1. What have your learned (one or two key points) about digital storytelling by creating your own video?
Oh man, I spent so many hours just searching for photos! When I use this with my classes this year I will definately give them a bank of acceptable and useable photos.
2. What aspects of digital storytelling did you learn while viewing the websites above?
I learned the technical part of putting my ideas about images, text, and sound together. Even a simple idea and product can be powerful.
3. How might you use video in your classroom next year? (Perhaps even as a component of your project).
My plan is to incorporate iMovie into my project by having students create one on the topic of conflict. They are to interview family members about past times of conflict and may include video or stills with quotes (and voice-over and music?) to present the information in a logical, chronological way. Now that I have made my first iMovie, this seems like a bigger chunk than I am ready for with my class - but why not challenge ourselves?
Thursday, July 19, 2007
Monday, July 16, 2007
Personal Soapbox - Assignment 4
What issue, topic, trend, or aspect of teaching are you passionate about and how does that passion manifest itself in your teaching practice?
Right now, the issue I am most passionate about is the challenge of finding balance in my own life. Like most adults, am challenged daily to balance work, home, continuing education, family, personal time, etc. Students, too, are challenged to balance their lives. Especially in our district in Los Altos, students not only have immense pressure from parents to succeed academically, they also have sports, music, and other extra-curricular activities. Often they feel that it is too much for them.
From a students' point of view, is that message overt, state, and actively discussed or is it more of a 'behind the scenes' and subtle?
During the school year we try to eliminate as much homework as possible and very rarely give any on the weekends. Last year I did not overtly state the reason, but this year I would like to. It is important that students know I understand what they are going through and am trying to work with them. That said, the importance of homework assignments I do give should be apparent to my students.
What images could you create or find that could be useful to convey your message? (Begin using your camera to take and edit pictures and short video sequences that you will use in your digital movie.
Pictures that show or represent balance: tight rope, cheerleader pyramid, handstand, etc.
Write some lines of script (voice-over or interview) that might be useful.
school-home
work-play
friends-family
short-long term goals/rewards
individual-group
virtual-real life
technology-human interaction
achievement
enjoyment
commitment
teamwork/communication
self-knowledge
What music could you find that would enhance your message.
"Upside Down" by Jack Johnson
Right now, the issue I am most passionate about is the challenge of finding balance in my own life. Like most adults, am challenged daily to balance work, home, continuing education, family, personal time, etc. Students, too, are challenged to balance their lives. Especially in our district in Los Altos, students not only have immense pressure from parents to succeed academically, they also have sports, music, and other extra-curricular activities. Often they feel that it is too much for them.
From a students' point of view, is that message overt, state, and actively discussed or is it more of a 'behind the scenes' and subtle?
During the school year we try to eliminate as much homework as possible and very rarely give any on the weekends. Last year I did not overtly state the reason, but this year I would like to. It is important that students know I understand what they are going through and am trying to work with them. That said, the importance of homework assignments I do give should be apparent to my students.
What images could you create or find that could be useful to convey your message? (Begin using your camera to take and edit pictures and short video sequences that you will use in your digital movie.
Pictures that show or represent balance: tight rope, cheerleader pyramid, handstand, etc.
Write some lines of script (voice-over or interview) that might be useful.
school-home
work-play
friends-family
short-long term goals/rewards
individual-group
virtual-real life
technology-human interaction
achievement
enjoyment
commitment
teamwork/communication
self-knowledge
What music could you find that would enhance your message.
"Upside Down" by Jack Johnson
Thursday, July 12, 2007
Project Reflection-Assignment 3
Project - A Vision of Peace: Students Work Together To Express Their Feelings and Visions of Peace In Our World
1. How will your project meet you students' learning styles and needs?
Our project, "A Vision of Peace," incorporates all learning styles. Students will receive and produce information through auditory, visual, and kinesthetic means. All intelligences will also be incorporated at different times throughout our project.
2. How will your project address higher order thinking skills?
Over the course of the project, students will use higher-order thinking skills in several ways, from contemplating critical world issues to evaluating information to making connections to their novels. The section of the project which most uses higher-order thinking skills is the persuasive letter, where students draft an action plan for ways to improve peace in our community, and research which community leader to send their letter. This step of the project involves a lot of problem solving and critical thinking as students integrate the various sections to complete a successful letter.
3. How will your project address the skills business and industry tell us are important? (Collaboration, Decision Making Skills, Connecting to the Real World)
During a large part of the project, students will be working in cooperative groups, with each member responsible for contributing to the end result - very common in business settings and work place environments. Students have to make many critical decisions throughout the course of the project as well, ranging from small (choosing which images and music to use in their iMovie) to large (deciding how they will promote peace in their community). In addition, students will become familiar with world issues such as genocide and war, and will become familiar with their community as they search for community leaders to help them in their mission to promote peace. Students will learn how to have their voices heard in the larger community and how put their impact on the world.
1. How will your project meet you students' learning styles and needs?
Our project, "A Vision of Peace," incorporates all learning styles. Students will receive and produce information through auditory, visual, and kinesthetic means. All intelligences will also be incorporated at different times throughout our project.
Linguistic intelligence - writing through online journaling, peace poems, persuasive letter, reading response
Logical-mathematical intelligence - organize work, fit music & pictures together in a logical way
Musical intelligence - music for iMovies
Bodily-kinesthetic intelligence - footage for iMovies, presenting projects
Spatial intelligence - create website, iMovie organization/layout
Interpersonal intelligence - interviews for iMovie, cooperation with partners/groups
Intrapersonal intelligence - reading responses, choosing topics for persuasive letter
Existential intelligence - connect to larger issue of world peace through all aspects of project
Naturalist intelligence - chronological organization, heirarchy for persuasive letter, peace topic
2. How will your project address higher order thinking skills?
Over the course of the project, students will use higher-order thinking skills in several ways, from contemplating critical world issues to evaluating information to making connections to their novels. The section of the project which most uses higher-order thinking skills is the persuasive letter, where students draft an action plan for ways to improve peace in our community, and research which community leader to send their letter. This step of the project involves a lot of problem solving and critical thinking as students integrate the various sections to complete a successful letter.
3. How will your project address the skills business and industry tell us are important? (Collaboration, Decision Making Skills, Connecting to the Real World)
During a large part of the project, students will be working in cooperative groups, with each member responsible for contributing to the end result - very common in business settings and work place environments. Students have to make many critical decisions throughout the course of the project as well, ranging from small (choosing which images and music to use in their iMovie) to large (deciding how they will promote peace in their community). In addition, students will become familiar with world issues such as genocide and war, and will become familiar with their community as they search for community leaders to help them in their mission to promote peace. Students will learn how to have their voices heard in the larger community and how put their impact on the world.
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