The document provides 36 tips for using pocket video cameras in the classroom, including having students: demonstrate skills and science experiments; combine video and text; interview experts; film sports; collect flip chart responses; and share information with parents. Some other tips include: challenging students to explain concepts quickly; encouraging collaboration through puzzles; and using video for professional development or slowing down action.
Forty Interesting Ways* to use your Pocket Video Camera in the ClassroomMark Belinsky
The document provides 36 tips for using pocket video cameras in the classroom, including having students: demonstrate skills and science experiments; take virtual field trips; combine video and text; challenge each other to explain concepts quickly; conduct self-evaluations; interview experts; and record sports. Some other tips include: filming tours for other classes; recording lessons for students; getting point-of-view footage; taking the camera outside; using it for assessments; and encouraging collaboration between students.
45 interesting ways to use your pocket videomrholdsworth
The document lists 45 ways to use pocket video cameras in the classroom, including having students:
1) Demonstrate skills or procedures.
2) Record science experiments.
3) Take virtual field trips by videotaping exhibits.
4) Combine video and text for impact.
5) Challenge students to explain concepts quickly without editing.
Thirty Nine Interesting Ways To Use Your PockKathi Hoyt
Students can use pocket video cameras in the classroom in many creative ways, including:
1) Having students demonstrate skills or experiments on video and combining clips into movies.
2) Recording science experiments, museum trips, or student explanations for evidence.
3) Filming sports, interviews, school tours or daily activities to share with parents.
This document lists 45 ways to use pocket video cameras in the classroom, along with tips. Some ideas include having students film how-to videos, science experiments, interviews, sports activities, and explanations of lessons. Videos can be used for assessment, sharing with parents, recording field trips, modeling social skills, and keeping sick students engaged. Tips include challenging poor filmmaking to identify best practices, and attaching cameras to robots or students' clothing to gain unique perspectives. The goal is to motivate students and help them learn in a variety of ways using video.
This document provides 30 ideas for using a Flip video camera in the classroom, along with brief instructions on filming, downloading, editing, and saving videos. Some of the suggested uses include demonstrating skills with how-to videos, recording science experiments, filming museum trips, combining video and text, challenging students to explain concepts, and more. It also includes tips on filming, downloading footage to a computer, using movie maker to edit videos, and saving the final video in the proper file format.
The document describes the "flip model" or "flipped classroom" approach to instruction. In the flip model, traditional lecture content is delivered to students through videos for homework, while class time is used for hands-on activities, projects, discussions, and addressing individual questions. This allows for more flexible pacing and personalized instruction. Potential benefits include increased student engagement, better homework completion, and more time for in-depth learning activities. The document provides examples of how different subjects could structure flipped lessons.
Ter weele library conference presentation slide notesCathy ter Weele
This presentation encourages librarians and teachers to use four online tools to help English Language Learner students feel more confident: Flipgrid, Screencast-o-matic, Wizer.me, and Duolingo. Flipgrid allows students to record short videos to present book reviews, reflect on lessons, or explain math problems. Screencast-o-matic enables students to record their computer screen to create digital stories about themselves or their families, or explain math concepts. Examples of student work created with these tools are provided. The presentation aims to demonstrate how these tools can inspire confidence and participation from ELL students.
The document discusses flipped learning, which involves students watching video lectures at home and doing homework in class under the teacher's guidance. It notes some benefits of flipped learning include allowing more class time for deeper understanding through practice, experimentation and reflection. The author explains they were inspired to try flipped learning after 12 years of teaching, seeking a new challenge to engage students with new technologies.
Forty Interesting Ways* to use your Pocket Video Camera in the ClassroomMark Belinsky
The document provides 36 tips for using pocket video cameras in the classroom, including having students: demonstrate skills and science experiments; take virtual field trips; combine video and text; challenge each other to explain concepts quickly; conduct self-evaluations; interview experts; and record sports. Some other tips include: filming tours for other classes; recording lessons for students; getting point-of-view footage; taking the camera outside; using it for assessments; and encouraging collaboration between students.
