The document discusses project-based learning and skills needed for 21st century students. It describes how project-based learning allows students to create projects in small teams with teacher support and resources. Traditional video projects in schools tended to focus on vocational skills or specific arts standards, but now utilize digital tools and cover a wider range of topics from documentaries to social issues. The document outlines English language arts standards and competencies expected of college students, including skills like critical thinking, argument analysis, and broad intellectual practices. It raises questions about how to improve school video projects through clarifying goals, roles, timelines, and distribution plans.

1. Step Up High School Summit November 5, 2009

2. What Is Academic Capacity? Vocational vs. College Skills (A Disclaimer) Visual Literacy & Communication Efficiency Intellectualism Logic & Creative Problem Solving 21st Century Skills

3. Some Basic Curriculum Trends

4. School Day Careers in Film, Television, Radio - Mass Media Arts Network Television Model Drama Department Video Engineering, Radio/Television Transmission, A/V Club Not often integrated with other Classes/Curriculum Were Based on Vocational or Arts Standards Traditional Video Projects

5. Were Broken Down By Type Traditional Video Projects

6. Project Learning (or Project-Based Learning) Many of us have already done Project Learning - it’s not new. Instead of simply taking in information from a book or lecture, students create a project. Small teams of students. Students are responsible for gathering the pieces of the project. Teacher is responsible for structure, deadlines, and helps to provide resources. Scaffolding. Teacher coordinates evaluation (which may be by students or even the community)

7. School Day or After School Careers in Television, Internet (Film) - Digital Arts Documentary Model, Social Marketing (Health) Less Dramatic/Creative Arts, More Non-Fiction No science or engineering component Not often integrated with other Classes/Curriculum Tend to Be Broken Down by Theme Current Video Projects

8. Academically Prepared?

9. English Language Arts Content Standards for CA Public Schools Reading: Word Analysis, Comprehension Literary Response & Analysis Writing: Writing Strategies & Applications Written & Oral English Language Conventions Listening & Speaking Strategies & Applications http://www.cde.ca.gov/be/st/ss/

10. ELA Standards of Note Structural Features of Informational Materials 2.1 Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices. Expository Critique 2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion). http://www.cde.ca.gov/be/st/ss/

11. “ Habits of the Mind” ICAS = Academic Senates from UC, CSU, and CC “ Our study informs our conclusions about the complex nature of academic literacy. Competencies in reading, writing, listening, speaking, and in the use of technology...presuppose the intellectual dispositions valued by the community college, CSU, and UC faculty who teach first-year students and participated in our study. They tell us, and our experience confirms, that the following intellectual habits of mind are important for students’ success.” from ACADEMIC LITERACY: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities © 2002 Intersegmental Committee of the Academic Senates (ICAS)

12. Broad Intellectual Practices from ACADEMIC LITERACY: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities © 2002 Intersegmental Committee of the Academic Senates (ICAS)

13. “ My So Called Digital Life” What were the ways in which student’s perception of engagement were influenced? Using Computers to Help Being Connected (Project Internet Community) Applying Digital Know-How Trying Their Best (High Levels of Stress) Looking at Things Differently 2006, Bob Pletka

15. Building Academic Capacity Visual Literacy & Communication Efficiency Intellectualism Logic & Creative Problem Solving 21st Century Skills

16. Visual Literacy & Communication Efficiency

17. Intellectualism

18. Logic & Creative Problem Solving

19. 21st Century Skills

20. Audio Music Score vs. Soundtrack Sampling

21. How can we improve?

22. What’s Missing? Who Teaches? What’s the goal of the project? Timeline? Scope? Learning Objectives? What kind of film? Genre? What filmmaking jobs are represented? Where will the students make the film/what is it about? Distribution Plan - who will see the film and why?

23. NOT a Limiting Factor Equipment & Budget Number of Staff Number of Students Age of Students Race & Gender Time Allotted

24. What’s the next curve?

28. Resources NF = Appropriate for students working on a Non-Fiction project, F=Fiction project