Explaining Everything About their Speeches

My public speaking course did a great job with their first video self-evaluation assignment conducted on the iPad application “Explain Everything.” Here were the steps I took to deploy this assignment.

  • I spent about three hours playing with the application to test how I wanted them to create the videos. I learned that their videos needed to be relatively short (I decided on 1 minute and 30 seconds) because it took so long for Explain Everything to compress the file (about 15-20 minutes). However, it was very quick to upload the file onto my video.sandiego.edu account once the video was compressed. After playing with the application, I created this rubric to give to students that went through the process step by step: Explain Everything Video Self-Evaluation Description & Rubric
  • I dedicated one class period to walking students through the steps of how to create their self-evaluation videos. One of my students, Andrew, displayed his iPad through Airplay and I stood by the projector screen directing the class where to push (as my student Andrew followed along through airplay we also had some fun–I pretended I was using a smart board, when really he was just following my fingers :). We had time for question and answers–and worked out any kinks students were having with their iPads. One thing we realized was that not everyone had the Blackboard app downloaded on their iPad, which was strange since I thought it came with the imaging process.
  • Students then had a week to complete the assignment and submitted it to our course dropbox through video.sandiego.edu (I have a link posted on my Blackboard account).
  • I used this rubric to evaluate the student videos: Evaluation sheet for Self Evaluation Videos
  • Grading was easy-breezy! And better yet, each video was only 1:30 sec long. I had the videos graded in just under an hour. Overall I learned students are pretty savvy with this technology. However, I did find that a lot of the videos had an echo and I’m not sure where that was coming from (the space they were in?). It wasn’t in all of the videos–so it must be user generated, me thinks. I’d like to offer them advice of how to avoid this echo, but I’m not sure what that would be–any tips?

All in all, it was a successful project and I’m looking forward to them trying it again for their next speeches.

Team 2 Demonstrating Reading App Usage:

The team build upon the class reading to complete a WeKWL chart representing what I know, what I want to know and what I learned. The KWL is taught in every K-12 teaching methods course. Classmates were directed to download and install the WeKWL app on their own iPads. Then students typed in a code for the app being used by the team demonstrators. The video clip shows as soon as students typed in responses, the response was projected on the instructors iPad displayed on the screen.  The“we” app family includes two other programs that user the same idea of class interaction. The weSketch+ and weMap provide a sketchbook and diagraming tool to expand teacher/learner live interaction.

 

http://youtu.be/fYJ3QnzSkZc

KWL Software

The team build upon the class reading to complete a WeKWL chart representing what I know, what I want to know and what I learned. The KWL is taught in every K-12 teaching methods course. Classmates were directed to download and install the WeKWL app on their own iPads. Then students typed in a code for the app being used by the team demonstrators. The video clip shows as soon as students typed in responses, the response was projected on the instructors iPad displayed on the screen. The“we” app family includes two other programs that user the same idea of class interaction. The weSketch+ and weMap provide a sketchbook and diagraming tool to expand teacher/learner live interaction.

Team 4 Math Interactive App Stations

Team 4 could be labeled the queens of flipped classroom. They choose to tackle the depth and breadth of information relevant to math methods and strategies for students with mild/moderate disabilities via a series of short YouTube videos. Each trailer ran from 1 ½ to 8 minutes. For seven evening a trailer presented from different members of Team 4 discussed methods of teaching mathematics across k-12 spectrum. Classmates and instructor were to watch these videos to prepare for the formal math presentation. The creativity, professional quality and quick kernels of math procedures left us eagerly waiting for our next daily installation.

Upon entry to the course classroom the night of presentation by Team 4, I almost tripped into the classroom. No that night it was a totally different space. Our traditional classroom was nowhere to be found. The rearrangement of furniture, festive colored table coverings and piles of math manipulatives invited you into their presentation. Of course providing food put a happy face on everyone.

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The presenters announced that this presentation would be different than the other three. There was not going to be a formal discussion of the context of the text. Our flipped classroom evening trailers served as that part of the lesson. The overhead project and Keynote delivered lesson were nowhere in sight. We were put into teams of three and told to one of four stations to begin our journey into teaching math.

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Each team member sat at a table where a different set of math concepts and practices was laid out for our interaction with four math concept themes. I must confess it was hard at first to attend to each presenter as my eyes were fascinated with the assortment of interactive high/low technology resources. Of course the team monitor reminded us to get some food each time the chimes were played announcing the end that tabletop interaction.

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Almost without realizing it you were recalling the flipped classroom trailer concept related to a specific table. The relationship between specific iPad apps and other high/low tech resources to the concept being developed at each table became obvious.

Team 3 Unpacking Complex Instructional Lessons:

Team 3 reminded us that there are multiple ways to teach and learn. They emphasized theoretical approaches to how one develops written-language proficiency. Their selection and demonstrate of iPad applications was linked to theories of learning. Knowing the purpose for including specific learning resources based on theoretical approaches to teaching and learning provided a purposeful intention for why a particular iPad application was a good resource. There presentation illustrated how complex and difficult it is for students to master the written form of communication. A cross breed between PowerPoint and Keynotes was used to prepare a single 36-slide presentation.

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As a result of their presentation style one or two apps were demonstrated for different segments of the writing process. It was easy to see how their selected apps could facilitate additional practice for students with special needs.

 

I was pleased to see that the collaborative effort and responsibility for different elements of written communication resulted in a seamless experience. Each student became an expert about methods of teaching different elements of learning the art of written expression across the K-12 spectrum. The best ah-ha moment in the presentation was when fellow classmates in small group interaction recognized that well designed e-learning applications can be embedded in activities that met the needs of high achievers, average learners and those with English language or special education challenges at the same time.

 

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Team 2 Demonstrating Reading App Usage:

The team build upon the class reading to complete a WeKWL chart representing what I know, what I want to know and what I learned. The KWL is taught in every K-12 teaching methods course. Classmates were directed to download and install the WeKWL app on their own iPads. Then students typed in a code for the app being used by the team demonstrators. The video clip shows as soon as students typed in responses, the response was projected on the instructors iPad displayed on the screen.  The“we” app family includes two other programs that user the same idea of class interaction. The weSketch+ and weMap provide a sketchbook and diagraming tool to expand teacher/learner live interaction.

 

http://youtu.be/fYJ3QnzSkZc