Produced Video; and
· Include a completed scoring guide/rubric from your lesson design.
3-A-1 Critique of Teacher-Produced Video /Guideline / Criterion / Your Teacher-Produced Video:
1. Lesson Plan Context: The lesson plan or lesson design defines: 1.1 the learning outcomes / objectives; 1.2 learning activities and methods; and 1.3 the assessment method. / Yes the lesson plan defines the learning outcomes/objectives, the learning activities, and the assessment method.
2. Rationale for using teacher-authored video. / The rationale for using the teacher author video is to introduce the concept of One-to-One Correspondence to the students.
3. Make it Short : 2 Minutes or Less / The video is just under 2 minutes in length.
4. Lesson Objectives Guide the Storyboard and Script / Yes the lesson objectives guided the storyboard and script.
5. Follow "Best Practice" Methods for Scripting and Storyboarding / See Table 3-A-2 below.
3-A-2 Evaluating “Best Practice" Methods for Scripting and Storyboarding
in Teacher-Produced Video /
Best Practice Criterion / Your Teacher-Produced Video:
1 / Length of digital video is 2 minutes or less. / Yes, it is 1 minutes and 58 seconds long which includes the credits.
2 / Include text material (as Powerpoint slide images, added title screens, or subtitles). / Yes, there are images and a title screen
3 / Narration should complement images, video and text on the screen. / The narration complements the images, video, and test on the screen.
4 / Keep text material brief. Avoid screen clutter. / There is very little texted on the screen. Utilized more images then text given the age of the audience.
5 / Think multi-sensory and multiple media for communicating concepts. Planning shown for each track (1) images / video; (2) audio and (3) text. / I used video within video, music, as well as images, text, and graphics.
6 / For clear communications and comprehension, use short sentences for the narration script. / I kept all the sentences short and to the point.
7 / Keep "scenes" short. Optimal length of a scene is 6 seconds. / Yes all inserted video scenes are short.
8 / Identify what is the value added by making a "digital video", as compared with an (a) oral presentation; (b) Powerpoint presentation, or (c) written document (e.g. report in Microsoft word). / The added value of the video is that it is short and stays on the point of the video in the first place which is to introduce the concept of One-to-One Correspondence.
9 / Engage the viewer using techniques such as questions to answer, problem to solve, ideas to consider or reflect upon, or request for action. / I engaged the students by inserting a music video into the video as well as having them complete an activity.
3-B-1 Critique of Student-Produced Video /
Guideline / Criterion / Your Student-Produced Video:
1. Lesson Plan Context: The lesson plan or lesson design defines: 1.1 the learning outcomes / objectives; 1.2 learning activities and methods; and 1.3 the assessment method.
2. Rationale for assigning student-authored videos
3. Make it Short : 2 Minutes or Less
4. Provide clear instructions, guidelines and specifications for the students' script, storyboard and completed video
5. Expect students to follow "Best Practice" Methods for Scripting and Storyboarding / See Table 3-B-2 below.
Table 3-B-2 Evaluating "Best Practice" Methods for Scripting and Storyboarding in Student-Authored Video /
Best Practice Criterion / Your Student-Produced Video
1 / Length of digital video is 2 minutes or less.
2 / Include text material (as Powerpoint slide images, added title screens, or subtitles).
3 / Narration should complement images, video and text on the screen.
4 / Keep text material brief. Avoid screen clutter.
5 / Think multi-sensory and multiple media for communicating concepts. Planning shown for each track (1) images / video; (2) audio and (3) text.
6 / For clear complication and comprehension, use short sentences for the narration script.
7 / Keep "scenes" short. Optimal length of a scene is 6 seconds.
8 / Identify what is the value added by making a "digital video", as compared with an (a) oral presentation; (b) Powerpoint presentation, or (c) written document (e.g. report in Microsoft word).
9 / Engage the viewer using techniques such as questions to answer, problem to solve, ideas to consider or reflect upon, or request for action.
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