45 interesting ways to use your pocket videomrholdsworth
The document lists 45 ways to use pocket video cameras in the classroom, including having students:
1) Demonstrate skills or procedures.
2) Record science experiments.
3) Take virtual field trips by videotaping exhibits.
4) Combine video and text for impact.
5) Challenge students to explain concepts quickly without editing.
Thirty Nine Interesting Ways To Use Your PockKathi Hoyt
Students can use pocket video cameras in the classroom in many creative ways, including:
1) Having students demonstrate skills or experiments on video and combining clips into movies.
2) Recording science experiments, museum trips, or student explanations for evidence.
3) Filming sports, interviews, school tours or daily activities to share with parents.
This document lists 45 ways to use pocket video cameras in the classroom, along with tips. Some ideas include having students film how-to videos, science experiments, interviews, sports activities, and explanations of lessons. Videos can be used for assessment, sharing with parents, recording field trips, modeling social skills, and keeping sick students engaged. Tips include challenging poor filmmaking to identify best practices, and attaching cameras to robots or students' clothing to gain unique perspectives. The goal is to motivate students and help them learn in a variety of ways using video.
This document provides 30 ideas for using a Flip video camera in the classroom, along with brief instructions on filming, downloading, editing, and saving videos. Some of the suggested uses include demonstrating skills with how-to videos, recording science experiments, filming museum trips, combining video and text, challenging students to explain concepts, and more. It also includes tips on filming, downloading footage to a computer, using movie maker to edit videos, and saving the final video in the proper file format.
The document describes the "flip model" or "flipped classroom" approach to instruction. In the flip model, traditional lecture content is delivered to students through videos for homework, while class time is used for hands-on activities, projects, discussions, and addressing individual questions. This allows for more flexible pacing and personalized instruction. Potential benefits include increased student engagement, better homework completion, and more time for in-depth learning activities. The document provides examples of how different subjects could structure flipped lessons.
Ter weele library conference presentation slide notesCathy ter Weele
This presentation encourages librarians and teachers to use four online tools to help English Language Learner students feel more confident: Flipgrid, Screencast-o-matic, Wizer.me, and Duolingo. Flipgrid allows students to record short videos to present book reviews, reflect on lessons, or explain math problems. Screencast-o-matic enables students to record their computer screen to create digital stories about themselves or their families, or explain math concepts. Examples of student work created with these tools are provided. The presentation aims to demonstrate how these tools can inspire confidence and participation from ELL students.
The document discusses flipped learning, which involves students watching video lectures at home and doing homework in class under the teacher's guidance. It notes some benefits of flipped learning include allowing more class time for deeper understanding through practice, experimentation and reflection. The author explains they were inspired to try flipped learning after 12 years of teaching, seeking a new challenge to engage students with new technologies.
This document discusses flipped learning in MFL (modern foreign language) classrooms. It begins by explaining that flipped learning turns traditional homework on its head by having students complete presentation elements at home as homework through videos. This frees up class time for applying knowledge and practicing with teacher guidance. Potential benefits include differentiated instruction, mastery learning, increased class time for activities, and engaging students through new technologies. The rest of the document provides an example of a flipped MFL lesson, addresses common pitfalls and myths, and suggests tools and other teachers to follow for learning more about flipped learning.
The document discusses copyright issues related to using materials in online education. It provides 20 situations and indicates whether each would constitute copyright infringement or not. Some key issues covered include: scanning textbook chapters and using them repeatedly is infringement; recording TV shows or movies and uploading them is infringement; and using materials beyond allowed timeframes or altering the purpose they were intended for can also be infringement. The document is meant to help educate about copyright compliance when teaching online.
This document provides a summary of various internet tools that can be used in MFL teaching to engage students. It lists over 20 websites and apps, and briefly explains how each could be utilized. For example, it suggests using Wordle to generate word clouds for vocabulary practice, Keepvid for downloading YouTube videos, and Voki to create speaking avatars. Screenshots and links are provided for some tools. The document aims to raise awareness of digital possibilities and encourage sharing ideas for incorporating technology into and beyond the MFL classroom. It concludes by emphasizing that technology should not replace traditional teaching methods.
