This document provides information about a digital video production training taking place in July 2009 in Phoenix, Arizona. It introduces the instructor and discusses the NAF curriculum, which includes courses in principles of information technology, digital video production, web design, computer systems, computer networking, and introduction to programming. It outlines the topics to be covered in the digital video production course, including digital media, video editing, production process, and career development. It also describes some classroom activities and strategies used in the curriculum, such as think-pair-share, and opportunities for collaboration and support from curriculum leaders.
Polkadot JAM Slides - Token2049 - By Dr. Gavin Wood
Dvp l wadzeck_v2_070109
1. Getting Started: Teaching Digital Video Production 2009 NAF Summer Institute July 7-11, 2009 Phoenix, AZ
2.
3. Vote With Your Feet! Do you think that the AOIT curriculum is worth using in your classroom? (In other words, is it up to date, rigorous, relevant, etc.) ? ? ?
6. NAF Curriculum Highlights: PBL Recognize students’ inherent drive to learn. Encourage collaboration and cooperation. Use performance-based assessments that require a range of skills and knowledge. Highlight questions that lead students to in-depth exploration of authentic and important topics.
7. Digital Video Production: Assumptions and Prerequisites Students have completed Principles of Information Technology Students have some basic computer skills (ability to type, use word processing programs, do simple Internet research).
18. Support from Curriculum Leaders Here to help – both with content and pedagogy. Ready to hear your ideas about how to revise and improve the course. Contact information is always available on the Course Overview page of the NAF Curriculum Library.
19.
20.
Editor's Notes
Graduated from USU, planning on teaching traditional photo in the darkroom/hated computers Hired on at JATC as Art Specialist in the Multimedia Department First day I learned how to plug in all the computers, hook up keyboards and mice, etc. Felt pretty “techie” Excellent facility, stay pretty up with software and equipment Students come from 9 high schools from around the valley Set up a little different from traditional school, classes are 2.5 hours every day Converted to a NAF AOIT academy six years ago Volunteered to be a curriculum fellow 2 years ago, great experience Now the curriculum leader and excited to be here!
Explain how vote with your feet works. Ask those who agree to move to the right of the room, those who don’t to move to the left. Have a few participants defend their vote.
Just a brief info about the school I teach in. My school happens to be a Magnet high school with a Law Magnet, a Medical Magnet and a Computer Magnet. Within the Comp. Magnet is the AoIT program. However, we offer the Principles of IT course to all of our Computer Magnet 9 th graders as a way to see who would like to continue with AoIT for the remainder of their 3 years in HS. It gives the teachers a chance to get to know the students and a chance for the students to see what they really are in for. (ask audience) How many of your schools offer Principles of IT? Please raise your hands. In the 9 th Grade? What about any other courses in the 9 th grade? Please raise your hands. Other Hospitality courses? (Call on a couple of people and invite them to share what courses they offer.)
The curriculum is based on NAF Core Principles: Standards-based: Every course is built on national academic standards and designed to match up with state and local standards. Rigor: Lessons are designed to be complex, ambiguous, and provocative. They are intended to encourage an emotional response. Relevant: Content and examples that reflect the cultural diversity that plays such a role in today’s classroom. Project-Based Learning: All courses include carefully designed, rigorous projects (more on that later). Literacy Integration: Lessons include literacy activities designed to encourage active reading, vocabulary development, and improvement of reading, writing, and speaking skills. Flexibility: Lessons are designed for maximum flexibility so that teachers can adjust each lesson to best suit their students’ needs. Use this opportunity to provide an example of how one of these principles has affected your experience of the curriculum.
Ask your audience to indicate by a show of hands whether or not they have previously used projects in the classroom. Point out that PBL uses a very specific definition, so not everything the audience thinks of as a project would meet PBL’s standards. Let your audience know that you will be giving them examples of some PBL-acceptable projects a little later in this presentation.
Every course has some basic course assumptions or prerequisites, which are usually listed in the course overview or in Lesson 1. For Principles of IT, students are not expected to have completed any other computer/AoIT courses. For other courses it is very important to take into account the course prerequisites. This is important, because the course assumes students will understand some basic vocabulary and concepts that were introduced in the prerequisite course(s). As a teacher, I need to know if my students meet the course assumptions. If they do not, I may have to build in extra class time to get the students ready for the curriculum.
These are some of the topics covered. Each unit is broken down into individual lessons. Lessons come with all ready created PP presentations, handouts, grading rubrics etc. In addition, the video course contains several video examples and sample files that are easy to download.
For the Minor project the students formed video teams and chose a student from within the classroom to interview. It was amazing to learn the history of some of these students. Not only did it help the students to practice their technical skills, but it brought a whole new appreciation for some of the cultures and experiences of fellow students. The Culminating project is a documentary of a topic of the students choice. They are able to film anywhere they feel supports their topic and also gather appropriate photos, graphics, audio that may be needed. Showing their final projects makes it all worth while. This year I was able to get the local movie theater to let us premiere their movies. The students were given “VIP” passes and were able to invite parents, friends, etc.
Teach (model) a short activity from the course that uses one of the NAF Handbook strategies. After activity, use next slide to hold brief discussion using questions on slide.
Teach (model) a short activity from the course that uses one of the NAF Handbook strategies. After activity, use next slide to hold brief discussion using questions on slide.
You may wish to use an abbreviated Think, Pair, Share or Think, Group, Share approach. Invite your audience to read the questions on the slide and think about them for a moment, then ask them to share their thoughts with the person or people sitting near them, then invite a few audience members to share their thoughts with the group as a whole.
This can be a couple of slides; duplicate if necessary. Take pictures in your classroom of students working and their products. Student work can be scanned, or if there’s a digital file, we can link it to the PPT. Send me files you’d like linked and I’ll do it for you.
This can be a couple of slides; duplicate if necessary. Take pictures in your classroom of students working and their products. Student work can be scanned, or if there’s a digital file, we can link it to the PPT. Send me files you’d like linked and I’ll do it for you.
This can be a couple of slides; duplicate if necessary. Take pictures in your classroom of students working and their products. Student work can be scanned, or if there’s a digital file, we can link it to the PPT. Send me files you’d like linked and I’ll do it for you.
This can be a couple of slides; duplicate if necessary. Take pictures in your classroom of students working and their products. Student work can be scanned, or if there’s a digital file, we can link it to the PPT. Send me files you’d like linked and I’ll do it for you.
This can be a couple of slides; duplicate if necessary. Take pictures in your classroom of students working and their products. Student work can be scanned, or if there’s a digital file, we can link it to the PPT. Send me files you’d like linked and I’ll do it for you.
Supplement these points with one or two examples from your own course. Was there a part of the course you originally had questions about? Did you have an important suggestion for a revision or addition to the course? Point out that you will also provide your contact info before the end of the presentation.
Explain what they’ll find in Andy’s blog Course discussion forums are actively monitored and all feedback that is shared here is passed on to the editors to assist with the constant reworking of courses. Highlight 1 or 2 useful Adobe Connect presentations from the Curriculum & Instruction section If your course has a Curriculum Spotlight video, direct participants to them (C & I Online Curriculum Library NAF-Pearson Curriculum Fellow)
![About Me ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)