My 20% project was mostly motivated by my students complaints about what they can't do and very little about what they could do. I know from personal experience that lots of things are possible if you just try and learning a language is a long and hard process, but it is not impossible. At times I am too lazy to do the work that needs to be done, yet that doesn't meant it can't be done. The whole process was a bit emotional for me, because for years I didn't want to talk about my struggles that I had learning to read. I guess I felt that there was something wrong with me and now I see it as a strength as I know I can overcome things. I just wanted to share that same way of thinking with my students.
I got frustrated making it and it took a lot longer than I thought it would.
1. I looked through a million pictures to find ones that worked.
2. Had to scan them in, which took forever.
3. Had to crop the each picture as they didn't scan right.
4. Put them into imovie and then remembered that my microphone is broken and the sound that it records is horrible.
5. Copied it to another computer but all of the settings merged so I couldn't change anything so I had to redo it.
6. Redid it and spent an hour recording my script.
7. Writing the script was a lot harder than I thought it would be, because I wanted to get everything in the time limit that I had and still say what needed to be said. Not easy!
But I really enjoy most of the process and I was happy with the result.
The link to the story that I made is int the post below with my lesson plan.
This project is designed for a high school or college level class. This could be used in any number of classes as it is not a specific lesson plan, but a project plan that can be divided and implemented at different times.
Time:
You could do this in two weeks. Ideally, you should take at least 4 weeks to fully give the students time to make revisions.
Theme:
I teach college students or adult learners and a good way to get them comfortable with anything new whether it is technology or writing is to have them do a personal piece. I would have this center around a one of the following ideas:
Who is someone who has changed your life?
How did you become who you are today?
What is one event that shaped your life?
Who are you proud of in your family?
What is your definition of struggle?
These could be tailored depending on your content area, but I think it is best to make it an idea that is general enough to encompass everyone and specific enough so that you can keep everyone on a similar page.
Standards:
This activity when used for my class follows specifically the following IST Standards:
1. Creativity and Innovation -Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Students: create original works as a means of personal or group expression.
2. Communication and Collaboration -Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Students: communicate information and ideas effectively to multiple audiences using a variety of media and formats.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Students: evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Students: advocate and practice safe, legal, and responsible use of information and technology.
exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
demonstrate personal responsibility for lifelong learning.
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students: understand and use technology systems.
select and use applications effectively and productively.
troubleshoot systems and applications.
transfer current knowledge to learning of new technologies.
These Pennsylvania Standards at the 12th grade level are also incorporated.
Standard Area - 1.5: Quality of Writing
Grade Level - GRADE 12 ENGLISH IV
1.5.12.A:
Write with a clear focus, identifying topic, task, and audience.
1.5.12.B:
Develop content appropriate for the topic.
Gather, organize, and determine validity and reliability of information.
Employ the most effective format for purpose and audience.
1.5.12.C:
Write with controlled and/or subtle organization.
Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
1.5.12.D:
Write with an understanding of style using a variety of sentence structures and descriptive word choices. Create tone and voice through the use of precise language.
1.5.12.E:
Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have addressed.
Standard Area - 1.6: Speaking and Listening
1.6.12.A:
Listen critically and respond to others in small and large group situations.
Respond with grade level appropriate questions, ideas, information or opinions.
Standard Area - 1.7: Characteristics and Functions of the English Language
1.7.12.A: Analyze the role and place of standard American English in speech, writing, and literature. Evaluate as a reader how an author’s choice of words advances the theme or purpose of a work. Choose words appropriately, when writing, to advance the theme or purpose of a work.
Standard Area - 1.9: Information, Communication, and Technology Literacy
1.9.12.A: Use media and technology resources for research, information, analysis, problem solving, and decision making in content learning.
Goals:
To give students the opportunity to use technology to enhance their learning experience
To have students use technology to express ideas in a meaningful way
To allow students with limited English proficiency to express themselves using a variety of media
Unit Outline:
Part 1
Introduce the concept of a digital story
Go over the rubric
Go over the technology
Part 2
Parts of a good digital story
Brainstorming
Part 3
Story mapping
Part 4
Story boarding
Transitions
Part 5
Script review 1
Part 6
Script review 2
Part 7
Progress checks (to ensure that they are actually completing the project and not leaving it to the last minute.)
Part 8
Presentations
Here is the rubric that you give to the students at the beginning of the unit and it helps both you and them keep track of their progress and your expectation.
5
4
3
2
1
0
Brainstorming
Met expectations/ turned in
Did not meet expectations/ did not turn in
Story mapping
Exceeded expectations
Met minimal expectations/ turned in
Did not meet expectations/ did not turn in
Story boarding
Exceeded expectations
Met minimal expectations/ turned in
Did not meet expectations/ did not turn in
Script review 1
Exceeded expectations
Met minimal expectations/ turned in
Did not meet expectations/ did not turn in
Script review 2
Exceeded expectations
Met minimal expectations/ turned in
Did not meet expectations/ did not turn in
Progress check
Exceeded expectations
Met minimal expectations/ turned in
Did not meet expectations/ did not turn in
Presentations
Presented
Did not present
Technology
Exceed expectation. Used in a way beyond that described
Included every component required
Included most components
Included few components
Used some technology
No technology/ No project turned in
Clear images
Good quality
Some errors
Distorted/ very poor quality
No images / Not turned in
Clear sound
Good quality
Some errors
Garbled/ very poor quality
No sound/ Not turned in
Length
Within perimeters
given
Over or under by 2 min or less
Over or under by over 2 min/ not turned in
Format
Follows guidelines
Close to guidelines
Doesn't follow guidelines/ not turned in
Editing
Transitions
Excellent
Good
Poor
Bad
Not turned in
Correct sourcing (if used)
Yes
No
Grammar/ spelling
No mistakes
1-2 mistakes
2-4 mistakes
5-6 mistakes
7-10 mistakes
More than 10 mistakes/ no project
Story
Exceeds expectation. Very creative
Good story- all the parts of a story
Okay story- basic parts of a story
Poor story- missing parts of a story
Images-
almost no parts of a story
No story / No project turned in
On topic
Yes
Slightly
No
Has the elements of a DS
Yes
Slightly
No
Example presentation:
My 20% project was to do a personal story about my family that I could you to motivate my students. It works for this lesson as well. Here is the link and the video http://www.youtube.com/watch?v=XBbjLGS-vQU
http://www.youtube.com/watch?v=PRZTdBC_nFkI really enjoyed this project. It was a lot scarier than I would like to admit to stand up in front of the lists and act. My knees were shaking when I got finished. It was fun though.
