Standard C-4: Professional Development and Program Evaluation
Indicators Addressed:
Professional development and program evaluation Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.
- a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning
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b. Design, develop, and implement technologyrich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment
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c. Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning
Description:Mentoring A teacher in Video Integration
This is an overview of a project where I helped a teacher integrate video into a lesson and place it online. This was originally an individual assignment, but since I am not currently teaching, I assisted another teacher in integrating video into his classroom.
How was this shared?
For this project I helped a high school art teacher named Phil Hargrave use video to teach the idea of how conflict occurs and possible ways to diffuse the situation. This unit took 8 class periods, and had the kids use video cameras and computers to edit the product. The results were posted on YouTube.com.Evidence of Impact
I met with Mr. Hargrave to discus how to make an impactful statement about violence on campus. He had done the unit before with written assignments and some role play. I suggested we use short videos.
In addition to the subject matter, the students were given examples of film techniques such as Focal Length, Zoom, and Camera Height 2 class periods.
The video was first story boarded using http://generator.acmi.net.au/storyboard, to generate. This was done over 1 class period, and outside of class or in study hall (also with Mr. Hargrave). Storyboard was subject to approval.
The video would use these 3 techniques as the scene increased in intensity. Video length was to be 1-2 minutes. Video was rehearsed shot using school cameras on tripods during 2 class periods.
Then videos were edited using Adobe Premier, which students had used earlier in the year for an animation unit.
Afterwards, the students participated in a class discussion to discuss how each video could have been deescalated at the end.
The students were in self-selected groups of 4, with 4 roles during story boarding/prep: Leader, Story boarder, Quality Assurance(makes sure all elements are present), and script writer. All students were responsible for all roles, but primary responsibility (and extra point) went to each.