WeVideo is one of the core digital tools for staff and students in Jeffco this year. As a result, students and staff have access to a wide range of opportunities to engage in deeper learning activities that personalize and authenticate learning through film and multimedia. Getting started with WeVideo is fairly straight forward and there are plenty of resources such as the WeVideo MMTS to help you get started. (Click on the image below to open the MMTS and start exploring.) However, getting started with using film creation and WeVideo for authentic tasks can be a little more challenging. Here we hope to provide a few ideas and inspirations to help you get started.
Capturing and creating videos as part of instruction can seem daunting at first however, it's doesn't need to be a complicated process. One approach is to begin with photo stories. Challenging students to capture or collect photos that tell a specific story and compiling those photos together with a narrative or background music allows us to practice compiling stories and using video editing tools. Photo stories can be about academic content such as a historical time period, scientific or mathematical processes, or about how to maintain a healthy lifestyle. They can also be about personal things such as our daily journey to school or our family history. Everyone has different perspectives so our photo stories can be shared to deepen the learning and understandings.
One of the biggest challenges to using technology in classrooms is to ensure it is not a distraction from the larger goals of learning and content mastery. A great way to begin addressing these challenges is to empower students to lead their own learning. As students gain foundational understandings of content, they can be challenged with application of the content and creating products to share their learning and additional understandings. For example in mathematics, we often ask students to memorize key facts and processes but seldom challenge them with application and sharing of the learning. We can empower students to lead their learning by asking them to look for examples in their lives where they can apply the content they're learning and capture those applications to tell their stories. With this challenge, students gain deeper understandings of why content is needed and ways in which it fits into their worlds. Students can then share their creative stories of content application with each other, another class, or students at another school, which leads to deeper learning of the content.
One of the essential skills across many content areas involves the ability to effectively conduct research and compile our findings so we can form argumentative or persuasive claims. As humans, we regularly find ourselves in situations where multiple views are represented and the need to understand and respond respectfully to others is a foundational aspect of any democracy. As students conduct research and capture evidence that supports their claims, they can put together short films with photos or video clips to support their stance. When sharing with each other, students have access to practice listening and summarizing skills that lead can lead to civic and global engagement or the continued development of communication skills necessary to succeed in settings beyond the classroom.
Teachers are experts at creating links between outcomes and learning which drives us all to the continuous search for new ideas and strategies. Here are a few tips to consider as you begin to design learning opportunities involving film and multimedia:
Back in July, Teach Thought published a short piece on 6 Powerful Strategies for Deeper Learning in Your Classroom by Dr. Monica Martinez who is one of the leading experts on deeper learning. These 6 strategies are a great way to get students engaged in learning that involves their passions and interests. Film creation can be used in a variety of ways to implement and achieve all 6 strategies. As students are challenged to create films demonstrating their knowledge and understandings, they are provided additional opportunities to share their learning. Not every film needs to be publicly shared, there might be some short films that are simple reflections allowing us to go back and revisit some of the learnings we gained. Think of them more as selfie videos that are for the purpose of journaling or compiling a personal narrative. Ultimately, remembering the last strategy of "Making Technology the Servant, Not the Master" will help us leverage the power of film in more ways. As we use technology to capture and tell stories rather than consume them, we will be the masters of the digital tools we use and the time in front of a screen will have far greater purpose and outcomes.
Looking for more ideas on how to use film in your instruction? The WeVideo blog is a great place to find ideas and examples.
Make any Google Slide Presentation Interactive with Pear Deck
Pear Deck is an online tool that provides formative assessment in real time. It's web-based so it works on any device. Teachers are able to check for understanding in their classroom through a variety of question types. When teachers use Pear Deck they are able to adapt instruction based on student understanding and students can receive feedback in real time.
How Does Pear Deck Work?
Pear Deck is an Add-on that works with Google Slides so it is easy to use! We have automatically added it for you in Google Slides! To utilize Pear Deck, you can create a new Google Slides presentation or add Pear Deck to an existing presentation. Once you've opened the Pear Deck Add-on, you can create your own questions or use the Template Library.