My background that I picked wouldn't load so I had to use one the wasn't as good so the video didn't come out how I intended. I good idea to use Keepvid.com before you shoot so that you know that you have the shot. I few more takes would also be better, but it was pretty good for the amount of preparation that I did.
I think that my students really enjoy this and the only problem would be in keeping some control of them. Students tend to get really excited and loud. Planning to have a high quality product is essential.
Here is the link so tell me what you think! you can also just watch it =)
http://www.youtube.com/watch?v=PRZTdBC_nFk
And on a side note I forgot to take out the music so a big shot out Laura for telling me. It sounds better without the music even if there are echoes!
In the last few weeks I have been thinking of giving up my iPad. I must admit to using it mainly for games and free ones at that, but it has been fun to have around. I will never buy one unless I have high speed internet at home, which I do not have now. I don't even have wireless so the iPad is kinda useless except for games.
I would like to keep using the cool apps for DST, but the iPad is going. So what do I do? I pay attention in class and get introduced to these two really cool sites.
makebeliefscomix.com
Price-Free
Purpose: To make comic strips
Use: great for having our students to bring their story to life. The figures even move.
Caution: you only have one day to print and/or email the comic so you need to have the students brainstorm before using this website.
http://storylineonline.net/
Price: Free
Purpose: To have famous people read stories
Use: You need an example? This site is great. It shows a movie and the story being read by a famous actor. There are discussion questions and some other activities. I just thought it would be great for teachers to use to highlight what you should or shouldn't do. The movies are fun to watch.
Caution: These are picture books and may not be appropriate for older students.
I really enjoyed using iMovie and think that it would be a great program for students or any other person to use. It was a lot more user friendly that I imagined when I used it for my first project and didn't understand what I was doing. I found Dr. Penny's tutorial to be very helpful and it took a lot of the stress of creating away. I will definitely plan a walk though of whatever technology that I will use for any of the classes. If it is not solely to teach them it will at the very least refresh their ideas of the software. I some ways I found the iMovie app of the iPad was both easier and harder to use. Yes, it had less option, but in a way that was freeing as you had to worry about less things going wrong as you had no control.
The limitations of the programs simply seem to be the material that you bring to them. If your video is shaking too much the stabilizing feature will not fix it totally. It makes me consider where I will do multiple shots to ensure that I have one that works. I see why the take so many takes. My whole view of what goes into a production is changed. Yet, I still think that you don't need all the bells and whistles to make a good story. As the author said digital media just amplifies it doesn't make better. And as a teach I keep thinking about what are my objectives in using the technology. Will it enhance the students learning? Will a cloudy concept become clear? It just make me step back and think why and really evaluate all of my activities to see if they are fulfilling their purposes.
App Title: Time Lapse HD Free This a great free app that would do will
Grade Level: 5th- College
Purpose: This app allows both stop frame and time lapse photography.
Program Functionality: This is a very easy to use app. All you do is set how many pictures you want to take a minute and how fast you want them to playback. With only two scroll screens on the sides and two buttons on the bottom of the screen it is fool proof. I love the way this app is so user friendly. The recording goes straight to you camera roll where you can export it or upload it.
Overall Educational Value and Classroom Ideas: This app allows students to watch an event happen in time lapse. This is great for a variety of subjects. It can be used for digital storytelling as a way to get a lot of information or an action into a short amount of time. In a storying about playing ball the could have ten minute game that only take 5 seconds.
It can be used for science classes to show a process prepared/preformed before class. For example, you could shoot a morning glory opening and show it to the class. Show a chemical experiment they they started the day before and all of the stages that it went through to get the finished reaction. For older students have them create experiments that take over an our to complete and make the video apart of the project.
In language arts it could be used to prompt ideas or help with process and order essays and paragraphs.
Have the students shoot anything from driving to school to brushing there teeth and than describe it or write instructions for the process.
Even in math you could use it to show how often things happen in a given space of time. Shoot the class all day and have the watch how many things changed and than analysis it and compute the data.
Cost: Free at time of review
Recommendation: Any age will enjoy looking at the result, but it will be most useful for 5th grade and up.
I would have liked it if we had had the opportunity to do the fourth step. I think it would have been good to get the feedback form the other groups and than incorporate the into making our story. It would be a nice reward for the suffering of taking our storyboard away and making us shoot another storyboard. I know our group was so excited.
I do wonder how reasonable it is to do this project in a content area classroom. It takes so much time. I have been thinking that you could edit down and use the concept, but limit the time and so that you can do content as well as the project. Not sure how that would work but it is something that I am thinking about. Sort of mini lessons in a class to introduce DST and promote interest. After class activity?
