advanced project 2 edu 528
TRANSCRIPT
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Advanced Project 2Edu 528 SUNY Fredonia
This document contains two short summaries of the
technology used this semester in edu 528. The summariescontain information about what I have learned and what my
plans for future learning are. This document also contains a
lesson plan for using the technology explained in the two
short summaries along with a link to a student work sample.
Jenna Roberge
11/30/2009
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Outline of Advanced Project 2
For this project the Instructors hope is to show the students a new technology that will
engage and motivate them to complete the project given. The project will be to use a flip cam to
video tape a family member and create an interesting oral history of the family members past.
The instructor will also teach a lesson on how to use windows movie maker to add and edit the
video the student creates.
Goal of project
The goal of this advanced project 2 is to learn to play and use the flip cam technology
partnered with the windows movie maker. For years I have had windows movie maker on my
computers, but have never paid too much attention to the program. Now that I am enrolled in the
edu 528 course I thought now would be a good time to start exploring all the different programs
on the computer that I have never used before. I am now a TABE reading instructor at Cassadaga
Job Corps and can now appreciate the significance of technology. The goal of the lesson created
for this project is to allow the students to use technology and to learn by being engaged through
the new technology. I also wanted the students to see that technology could make their work
easier for them. The flip cam will allow the students to record an oral history without having to
transcribe the entire conversation. By showing the students how to edit the video on windows
movie maker it is showing them that it is much easier to edit a video clip using this new
technology rather than not being able to edit a recording on a hand held recording device.
The Teachers Role
The role of the teacher for this project is simple. It is to allow the students to explore a
new technology while learning more about his/her heritage and family. The teacher needs to be
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able to instruct the students in operating and maintaining the technology while allowing the
students enough freedom to learn by doing. My students learn best when they are able to do
things with their hands. By giving them a limited technology lesson it will engage the students,
thus motivating them to complete the lesson. The teacher will be the students support if he/she is
frustrated or is unable to properly maintain the technology.
The teacher will need to preform two different lessons before allowing the students to use
the technology. First the teacher will need to give a quick tutorial of how to use a flip cam and
how to make sure they handle the technology with care. The teacher will also need to give
directions for the project they will be completing with the help of the flip cam. After the students
understand both the technology and the project the teacher will then need to give a tutorial on
how to use windows movie maker.
Students Role
The students will have both a passive and an active role throughout the unit. The students
will need to sit and listen to the requirements of the project and to the tutorials about the
technology used. Once the students feel comfortable they will be allowed to explore the
technologies given to them by the teacher. The students will need to make sure that they handle
the flip cams with care and they will need to make sure that they are using them for only the
project given to them by the teacher. Project approval will only come from the teacher and no
other adult.
Once students feel comfortable with the technology they will need to complete the
project given to them by the teacher. They will use the flip cam to record a family member and
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then download the movie onto the schools computer. Finally, the students will use windows
movie maker to add to and edit their movies.
Role of Technology
The role of technology is to engage the students. With the changing times and the
imminent need to learn new technologies it is important that students keep up with the different
types of technologies and what they are used for. In the 21st century people are expected to do
more work in less time. To make it possible to work, sleep, and take care of your needs you need
to use technology to help quicken the pace of your work. This project will allow the students to
create an oral history without having to spend tedious hours transcribing the conversation
between them and their family member.
My students are at risk youth with very few positive experiences in school. To get them
to complete a project is very difficult. With the use of the technology the students will be more
motivated to finish and more engaged in the lesson.
How Students are grouped
Students will be grouped based on where they live. At Cassadaga Job Corps the students
live on campus. During a two week break the students are sent home to be with their families for
the holiday season. During this time the students will be able to take the flip cam home. To try
and keep the budget for this project to a minimum the students will need to pair up with another
student that lives close to them. This way the students will be able to meet somewhere and
exchange the flip cam. A student will not be penalized if their partner never comes to bring them
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the camera. It is a harsh reality to say that the teacher will need to take some type of collateral to
ensure that the students will bring the cameras back at the end of break.
How Outcomes are Assessed
The project has two parts. The First part will be assessed by the teacher looking at the
initial interview video. If the student properly asks appropriate questions and records the family
member with little side conversations and camera fidgeting they will receive full credit for the
first part of the project.