Pear Deck Math Templates
Get Started with Pear Deck
Here are some great ways to start using Pear Deck in your classroom:
Formative Assessment with Pear Deck
Pear Deck is designed so that all students are engaged in the learning. Students answer questions in real time and teachers are able to give quick, immediate feedback to the students. Teachers can see who is answering and able to project student responses that are anonymous. Through the teacher dashboard, teachers can see each student's responses. Teachers can even add a question on the fly to help alleviate misconceptions or get additional information from the class. At the end of the session, teachers are able to publish student takeaways. These takeaways are sent to the students and the teachers.
Present With Pear Deck
After creating your slides or adding your questions, it's time to present. Make sure to use the green present with Pear Deck Button. When you Present with Pear Deck, your students will join your class with a code and your lesson can get underway. Pear Deck is a great tool to get students and staff engaged in their learning. Being a Google Add-on allows anyone to create a Pear Deck slide presentation. Contact your Ed Tech Specialist or your Digital Teach Librarian to get started using Pear Deck.
When I was asked to write a post for Jeffco Ed Tech blog, I was stymied. Education technology is a huge topic. It’s complicated, demonized, canonized, hotly debated, and full of strife & potential. Finally, after six or seven digital wads of paper, I’ve settled on discussing how I rolled out 1:web Chromebooks for my freshman classes this year. It’s timely, and I hope it proves helpful.
First of all, mad props to Pomona’s administration and our campus IT staff. It all starts there. Without a clear and shared vision of what technology will look like and a commitment to goals we set out to achieve by using it, the results would be confusing to everyone involved. Our tech gurus, Matt Daniels and Judy Sims, have been great at keeping our campus focused and practical about everything from how to track each device to which apps make the most sense for teachers to use. They are absolutely central to the success of the roll-out of over 700 (!) Chromebooks (and chargers and cords and screen protectors and id tags and Velcro strips and screen cleaner cloths and styluses and...et al) for our 9th & 10th grade Panthers. I shudder to think how absolutely chaotic this initiative could have turned out, and I’m so appreciative of their strong leadership from the beginning.
So that’s the Big Picture. As for incorporating this technology into our daily classroom environment, I am still a novice. I still ask the Annoying Question of the Day to Matt and Judy and have impractical requests that are met with “You really don’t want to do that, Clint”. “Why not?” And then he patiently explains the Why Not. I’m moving in the right direction, though, and zealously embracing the feel-good-It’s-OK cliche of our times: failing forward. A LOT. My students laugh at me when my “app-tempts” explode. We all laugh together, though, because I’ve found that true humility and vulnerability sometimes creates powerful community. It’s better than the option of playing the immutable sage on the stage, a role that would last, at most, a few measly seconds, and quickly scuttle any vestige of ethos I do have. They teach me more than I could ever figure out myself, and at 1/10 of the time, and they feel powerful when they teach the teacher. I like that. Empowering kids is fun. It’s a rush. Often, when you give That One Troublemaker a Chromebook and a purpose, they are transformed...just like the task they’re working on.
One last thing. At the end of the year, Nick Steinmetz, who I’m sure you know or, if you don’t, you should, challenged us to write a letter about how it went--the inaugural mass Chromebooking. I did that, then ended up writing an alternate version addressed to this year’s students. The letter is friendly yet informative, and includes memes, hyperlinks, footnotes, and other elements that they will run into on digital platforms. Joining our Google Classroom and reading and responding to that letter was their first assignment of the year. Once they join the Classroom, they also have access to the GDoc that I use everyday in class. Even if they’re absent, they get a good idea of what went on during their absence. Here’s a screenshot of (a portion of) that document:
Regarding technology, it’s going well. The kids are excited and potentially a bit intimidated. They see the potential inherent in the system. Even if they are not used to seeing it that way, they recognize their tech as a catalyst to learning and maybe even prosperity. The responsibility they have with that makes them feel like an adult.
Twenty-six years ago, when I first started teaching, “technology” meant the new-fangled electric pencil sharpener that was bolted to a desk. It’s safe to say a few things have changed since then. Heck, we don’t even really need pencil sharpeners. But I still have one. My students still use it. If you need it, it’s right over there by the door, next to the Chromebook cart and the Cell Hotel phone holder.
Happy teaching, everyone!
Teacher, Pomona High School