Videos can be used in the classroom for various purposes such as creating book trailers to summarize plots, introducing instructors to new students, and allowing teachers to provide instruction even when absent by leaving a video for substitutes. For example, a literacy unit on the book "The Earth Dragon Awakes" had students watch a Brain Pop Jr. video on earthquakes to refresh their prior knowledge about earthquakes and discuss how an upcoming earthquake might affect the city's residents before reading the book.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are recommended for creating audio lessons and materials for students to access remotely. The document also explores moblogging and using mobile phones to record videos and voice memos as a way to extend learning beyond the classroom.
ICT- thinking outside the classroom box at Language Show 2008Chris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and mobile recordings can allow students to practice language skills independently. When integrated thoughtfully, these tools can make language learning more relevant and extend it beyond traditional classroom walls.
Thinking Outside The Classroom Box Language Show 2008joedale
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and mobile recordings can allow students to practice language skills independently. When integrated thoughtfully, these tools can make language learning more relevant and extend it beyond traditional classroom walls.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are recommended for creating audio lessons and materials for students to access remotely. The document also explores moblogging and using mobile phones to record videos and voice memos as a way for students to document projects and language use outside of class.
This document provides tips and resources for motivating able, gifted, and talented linguists in Key Stage 4 to take languages at A-Level. It includes ideas for revision activities, using authentic resources, videos, websites, and clubs to inspire students and build their language skills and confidence.
This document provides 15 tips for using web conferencing in the classroom. The tips include connecting students to educational broadcasts, having experts like authors or musicians visit via video chat, facilitating student interactions with other schools to share book choices or complete collaborative projects, and hosting virtual field trips to museums or having historical figures answer student questions. Conducting role play activities or assemblies that incorporate video conferencing is also suggested. The tips aim to enhance learning and help bring the outside world into the classroom.
Thinking outside the classroom box- IoW conferenceChris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how teachers can use blogs to share resources, showcase student work, and facilitate communication. Podcasts and mobile devices allow recording audio and video to supplement learning beyond lessons. Overall, the document advocates for leveraging familiar technologies to increase student engagement and extend the classroom experience globally.
The document provides 30 ideas for using Flip cameras in the classroom, such as having students work collaboratively to create instructional how-to videos, record science experiments, take video on museum trips, combine video and text, interview experts and classmates, film sports and PE for evaluation, create videos in another language for a school tour, and more. Students can also create book commercials and teachers can make introduction videos or virtual tours of the school.
Katy Dillard and Meghan Smith are requesting $599.96-$899.94 to purchase 4-6 Flip Video cameras to allow students from K-5 to create video projects that enhance their learning. First grade students have already used borrowed cameras to film themselves presenting animal research. The cameras will be checked out from the library for a variety of video projects across grade levels and subjects. Teachers will be trained on using the cameras and downloading videos. Success will be measured by students regularly using the cameras to create educational videos and through end-of-year usage statistics.
What is a Screencast and Why Would I Use One?lornacos
A screencast is a digital recording of a computer screen that can include mouse actions, browser changes, video, and audio narration. Screencasts can be used to save time repeating instructions, provide tech support 24/7, and allow students to learn at their own pace by rewatching lessons. They also support flipped classroom models where students watch lectures at home and practice in class, engage online learners, and allow teachers to provide feedback and parents to follow student progress.
This document provides 25 tips for using Voicethread in the classroom, including having students collaborate on mystery images, peer review artwork, discuss videos, practice analyzing historical sources, write poems and stories, and connect with families by sharing work. Tips also include using Voicethread for science experiments, interpreting graphs, public speaking practice, and connecting with experts through conference presentations. The document encourages sharing additional ideas for using the tool and collaborating to expand the list of classroom application examples.
The document discusses ways to use the Moviemaker software in teaching and learning. It recommends that teachers create a movie to use in lessons within the next two weeks. Moviemaker can be used to make video demonstrations for students, engage visual learners through visual presentations, and allow students to create digital stories or reflective journals. Students are then able to view videos at their own leisure on any computer with internet access. The document also discusses using videos for assessment, such as having students submit assignments in video format or providing video feedback.