The second part of the project will be assessed through a four point rubric. The teacher
will explain that the students will now need to enhance their recordings using windows movie
maker. The students will need to edit out material that is not needed or makes the movie too
lengthy. They will also need to add a title page and ending credits. An option for the students
will be to add personal touches. If the student wants to partake in a challenge they will be
allowed to scan pictures into the computer and import the media into their video oral histories.
Range of Students skills
The anticipated range of skills will be students who have little to no experience with a
computer or a camera. On the other side of the spectrum there will be students who already know
how to use both types of technology used for this project. Most of the students at Job Corps are
from poverty and have never had a computer before. Others on the other hand have had a family
member or friend that have a computer that they used often, allowing them to have basic skills
with the computer. Those students who were fortunate to have a computer at home will be able
to show the other students basic skills with the computer.
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Staffing Needs
There will be little need for any other staff member besides the teacher. The class size is
not very large and the teacher will be able to monitor all of the students on her own. Permission
will be needed from the TABE coordinator to use the computers in his room. He will be able to
help the students with basic needs on the computer while the teacher is occupied with another
student or problem. There is little to no extra help at Cassadaga Job Corps making it difficult to
ever create projects with more than one staff member needed. The teacher will be the primary
adult in the room answering questions.
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Reflection
My Growth
In regards to my growth with using technology in the classroom, I feel as though I have
grown a great deal over the course of the semester. Before I took this class I had no idea what a
wikki was or how to use it to engage students while they collaborated on each others projects. I
am young yet I was afraid of technology. I could use my phone and computer for what I needed
them for, but was unaware of all the fun, interesting, useful applications they had to offer. Now
that I have taken this course I feel that I am better prepared to use the technology in the
classroom. Because of my being technology challenged I was afraid to use it in front of the
students. I would create a lesson using something other than the projector and would begin to ask
myself those paralyzing what ifs I would then decide to not use it because I was sure the
technology would fail and I would not have a lesson plan to get the students refocused and
continue doing work. Now I feel like I am better prepared to use the technology and feel as
though I have learned a great deal. I feel I have learned enough to give me the confidence to
create technology rich lessons and execute them.
Plans for Growth
Taken what I already know from edu 528 I will continue to use the technology introduced
such as the rss feeds. I have created an igoogle page and plan to continue using it from this day
forward. I really enjoy having the feeds come up in the morning when I have my coffee. I have
subscribed to many different news feeds in order to stay caught up with current events. With my
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busy life it is easy to fall behind. I tell my students all the time that it is important to know and
understand what is going on in the world. If I preach it I need to practice it. With the subscription
to the news rss feeds I will more easily be able to access the news.
I have also decided that I would like to know more about the Ipod and the many uses in
the classroom. Since I have decided to learn more about it I purchased an Itouch and an ihome to
further explore its many uses. I know that music is a very engaging tool, which my students will
love if I understood how to creatively and successfully use the technology in the classroom.
Since I am a reading teacher there are many lesson plans that involve music. One lesson plan I
would really like to try is playing a rap song and then asking the students what literary
techniques are used to create the catchy lyrics.
Resources needed to continue growth
I anticipate I will need to stay in touch with my professors so that I can continue to grow
with technology. I am the type of person that is always so close to getting technology, but yet I
am forgetting one little step that makes it so I am unsuccessful in using the technology.
I will also need to have the itouch to continue to learn about its many uses in the
classroom. To continue learning about this technology I will also need to use the internet to
guide me. I have found that teachertube and youtube are very helpful when looking into finding
tutorials on technology and its uses in the classroom.
Since I will also continue to use cloud technology such as the wikkiI will need to
continue using the wetpaint site and the edublogs. I truly enjoy reading what other teachers are
doing in their classrooms and what types of activities the students really responded to.
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Lesson Title: oral historyTeacher: Miss. Jenna RobergeSubject: TABE reading/ social studies Grade Level: pre GEDTime Required: five 45min blocksTopic: Oral History and Windows movie maker
Essential Question: How to create a creative engaging oral history using a flip cam and windows movie
maker?
Prerequisites (Prior knowledge)The students will need to know the basics of a computer and a pc operating system. It is unnecessary for
the students to already know how to use a flip cam or windows movie maker although it would be a plus.
Stage 1 Desired Results
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Content Area Standard(s) (include complete standard, not just standard #)
English Language Arts Learning Standards
Standard 1d 1
Students will read, write, listen, and speak for information and understanding.
