Why use video by david mann


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Part of the Technology in the K-12 Classroom course at Willamette University through the Oregon Writing Project

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Why use video by david mann

  1. 1. How can video production in the classroom support or enhance literacy? By David Mann
  2. 2. List of Reasons (to use Technology) <ul><li>Technology requires the use of all four language arts (reading, writing, listening and speaking) </li></ul><ul><li>It changes how information is absorbed </li></ul><ul><li>It is currently restructuring the method people communicate, investigate, access and use information, compute, think critically about messages inherent in new media, and understand and evaluate data. </li></ul>
  3. 3. List of Reasons (to use Video) <ul><li>Video is another facet of information </li></ul><ul><li>Good video production REQUIRES writing and critical thinking </li></ul><ul><li>Video enhances the learning experiences for VISUAL and AUDITORY learners </li></ul><ul><li>For language learners, it provides a method for incorporating realia and scaffolding of unfamiliar/abstract concepts </li></ul>
  4. 4. Benefits: Technology and Video <ul><li>They are tools for an extension – not a substitute for – traditional literacy instruction in the classroom. </li></ul><ul><li>They nudge literacy instruction beyond its oral and print-based traditional form </li></ul><ul><li>They provide new approaches to problem-solving and collaboration </li></ul><ul><li>They support the multiple intelligences </li></ul>
  5. 5. Benefits: Technology and Video <ul><li>They are fun and engaging </li></ul>
  6. 6. A Vision of K-12 Students Today Video
  7. 7. Technology and Literacy <ul><li>Change of paradigm: </li></ul><ul><ul><li>Old Paradigm: One highly educated expert solves one highly evolved problem and distributes knowledge to the world. </li></ul></ul><ul><ul><li>New Paradigm: Tens, Hundreds, Thousands, Millions, people with varying knowledge on a problem, come together and share their knowledge to solve a highly evolved problem and begin asking more questions than one highly educated expert could achieve in one lifetime. </li></ul></ul>
  8. 8. Old Paradigm Now that I have knowledge, I will go out into the world and… Invent something, Cure something, Research something, Build something (better), To make the world a better place to live! In order to solve the problem, I need to know A + B + C!
  9. 9. New Paradigm I know D! I know C! I know E! I know B! I know A! I know B! I know A! I know C! I know B! I know A! I know D! I know C! I know B! I know A! I know E! I know D! I know C! I know B! I know A! Together we have the solution, plus some!
  10. 10. What does this require? <ul><li>Information Literacy: The ability to access and use information, analyze content, work with ideas, synthesize thought, and communicate results. </li></ul><ul><li>Digital Literacy: The ability to attain deeper understanding of content by using data-analysis tools and accelerated learning processes enabled by technology. </li></ul><ul><li>New Literacy: The ability to solve genuine problems amidst a deluge of information and its transfer in the Digital Age. </li></ul><ul><li>Computer Literacy: The ability to accurately and effectively use computer tools such as word processors, spreadsheets, databases, and presentation and graphic software. </li></ul>
  11. 11. What does this require? <ul><li>Computer-Technology Literacy: The ability to manipulate the hardware that is the understructure of technology systems. </li></ul><ul><li>Critical Literacy: The ability to look at the meaning and purpose of written texts, visual applications, and spoken words to question the attitudes, values, and beliefs behind them. The goal is development of critical thinking to discern meaning from array of multimedia, visual imagery, and virtual environments, as well as written text. </li></ul><ul><li>Media Literacy: The ability to communicate competently in all media forms—print and electronic—as well as access, understand, analyze and evaluate the images, words, and sounds that comprise contemporary culture. </li></ul>
  12. 12. Do we need to know and teach these literacy skills? <ul><li>Information Literacy </li></ul><ul><li>Digital Literacy </li></ul><ul><li>New Literacy </li></ul><ul><li>Computer Literacy </li></ul><ul><li>Computer-Technology Literacy </li></ul><ul><li>Critical Literacy </li></ul><ul><li>Media Literacy </li></ul>STOP!!! No, we don’t! But, we have a duty to develop the mindset , the prior knowledge , And the potential .
  13. 13. So how do we start? <ul><li>We start “Slow and Steady” on the literacy-technology race… </li></ul><ul><li>We experience and play </li></ul><ul><li>We talk with others who have knowledge </li></ul><ul><li>We “Just Do It” </li></ul>
  14. 14. Sample Lesson <ul><li>With one short video and a short article of literature, I will teach a multiple of standards. </li></ul><ul><ul><li>Video: “The Black Hole” by Phil and Olly (Future Shorts) </li></ul></ul><ul><ul><li>“ The Republic” by Plato (circa 428-347 BCE) </li></ul></ul>
  15. 15. New Standards <ul><li>EL.08.RE.03 Make connections to text, within text, and among texts across the subject areas. (Text to Video) </li></ul><ul><li>EL.08.RE.06 Understand and draw upon a variety of comprehension strategies as needed--rereading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. </li></ul><ul><li>EL.08.WR.25 Write responses to literature </li></ul><ul><ul><li>Demonstrate careful reading and insight into interpretations. </li></ul></ul><ul><ul><li>Support interpretations through references to the text, other works, other authors, or to personal knowledge. </li></ul></ul>