This document lists 26 ways that Voicethread can be used in the classroom. Some examples include having students comment on mystery images to solve problems, engage in peer review of artwork, discuss videos, collaborate on play scripts, and describe science experiments. Teachers in various subjects like history, art, science, and language teaching have shared examples of how they have used Voicethread for activities such as analyzing sources, digital portfolios, and getting feedback on speeches. The document encourages sharing additional ideas for using the platform in education.
The document discusses using Flip video cameras in education. It provides an overview of a training session on using Flip cameras that included introductions, a plan for the afternoon, and a discussion of why video can be a powerful tool for sharing learning, archiving lessons, and democratizing the classroom. It also touches on managing video files, other potential uses of student-created videos, and basics of using Flip cameras, including getting started, transferring video to a computer, editing, and sharing video online.
Students can use Voicethread in many creative ways in the classroom, as outlined in 26 tips. Some examples include: having students analyze images and add voice comments to discuss what is happening or what characters may be thinking; using images to have students collaboratively write stories or scripts; and allowing students to review each other's work, such as artwork, poems, or experiments, by adding voice or text comments. Voicethread allows for interactive discussion and feedback in an engaging multimedia format.
This document provides 26 tips for using Voicethread in the classroom. Some example uses include having students: discuss mystery images to make inferences; provide peer feedback on artworks; analyze historical sources; develop characters' perspectives in stories; and compare aspects of modern and historical lifestyles. The tips cover subjects like science, art, history, literature and involve activities such as describing experiments, interpreting graphs, and reviewing speeches. Contributors provide links to examples of Voicethread projects they have created.
Rhona is experimenting with using video in her English lessons. Her first attempt failed due to slow downloading of videos onto multiple computers simultaneously. She overcame this by dividing students and tasks. For future lessons, she learns to think more about listening task design so students can focus without rewinding videos. The most useful advice is to base tasks on natural listening strategies to develop skills effectively.
Using iPads to Create Video Content in the Classroom - TCEA 2015Diana Benner
Are you looking to flip the classroom? Would you like to create videos and tutorials for your students? Would you like your students to create video content? In this session, we will explore easy-to-use tools that anyone can use to create and edit videos for the classroom.
This document discusses flipped learning in MFL (modern foreign language) classrooms. It begins by explaining that flipped learning turns traditional homework on its head by having students complete presentation elements at home as homework through videos. This frees up class time for applying knowledge and practicing with teacher guidance. Potential benefits include differentiated instruction, mastery learning, increased class time for activities, and engaging students through new technologies. The rest of the document provides an example of a flipped MFL lesson, addresses common pitfalls and myths, and suggests tools and other teachers to follow for learning more about flipped learning.
The document discusses copyright issues related to using materials in online education. It provides 20 situations and indicates whether each would constitute copyright infringement or not. Some key issues covered include: scanning textbook chapters and using them repeatedly is infringement; recording TV shows or movies and uploading them is infringement; and using materials beyond allowed timeframes or altering the purpose they were intended for can also be infringement. The document is meant to help educate about copyright compliance when teaching online.
This document provides a summary of various internet tools that can be used in MFL teaching to engage students. It lists over 20 websites and apps, and briefly explains how each could be utilized. For example, it suggests using Wordle to generate word clouds for vocabulary practice, Keepvid for downloading YouTube videos, and Voki to create speaking avatars. Screenshots and links are provided for some tools. The document aims to raise awareness of digital possibilities and encourage sharing ideas for incorporating technology into and beyond the MFL classroom. It concludes by emphasizing that technology should not replace traditional teaching methods.
Videos can be used in the classroom for various purposes such as creating book trailers to summarize plots, introducing instructors to new students, and allowing teachers to provide instruction even when absent by leaving a video for substitutes. For example, a literacy unit on the book "The Earth Dragon Awakes" had students watch a Brain Pop Jr. video on earthquakes to refresh their prior knowledge about earthquakes and discuss how an upcoming earthquake might affect the city's residents before reading the book.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are recommended for creating audio lessons and materials for students to access remotely. The document also explores moblogging and using mobile phones to record videos and voice memos as a way to extend learning beyond the classroom.