As listeners and readers, students will collect data, facts, and ideas, discover relationships,
concepts, and generalizations; and use knowledge generated from oral, written, and electronically
produced texts. As speakers and writers, they will use oral and written language to acquire,interpret, apply, and transmit information.
Standard 3
Students will read, write, listen, and speak for critical analysis and evaluation.
As listeners and readers, students will analyze experiences, ideas, information, and issues
presented by others using a variety of established criteria. As speakers and writers, they will
present, in oral and written language and from a variety of perspectives, their opinions and
judgments on experiences, ideas, information and issues.
Standard 4
Students will read, write, listen, and speak for social interaction.
Students will use oral and written language for effective social communication with a wide variety
of people. As readers and listeners, they will use the social communications of others to enrich
their understanding of people and their views.
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Intended Learning Outcome (Should define what students will know and be able to do and at what level of
mastery they should be able to do it.)
Students will know
1. How to properly use and maintain a flipcam.
2. How to properly shoot an oral history.3. How to properly interview a family
member on his/her past.
4. How to use windows movie maker to editand add to their oral history films.
5. How to effectively and appropriatelycritique their peers work.
Student will be able to
1. Use and maintain a flip cam for a short time.2. Properly shoot an oral history.3. Properly interview a family member about
his/her past.
4. Use windows movie maker to edit and addto his/her oral history.
5. Effectively and appropriately critiquehis/her peers work.
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Stage 2 Assessment EvidenceStudents will demonstrate their learning/understanding in the following way(s):
Teacher-Created AssessmentsPre-test: the pre-test will consist of a survey. The teacher will begin the unit by handing out a survey for
the students to complete telling the teacher what experience they have had with computers, windows
movie maker, and flip cams.
Post-test: The post test will consist of the teacher giving out a similar survey as the pre-test. The survey
will ask the students what they have learned about the new technology. It will also ask the students
opinions about how easy the technology was to use and how much fun it was to use.
(Performance Assessments: )The students will be graded on their original use of the flip cam to film his/her oral history. The second
piece of the project that will be graded is the finished edited version of the oral history. The students
must use windows movie maker to edit and add to their oral history.
(Other Assessments: Peer, Self)While the students are presenting his/her oral history their peers will be filling out peer review forms. All
students will need to fill out one form per student presentation.
(Assessment Adaptations)These assessments will not need to be adapted because the students will be given plenty of time to work
on his/her projects with the teacher. The students with IEPs stating that they need extra time will have
the time they need to complete his/her project. If the student is struggling too much the teacher will pair
the student up with another student familiar with the technology.
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6. The teacher will answer all questions thestudents have about the flip cam.
7. The teacher will then begin the lesson byexplaining what the students will be doing
with the flip cam.
8. The teacher will let the students know thatthey will be creating an oral history of a
family member. They will use the flip cam to
video tape the interview. Once the students
have videotaped the family member they
will need to use windows movie maker to
create an edited version of the oral history.
9. The teacher will explain that the studentswill be allowed to take the flip cam home
with them, but they will need to buddy up
with someone that lives nearby. The
students will need to meet with their
partner to trade off the flip cam over the
break. Each student will need to leave some
type of collateral to ensure that the camera
will be returned in working order. Any and
all damages will be taken from their student
pay.
Day 2
1. This will be the day that the teacher goesover how to use windows movie maker.
2. The teacher will show the students what astory board is and how to use it on the
windows movie maker.
3. The teacher will show the students how tocut the video they filmed and then how to
import and insert other pictures they might
want to add to their story board and oral
history.4. After the teacher is done giving the tutorial
the teacher will show her example.
5. The teacher will then allow the students toplay with the program for the remaining
part of the class.
6. The teacher will pass out the flip cams and
teacher explain what the project will be
about and how they will use the flip cam to
complete the project.
8. The students will continue to listen to theteacher.
9. The students will continue to listen to theteacher and think about who they will share
their flip cam with. The students will also
need to think about what object the
students will give the teacher as collateral.
Day 2
1. The students will listen to teacher give atutorial on how to use windows movie
maker.
2. The students will listen and watch thetutorial on how to use windows movie
maker.
3. The students will continue to listen to theteacher. They will also be allowed to take
notes if they want to.
