The TeachNet Project sponsored with major funding by the AT&T Learning Network

seeks to improve student achievement by providing training, grants, networking and resource sharing to teachers at four of the Teachers Network affiliates nationwide.



Funding Provided by Alias Wavefront



Building Videos to Build Language

How it Works:

I have slowly grown a set of Mac computers in the classroom from 1 (which ran a FirstClass BBS for interschool weather data sharing) to a mix of 9 older and new machines, all accessing the internet via T1 line, and 3 having digital video input and editing capabilities. Students sit in groups of 4 at lab tables... no desks, and it is very common for individuals to go to a computer to input a bit of data or writing to a piece of work or class template and then return to the group.

However, using video as a learning tool represents a number of challenges. Every minute of video is time intensive, both in terms of planning and filming, and editing. Meanwhile, issues of the processing power of computers and number of machines need to be considered.

Here's two examples of how video is a part of my classroom.

1. Capture and archiving of lessons and lab activities.- In this case, we are experimenting with students capturing essential elements of science experiments- teacher instruction and student activities- which are quickly edited and then saved for future use by students who either missed that day, or want review. They are saved on cd-roms.

- Management- I have a "Go To" table which rotates about every week. These students will learn and do whatever special skill or need arises, and become the resident experts for the rest of the class. If video production of an activity is called for, it is naturally their task to work it out in group.

2. ELD Class- An extended activity which involves these language learners picking a short "story" to tell via video. I have a scene diagramming template which they must fill out completely in their work group before using video.

Standards

-Knows that the design process is a series of methodical steps for turning ideas into useful products and
systems
-Knows the common features and uses of desktop publishing software
- Prewriting: Uses prewriting strategies to plan written work (e.g., uses graphic organizers, story maps, and webs; groups related ideas; takes notes; brainstorms ideas; organizes information according to type and purpose of writing)
-Represents concrete information as explicit mental pictures
- Understands techniques used to convey messages in visual media

Estimated Class periods to Complete
4-6 50 min. periods

Software or materials used

Video capture cards in a G3 mac, along with Strata videoshop and Premier to edit. Fortunately, there are now 3 firewire equipped iMac computers, which directly access our Canon ZR10 mini DV camera. Apple has free iMove 2 software which shifts time and attention from the software to the thinking and editing process... wonderful improvement! It is possible to do similar work with a VHS or 8 mm camera and using 2 vcr's to record only key  video from the raw originals.

The Students -

My middle school program is a mix of science and English Language Development. Approximately 90% of our students have English as their second language. There is no reason to let language limitations result in low levels of cognitive enthusiasm, and I've found over the years that regular access to a range of technologies- from computers to hand held sensors, still shots to video, brings out the best in most students.

Overall Value-
Our students have developed unconscious refinement in nuances of video media.... commercial advertisers know and exploit this. A key reason to use any technology with learners is to move them progressively from passive learners to active producers. Students can create vivid and meaningful short subjects on video that engage a wide range of their abilities- clarity of descriptive language, editing for clarity and impact, visual literacy development and musical talents as well. The work is memorable for the students, and they beg for more chances to work, especially students who are interested in issues of sound and music tracks.

Tips for teacher-
Don't be in a hurry!
Each element of the scene is envisioned and describe in clear, simple language. This work is spaced out and paced within other classroom activities, so that access to camera and computer follows their readiness, and you can work with groups intensively on different elements of their projects.

A 2-3 week time frame is reasonable to get 6-8 teams of 2-4 students actually finished with their videos. The actual videos are funny, not too polished, about 1-3 minutes long, and delightful. They have ranged from a multi-perspective "Greatest winning soccer goal" to "My Teacher is an Alien"


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Jeff Foote been a science and English Language Development teacher at a jr. high school for 9 years. He administrated a FirstClass electronic bulletin board system (bbs) for science teachers and students. Science data, photos, student work samples and challenge questions ran through the system. A key element was the ability to archive shared work. Since that participation, he's been a district and county schools tech mentor for numerous years, state leadership team member for online science resources, and been directing staff development projects in science, English Language development, and technology. Current projects include piloting LessonLab, online videotape analysis tool for teacher instruction, and Beyond the Classroom, another NSF project helping teachers integrate science, language, and technology standards into units of instruction.

Jeff Foote
II/USP Plans Facilitator
Guadalupe Union Schools,
(805) 343-1951  (805) 343-6931 fax
Central Coast Science Project Co-director,
Teacher!