ICT- thinking outside the classroom box at Language Show 2008Chris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and mobile recordings can allow students to practice language skills independently. When integrated thoughtfully, these tools can make language learning more relevant and extend it beyond traditional classroom walls.
Thinking Outside The Classroom Box Language Show 2008joedale
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and mobile recordings can allow students to practice language skills independently. When integrated thoughtfully, these tools can make language learning more relevant and extend it beyond traditional classroom walls.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are recommended for creating audio lessons and materials for students to access remotely. The document also explores moblogging and using mobile phones to record videos and voice memos as a way for students to document projects and language use outside of class.
This document provides tips and resources for motivating able, gifted, and talented linguists in Key Stage 4 to take languages at A-Level. It includes ideas for revision activities, using authentic resources, videos, websites, and clubs to inspire students and build their language skills and confidence.
This document provides 15 tips for using web conferencing in the classroom. The tips include connecting students to educational broadcasts, having experts like authors or musicians visit via video chat, facilitating student interactions with other schools to share book choices or complete collaborative projects, and hosting virtual field trips to museums or having historical figures answer student questions. Conducting role play activities or assemblies that incorporate video conferencing is also suggested. The tips aim to enhance learning and help bring the outside world into the classroom.
Thinking outside the classroom box- IoW conferenceChris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how teachers can use blogs to share resources, showcase student work, and facilitate communication. Podcasts and mobile devices allow recording audio and video to supplement learning beyond lessons. Overall, the document advocates for leveraging familiar technologies to increase student engagement and extend the classroom experience globally.
The document provides 30 ideas for using Flip cameras in the classroom, such as having students work collaboratively to create instructional how-to videos, record science experiments, take video on museum trips, combine video and text, interview experts and classmates, film sports and PE for evaluation, create videos in another language for a school tour, and more. Students can also create book commercials and teachers can make introduction videos or virtual tours of the school.
Katy Dillard and Meghan Smith are requesting $599.96-$899.94 to purchase 4-6 Flip Video cameras to allow students from K-5 to create video projects that enhance their learning. First grade students have already used borrowed cameras to film themselves presenting animal research. The cameras will be checked out from the library for a variety of video projects across grade levels and subjects. Teachers will be trained on using the cameras and downloading videos. Success will be measured by students regularly using the cameras to create educational videos and through end-of-year usage statistics.
What is a Screencast and Why Would I Use One?lornacos
A screencast is a digital recording of a computer screen that can include mouse actions, browser changes, video, and audio narration. Screencasts can be used to save time repeating instructions, provide tech support 24/7, and allow students to learn at their own pace by rewatching lessons. They also support flipped classroom models where students watch lectures at home and practice in class, engage online learners, and allow teachers to provide feedback and parents to follow student progress.
This document provides 25 tips for using Voicethread in the classroom, including having students collaborate on mystery images, peer review artwork, discuss videos, practice analyzing historical sources, write poems and stories, and connect with families by sharing work. Tips also include using Voicethread for science experiments, interpreting graphs, public speaking practice, and connecting with experts through conference presentations. The document encourages sharing additional ideas for using the tool and collaborating to expand the list of classroom application examples.
The document discusses ways to use the Moviemaker software in teaching and learning. It recommends that teachers create a movie to use in lessons within the next two weeks. Moviemaker can be used to make video demonstrations for students, engage visual learners through visual presentations, and allow students to create digital stories or reflective journals. Students are then able to view videos at their own leisure on any computer with internet access. The document also discusses using videos for assessment, such as having students submit assignments in video format or providing video feedback.
This document lists 26 ways that Voicethread can be used in the classroom. Some examples include having students comment on mystery images to solve problems, engage in peer review of artwork, discuss videos, collaborate on play scripts, and describe science experiments. Teachers in various subjects like history, art, science, and language teaching have shared examples of how they have used Voicethread for activities such as analyzing sources, digital portfolios, and getting feedback on speeches. The document encourages sharing additional ideas for using the platform in education.