  16. 16. Reaffirming Standards <ul><li>EL.08.LI.04 Predict probable future outcomes supported by the text, including foreshadowing clues. </li></ul><ul><li>EL.08.LI.05 Identify the actions and motives (e.g., loyalty, selfishness, conscientiousness) of characters in a work of fiction, including contrasting motives that advance the plot or promote the theme, and discuss their importance to the plot or theme. </li></ul><ul><li>EL.08.LI.12 Analyze the importance of the setting (place, time, customs) to the mood, tone, and meaning of the text. </li></ul>
  17. 17. Read the Text <ul><li>Learning Target: </li></ul><ul><li>I will INVESTIGATE the language in Plato’s “Republic” </li></ul><ul><li>I will DISCUSS what the main idea of Plato’s “Republic” </li></ul><ul><li>I will EXPLORE the author’s CLAIM </li></ul><ul><li>Students will read the piece independently or in pairs and discuss what they believe constitutes the main idea and claim of the text. </li></ul><ul><li>It is perfectly okay for students not to understand the main idea or the author’s claim since the students are using this time to INVESTIAGE the text and become FAMILIAR with the text. </li></ul>
  18. 18. Read the Text <ul><li>As an entire class, however, we will focus on Plato’s story about the man who finds the ring. </li></ul>
  19. 19. Watch the Video <ul><li>Learning Target: </li></ul><ul><li>I will DESCRIBE the setting and EXPLAIN how the setting effects mood in “The Black Hole” </li></ul><ul><li>I will SUPPORT my PREDICTION using EVIDENCE from “The Black Hole” </li></ul><ul><li>I will EXPLAIN the actions/motives of the main character in “The Black Hole” </li></ul><ul><li>Students will use a simple worksheet or set of heuristics to review the above learning targets. </li></ul>
  20. 20. Questions for the Video <ul><li>QUESTIONS: </li></ul><ul><li>Describe the setting of the Video (35 seconds) </li></ul><ul><li>What is the MOOD (how the audience feels) established by the setting? </li></ul><ul><li>What will the main character do next? (1:45) </li></ul><ul><li>Why did the main character __________? (end of the video) </li></ul><ul><li>Why did the creator of the video use a setting that created the MOOD you described in #2? </li></ul>
  21. 21. “ The Black Hole” Video
  22. 22. Rereading the Text <ul><li>Learning Target: </li></ul><ul><li>I will REREAD “The Republic” and ANALYZE the text for COMPARISONS to “The Black Hole” </li></ul><ul><li>I will REREAD and DISCUSS Pluto’s claim in “The Republic” and how it connects to the claim made in “The Black Hole” </li></ul><ul><li>Students will reread in pairs, underlining Pluto’s claims (or statements that could be argued). They will then decide on a which statement stands alone as Pluto’s main claim. </li></ul>
  23. 23. From the Main Claim <ul><li>Students will spend time comparing how Pluto’s narrative and “The Black Hole” support his claim. </li></ul><ul><li>Potential devices: </li></ul>Venn Diagram T-Chart Cornell Notes
  24. 24. Writing About the Texts <ul><li>Students will use a writing template to give them the support they need to articulate their ideas about the author’s claim (with support). </li></ul>
  25. 25. Template The Republic of a man who finds a ring that Glaucon people only act justly because they do not have the power to be unjust Glaucon grants the power of invisibility Without the fear of being caught, the man kills the king and seduces the queen Phil and Olly’s The Black Hole when the main character is given the power to move through solid objects, he breaks into a room and steals from a safe The Republic of a man who finds a ring that
  26. 26. Follow Up (creative assessment) <ul><li>Students will INDEPENDENTLY create a story in which a character is given an object that conjures power. They will have to follow the same structure Plato and Phil/Olly use. </li></ul><ul><li>Students will work in groups to design a script translated from one of their stories. </li></ul><ul><li>Students will plan and film a video, using their script. </li></ul>
  27. 27. Concluding Thoughts <ul><li>We use video and technology because </li></ul><ul><ul><li>It enhances literacy </li></ul></ul><ul><ul><li>It changes learning for the better </li></ul></ul><ul><ul><li>It is the future </li></ul></ul><ul><ul><li>It is fun and engaging </li></ul></ul>
  28. 28. Fun to think… Video
  29. 29. Resources <ul><li>Cynthia, Chun K. &quot;Don't Take It Personal, It's Just Our Bad Ass Ways.&quot; Educational Perspectives 38.2 (2005): 34-37. Print. </li></ul><ul><li>Holum, Ann, and Jan Gahala. &quot;Critical Issue: Using Technology to Enhance Literacy Instruction.&quot; North Central Regional Educational Laboratory (2001): Web. 25 Aug. 2010. <http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm>. </li></ul><ul><li>Lund, Donna J. &quot;Video Production in the English Language Arts Classroom.&quot; The English Journal 87.1 (1998): 78-82. Print. </li></ul><ul><li>Potter, John. &quot;Embodied memory and curatorship in children's digital video production.&quot; English Teaching: Practice and Critique 9.1 (2010): 22-35. Print. </li></ul><ul><li>Ranker, Jason. &quot;A New Perspective on Inquiry: A Case Study of Digital Video Production.&quot; English Journal 97.1 (2007): 77-82. Print. </li></ul><ul><li>Ranker, Jason. &quot;Making meaning on the screen: Digital video production about the Dominican Republic.&quot; Journal of Adolescent & Adult Literacy 51.5 (2008): 410-422. Print. </li></ul><ul><li>Siegle, Del. &quot;Literacy in the 21st Century: The Fourth R -- Video Recording.&quot; Gifted Children Today 32.2 (2009): 14-19. Print. </li></ul>