Artifact # 6
Context: This video was created at Appalachian State University during the Spring semester of 2002 in my technology methods class, a part of the Elementary education block.
Impact: The impact of an assignment such as this would be enormous for children. In my classroom, children will read related historical fiction books in three groups; under grade level, on grade level, and above grade level. Each group will write a script that summarizes the book from the point-of-view of a character in the book or an outsider such as a newscaster (English Curriculum 1.03, 2.01, 2.02, 2.03, 4.02) Groups will then film their movies using video cameras or digital cameras (2.07, Computer Skills Curriculum 3.4). The lessons will be presented at a special showing to which other classes, parents, and other guests will be invited. At the end of the showing, the class will field questions from the audience about their books and the historical subject (English Curriculum 2.09, 3.04)
Alignment: From the Information Skills Curriculum of the Standard Course of Study, students will directly fulfill point 3.6 which states students should "participate in curriculum-based telecommunications projects as a class activity (Tech. Competency 10.1, 10.4). The television viewing of their movies is crucial to the audience's understanding of the topic and to the motivation of the students (Tech. Competency 10.2). This lesson uses technology combined with Reading and Social Studies as a tool for communication with the students that makes the history and content in the books understandable to the students and guests while still summarizing the book and talking about point-of-view (Tech. Competency 11.1, 2, 3, 4, INTASC Standard 1).
The video script and production is valuable in assessing what parts of the curriculum addressed my students understand (Tech Competency 12.2, INTASC Standard 6, 8) in a common sense manner. Their guests (specifically parents, and administrators) will also be able to judge the understanding and progress of the students in my classroom (Tech Competency 12.3) by watching the videos and questioning the children during "Question and Answer Time."
Both the group itself and the ability grouping facilitate understanding of the book and the video assignment. Students will have to be active, involved, and will have to work collectively as a group (Tech. Competency 12.4,5). Within the group, students are allowed to use still images from television including: cable, satellite channels, movies, and internet images provided they cite their sources (Tech. Competency 12.6, 14.1, 14.3). All students will access these sources in the media center at the school if they can not access them at home to get the still images they require (Tech. Competency 14.2). This is a comprehensive project that combines curriculum goals, technology, and individual strengths of children together to create a learning tool, both for themselves, and for others (Tech. Competency 12.7, 13.1, 2, 3).
Intellectually, and mentally, most fifth grade students are ready to work on a long-term project that requires a measure of self-motivation and independence. This project allows me to let those students ready for independent work be satisfied, and also work with those students or groups that are behind intellectually or maturity wise (INTASC Standard 2, 3). All maturity levels, personal strengths, and performance styles can be accommodated for in this activity.
Videos and movies are a method of instruction that students are familiar with and most are interested in (INTASC Standard 5) and this assignment uses the video with the script, the reading of the book, and the "Question and Answer Discussion" as a whole lesson that accommodates many different types of learners including learning disabled children and ESL children (INTASC Standard 3, 4).
This lesson plan and example video are are a combination of ideas from a 32 year veteran teacher, Judy Hyatt and my technology block instructor, Jeff Goodman (INTASC Standard 9) that involves the classroom, the school visitors, and outside visitors--such as parents--in a historical study of the United States (INTASC Standard 10).