The document discusses using Flip video cameras in education. It provides an overview of a training session on using Flip cameras that included introductions, a plan for the afternoon, and a discussion of why video can be a powerful tool for sharing learning, archiving lessons, and democratizing the classroom. It also touches on managing video files, other potential uses of student-created videos, and basics of using Flip cameras, including getting started, transferring video to a computer, editing, and sharing video online.
Students can use Voicethread in many creative ways in the classroom, as outlined in 26 tips. Some examples include: having students analyze images and add voice comments to discuss what is happening or what characters may be thinking; using images to have students collaboratively write stories or scripts; and allowing students to review each other's work, such as artwork, poems, or experiments, by adding voice or text comments. Voicethread allows for interactive discussion and feedback in an engaging multimedia format.
This document provides 26 tips for using Voicethread in the classroom. Some example uses include having students: discuss mystery images to make inferences; provide peer feedback on artworks; analyze historical sources; develop characters' perspectives in stories; and compare aspects of modern and historical lifestyles. The tips cover subjects like science, art, history, literature and involve activities such as describing experiments, interpreting graphs, and reviewing speeches. Contributors provide links to examples of Voicethread projects they have created.
Rhona is experimenting with using video in her English lessons. Her first attempt failed due to slow downloading of videos onto multiple computers simultaneously. She overcame this by dividing students and tasks. For future lessons, she learns to think more about listening task design so students can focus without rewinding videos. The most useful advice is to base tasks on natural listening strategies to develop skills effectively.
Using iPads to Create Video Content in the Classroom - TCEA 2015Diana Benner
Are you looking to flip the classroom? Would you like to create videos and tutorials for your students? Would you like your students to create video content? In this session, we will explore easy-to-use tools that anyone can use to create and edit videos for the classroom.
The document discusses strategies for using instructional videos in the classroom, including having students make predictions, engage in role plays, and discuss scenes. It also outlines some of the resources available for finding instructional videos online or creating your own, and recommends starting a classroom video blog to share videos with students. Studies cited found that viewing instructional videos improved students' understanding of concepts and problem-solving abilities.
Students will create documentary videos in groups of 2-3 about a social injustice they researched. They will go through the process of planning their documentary, including creating a storyboard. Students will film interviews and footage, and edit their videos. Finally, they will present their documentaries and provide feedback on each other's work. The goal is for students to demonstrate their understanding of an injustice through video while developing filmmaking skills.
24 interesting ways_to_use_voicethread_in_theKati W
This document lists 24 tips for using Voicethread in the classroom, provided by various educators. Some examples include having students comment on mystery images, engage in peer review of artwork, discuss videos, practice analyzing historical sources, write collaborative plays, and create digital portfolios of their work to share with family members. The tips cover a wide range of subjects from literature to science and aim to facilitate student discussion, feedback, and presentation of their learning.
Flipping a classroom means giving students content like lectures to learn on their own, typically through videos, and doing activities and problem-solving in class with teacher guidance. It aims to make students more responsible for their learning and engage them with technology. Not every lesson needs to be completely flipped; teachers can flip parts of lessons. While it requires more initial effort from teachers to prepare videos, it saves class time otherwise spent on lectures. The document provides several free digital tools and resources teachers can use to create and implement flipped content.
Willis Hare Elementary has several technologies available for classroom use:
The ActivSlate is a wireless tablet that teachers can use from anywhere in the classroom to deliver interactive lessons, and can hand over to students to answer questions or write on the board. Flip cameras can be used to record student presentations, field trips, and model lessons. GPS units track location and other data and there are lesson ideas on a linked website for their instructional use. MP3 players can be used for podcasting, such as creating audio books or publishing student work.
Digital video and media can enhance literacy learning by keeping students engaged as visual learners. Teachers have many free online resources to incorporate video into their lessons through sites like Discovery Education, Animoto, and Windows Movie Maker. Students can create their own video presentations and reviews of material. The document outlines a step-by-step process for teachers to have students make videos, including planning with a storyboard, filming, and editing with free programs like Movie Maker or iMovie.