4. The students will watch the teachersstudent work model.
5. The students will explore windows moviemaker.
6. Students will receive their flip cam and willmake a time and place to meet their
partner.
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take down the schedule for the flip cam
trade off among the partners.
There will be a two week break where the students
are gone taking their video. When they return the
teacher will continue with the lessons.
Day 3
1. When the students return the teacher willgive a tutorial on how to download their
movies onto the student computers.
2. The teacher will give the students time todownload their movies onto the computers.
The teacher will be assisting those studentsthat need help during this time.
3. The teacher will then model how to importthe movie in windows movie maker.
4. The teacher will give the students time toimport their oral histories onto windows
movie maker. The teacher will assist
struggling students during this time.
5. The teacher will then give a quick five to tenminute refresher course on how to use
windows movie maker.6. The teacher will allow the students to work
on editing and adding to their oral history
for the rest of the period. While the
students are working the teacher will assist
struggling students with their projects.
Day 4
1. The teacher will allow the students to workfor the entire period. While the students
work the teacher will walk around and
monitor the students progress. She will also
aid struggling students.
Day 5
1. The teacher will allow the students to
There will be a two week break. The students will
use the flip cam to interview a family member.
When the students return they will learn how todownload the oral histories onto the student
computers.
Day 3
1. The students will listen to the teacher give atutorial on how to download their oral
histories onto the computer.
2. The students will download their videosonto the computer.
3. The students will watch and listen to theteacher explain how to import the video
into windows movie maker.
4. The students will import their files intowindows movie maker.
5. The students will listen to the teacher giverher refresher course on how to use window
movie maker.
6. The students will begin to edit their videosand add picture to make their projects more
creative.
Day 4
1. The students will work on their projects allday. They will edit the parts out that they donot want and they will also be able to add
pictures if they want to make their project
more creative.
Day 5
1. The students will present their projects.
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present their projects.
2. The teacher will instruct the students thatthey will need to fill out a critique form
while their peer presents his/her project.
This will count as part of their grade.
3. The teacher will pass out the critique formsand allow the students to ask any questions
they might have.
4. While the students present the teacher willcritique and score the students
presentations.
5. The teacher will collect all of the completedcritique forms from the students.
6. The teacher will then pass out the posttestsurvey.
7. Once the students complete their surveythe teacher will collected the completed
ones.
*the teacher will not know how long the
presentations will be; therefore, the teacher will
plan for more than 45 min the last day of the unit.
2. The students will listen to the teachersinstructions about how to fill out the
critique forms.
3. The students will take the forms from theteacher.
4. The students will present their projects.While their peers are presenting the
students will fill out their forms.
5. At the end of the presentations the studentswill hand in their completed forms.
6. The students will except the survey theteacher is handing out and complete the
survey.
7. The students will hand in their completedposttest survey.
Adaptations to the Instructional Sequence to Differentiate: There will be very few if any adaptions to the
instruction. The teacher will be available for any questions the students might have. If the student is
struggling and is becoming too frustrated they will be allowed to work with another advanced student. If forsome reason there is a student that has no one to interview that student will be allowed to work with a
partner as well.
Discussion and Assessment of Learning:
This lesson was created to show students the new technology that is in the world to make peoples jobs
easier. In the past the students had to use a hand held recorder to interview family members. When they were
done recording they then had to transcribe the entire interview. This is a long and tedious project. With the
use of flip cams the students no longer have to transcribe their interviews. They will now be able to show
people what the person looks likes and sounds like. Also using windows movie maker allows the students to
edit and add to their videos.
Closure:
Extensions for early finishers: If a student is finished before the others they will be allowed to scan
and input photos into their story boards. If the student does not have photos to scan then they will be
allowed to find pictures that will fit into their oral history story board.
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Alternate strategies for struggling students or those who learn differently: The struggling students
will be able to work with the teacher closely during this project. If for some reason they are
struggling so much they become very frustrated they will be allowed to work with a partner.
Procedures:
Modeling, partner work, presentations, independent work.
Lesson Development ResourcesTechnology Tools and Materials:
The teacher will need to use the computer lab.
Windows movie maker About 15 to 20 flip cams All programs and cds that come with the camera A projector (for presentations)
(Parent/Community Resources)
Since the students live on campus there will be no need to ask for community help. The student will needto reach out to a family member so that they will be able to interview them for their oral history project.
(Contact Information)