This lesson plan teaches students how to create stop motion animation videos. It includes modeling how to make a stop motion video using Google Slides. Students will work in groups to practice storytelling and listening skills. They will then create their own stop motion videos on a given topic and provide feedback to other groups. At the end, students will reflect on and present their videos.
This document provides information about a Claymation project involving multiple schools in the North Coast Region. Over 5 weeks, students will develop skills in technology, teamwork, research, and creativity by creating Claymation films. They will use a program called Pivot Man and share their work online. TAFE students will assist. The project aims to foster skills like collaboration and animation. It outlines the schedule, tasks, transportation details, and expectations for student reflections and homework assignments related to the project.
The document provides guidance for developing a 4-day unit plan to teach at summer camp. It recommends choosing an engaging title, planning interactive daily activities centered around active learning rather than lectures, incorporating work on a final product each day, and using "hooks" like video clips to grab students' attention at the start of lessons. The goals are to create two overarching goals for the unit that span the content and may be guided by but do not have to directly use the state standards.
Similar to 43 Interesting Ways To Use Your Pocket Video C (20)
1. Forty-Three Interesting Ways* to use your Pocket Video Camera in the Classroom *and tips This work is licensed under a Creative Commons Attribution Noncommercial Share Alike 3.0 License.
2.
3. #2 - Recording Science Experiments For evidence or record of results http://snipurl.com/alh2g
4. #3 - Take them on museum trips Video exhibits and displays http://snipurl.com/alh0s http://snipurl.com/alh4v
5. #4 - Combine video and text for impact Pupils re-enact life in an air raid shelter in WWII Thanks to: Antingham School ; Becta DV Assets Project http://blip.tv/file/1699463/
6. #5 - Challenge Children to Explain Quick & Dirty without much editing Another science one, with digital still camera BF (before flip): gears Some ideas for Small Scale Video in the classroom might help.
7. #6 Self-evaluation and group sharing of hands-on learning experiences More examples from Draft Horse and Agriculture classes at: http://www.youtube.com/sustainablesterling
10. #9 - Collect group flip chart responses Video flip charts at the end of a lesson Put text from them into http://wordle.net to summarise views.
11.
12. #11 - Use your pocket video to share information/celebrations with parents Now that's what I call learning! Lori Feldman January 24, 2009
13.
14.
15.
16. #15 - Take it outside Allow children to explore the outside area around school at different times of the year. Let them video what they see. Watch back in the classroom and compare with previous video footage to help understand differences between the seasons.
17. #16 - Assessment Ask children to video what they have been doing. Even 3 and 4 year olds can video their friends explaining favourite activities. Use the footage at open days, parents evening, but more importantly as a window on the ideas and learning experiences of the children in your classes, who will talk differently when you are not in ear shot!
18. #17 - Encourage collaboration Set a puzzle for the class (such as a problem solving coin/matchstick puzzle) and encourage children to video their solutions. The difference in clarity of explanation is massive when the children know they are going to video it- try it and see!
19. #18 - Special Needs - Deaf children Students use camera to film spellings signed by teacher at school so they can take it home to learn & share with siblings/parents. Read more: http://snipurl.com/aoqbo Image attribution: http://snipurl.com/aossx Jenny Ellwood 2009
20. Good examples of classroom practice /content teaching can serve as guidelines for other/novice teachers. Short snippets of "How I teach that" can be very useful for professional development. #19 - Professional Development image attribution: http://www.flickr.com/photos/thomaschristensen/2234598002/
21. Video clips can be great for slowing down any quick moving action. Clips can be edited and slowed down permanently or can be played back in QuickTime player - which allows you to scrub through the time-line or press the cursor keys to advance or 'rewind'. #20 - Slowing down action image attribution: http://www.flickr.com/photos/morganmorgan/1661707859/ You can also grab a sequence of stills to print out and show the steps of the captured action.
22. Get your 1st Year (Secondary School) pupils to create a film tour of the school for incoming Primary School children. Encourge pupils to create a film of their experience of their first year at Secondary School Film a tour of the school in order to make the incoming year at ease with their surroundings.Interview teachers from different subject areas. Give the pupils complete control over the editing process and final version which they will present to the Primary School pupils on their induction day(s). #21 - Use it as part of your Primary Induction
23. For national poetry day this class was challenged to make a visual version of a poem using any means available to them, for example some used Comic Life. This group used video and captured the atmosphere of the poem well, despite filming in an empty maths room! #22 - Challenge class to make a visual representation of a poem
24.
25. ...and see if they keep their heads and arms hidden from the camera during the filming! #24 - Record children performing a (shadow) puppet show they have created... Image attribution: www.flickr.com/photos/15757729@N00/2571821462
26. ...and watch as they keep asking over and over to try it again to make it even better! #25 - Have your students make a commercial when they have finished a book... I
27.
28. #27- Short video clips can form part of a virtual fieldtrip... And students could create their own... http://www.vimeo.com/2953917
29. #28 Record Video Introduction for a partner class, when live video conferencing is inconvenient or impossible due to time zones
30.
31. #30 - A class carries out peer assessment on work by students at another school, posted on a blog
32. #31 - Use as a "reaction-cam" to record students' thoughts, feelings, etc. as they take part in a role play or simulation game, eg. The Trade Game...
33. #32 - As a motivational tool Children were highly motivated by today's task as they all wanted to video their results and present them to the class. Children who previously would have given up were keen to become cameramen or women for the minute!
34. #33 - Make a hyperlinked story or tour Film a forking story or tour with kids using puppets and embed it in a hyperlinked powerpoint or similar program. 1) Get the children to storyboard a story with several different endings or twists and alternative twists and turns in the story. 2) Get them to act out the narrative with puppets always ending in a choice i.e. we came to a room with two doors - which one would you go through... 3) Make sure they always draw the choices as graphics and hyperlink them 4) Hyperlink the choices to further slides with further videos with options - some are dead ends or endings to the story others are further twists. 5) Behind each door you could have a video of another puppet doing something i.e. growling or saying boo! 6) Make sure there is a clear pathway to the story resolution(s).
35. #34 - Work Experience After introducing your student (and placement contact) to the camera, send it along with them and any work experience documentation. Consider which written responses during or after the placement could be recorded rather than written. Remember, students are turned off by many PSE/PSD process and evaluation worksheets/assessments.
36. #35 - Make a video alphabet Get a group of younger children to draw brightly coloured letters of the alphabet / phonics. Hold them up and film each other saying them. Put it on a web page, blog, or whiteboard.
37. #36 - Conference Documentary Record a documentary of your experience at a con- ference. Upload the video and embed it in a classroom blog for your students to learn from their teacher. I recorded the video below at the 2009 CSUN Conference on Technology & Persons with Disabilities. I embedded it in my blog, and showed it to my students so they could learn about new technology. Contributed by Eric Sailers, who embedded the video in his blog at Speech-Language Pathology Sharing .
38. #37 - Video modeling of social language Record a regular education student demonstrating a social language skill. Have the student contrast the inappropriate behavior with the appropriate behavior. I recorded the video below with a regular education student and a fellow Speech-Language Pathologist. I embedded it in my blog, and showed it to my students so they could learn when to stay quiet. Contributed by Eric Sailers, who embedded the video in his blog at Speech-Language Pathology Sharing . Click here for video
39. Stick it in a pupils blazer pocket for a pupil view of a trip/walk/experience #38 - Blazercam
40. Let children video themselves in front of a blue background. (We interviewed famous Romans!) Put the video into authoring software, add an authentic background image, add chroma-key filters and watch your pupils travel back in time! A. Lydon '09 #39 - Chroma-key
41.
42.
43.
44. #43 Translate I have used them for students to make foreign language (in this case English) road descriptions. I give a group of students a destination and then I send them out with a camera. They then make a road description in the form of a VoiceThread. Marie Linder Montessoriskolan, Falun, Sweden