Today's class was meant to be a wrap-up, a finale for both the projects and the major ideas I was trying to get across. After seeing how excited the students had gotten while working in the lab I was very excited to see the final products, and honestly was shocked at the level of quality in some of the work I saw.
There were of course technical difficulties abound since edmodo is relatively new technology for everyone involved. I got lost navigating the class page, some of the videos wouldn't download because of the format they were saved in, and some of the students sent their videos to the wrong page. We managed to correct several of these issues but it cut into class time, which was disappointing.
Nonetheless, the work displayed was, overall, quite good. One group made a video that honestly looked professional enough to be placed on television. Their editing was superb and they demonstrated an understanding of the material by highlighting their main argument and their supporting facts. One student, working alone, even built time into the video to weigh the other side of an argument, which I believe is the mark of college-level reasoning.
I'm not sure how efective the final discussion was because I was anticipating a lot of back and forth, and didn't get a whole lot. I did, however, get a chance to get the students to reflect on the influence of media on their opinions, and I can tell from the video evaluation sheets handed in that I at least got my point across to some of them and challenged them to think critically about politics and the media.
The final class ended very cordially. The students gave me a round of applause and a few wished me well with my teaching career, which is certainly satisfying. For a first effort at a high school class teaching a high school level unit I have to say I'm pleased. The students produced good work and demonstrated an understanding of my points. Moreover, I managed to help a few become more effective arguers, and helped a few more refine their political beliefs by challenging them to research them and express them in a reasonable, respectful manner. Overall though, I'd say the most learning happened on my part. This unit has helped me shape my teaching style, understand high schoolers more, and has helped me discover some great new ways that I can incorporate modern technology into a class.
Tuesday, December 14, 2010
November 18 & 19: Days 3 & 4: Computer Lab Work
Over the weekend I asked students to write up scripts for their movies and, again, my CI told me not to expect full completion from the students.
When I contacted my CI the following Monday he said in fact only one group had written their script, and even then it was thin, so he had to re-emphasize getting the assignment ready. What was especially frustrating about this is that it chewed into the time my CI and I planned to go over these scripts to offer feedback and filter for appropriateness. This work wound up having to happen during computer lab time.
For the future I will definitely make sure I include an example of a good script. What I didn't stress enough was that a good script already has every detail of a movie outlined, so that the actual filming and editing time can be used as efficiently as possible. Such was not the case with these scripts. For example, one script simply had two sentences and one picture, which is not at all enough material for a full movie.
In either case, the work in the computer lab was exciting. Every group had at least one member, and in several cases all, really getting into their projects and brainstorming how to make the most effective videos possible. At first I was hit with a volley of questions, because each student was confused about one aspect or another about editing. Fortunately I built in two computer lab days and a weekend to factor in the learning curve, and all this time wound up being necessary. At least at first I was bouncing from one group to another simultaneously teaching them how to use the technology and how to make more effective videos. Multiply this by 7 groups and there was a lot of juggling.
Then we add to this the technological complications, like one group saving their project only to find it had been completely erased during the next computer lab session.
then we add to this the social complications, like one student skipping class, leaving his partner without a video or script. What I told him and, in hindsight, was definitely the right move, was that there was still plenty of time for him to recover and that he needed to have the self-respect to follow through with his partner. Unfortunately this group never finished their project, but I still gave a passing grade to the student who I believe frankly got the raw deal from his partner.
The students had 4 days to complete these videos and a major learning curve to break through, but every other group manged to do this, and this leaves us with our final class day...
When I contacted my CI the following Monday he said in fact only one group had written their script, and even then it was thin, so he had to re-emphasize getting the assignment ready. What was especially frustrating about this is that it chewed into the time my CI and I planned to go over these scripts to offer feedback and filter for appropriateness. This work wound up having to happen during computer lab time.
For the future I will definitely make sure I include an example of a good script. What I didn't stress enough was that a good script already has every detail of a movie outlined, so that the actual filming and editing time can be used as efficiently as possible. Such was not the case with these scripts. For example, one script simply had two sentences and one picture, which is not at all enough material for a full movie.
In either case, the work in the computer lab was exciting. Every group had at least one member, and in several cases all, really getting into their projects and brainstorming how to make the most effective videos possible. At first I was hit with a volley of questions, because each student was confused about one aspect or another about editing. Fortunately I built in two computer lab days and a weekend to factor in the learning curve, and all this time wound up being necessary. At least at first I was bouncing from one group to another simultaneously teaching them how to use the technology and how to make more effective videos. Multiply this by 7 groups and there was a lot of juggling.
Then we add to this the technological complications, like one group saving their project only to find it had been completely erased during the next computer lab session.
then we add to this the social complications, like one student skipping class, leaving his partner without a video or script. What I told him and, in hindsight, was definitely the right move, was that there was still plenty of time for him to recover and that he needed to have the self-respect to follow through with his partner. Unfortunately this group never finished their project, but I still gave a passing grade to the student who I believe frankly got the raw deal from his partner.
The students had 4 days to complete these videos and a major learning curve to break through, but every other group manged to do this, and this leaves us with our final class day...
November 12: Day 2: Introducing the Project
...aaaaaaand only 3 students wound up doing their homework.
My CI told me to expect this, but I guess I didn't take him seriously. I come from a background of advanced education and I'm simply not used to kids just not turning in work. I just don't comprehend that.
Anyway, what I'm fast finding is that in teaching it is important to work with what you have. I was hoping more of the students would offer examples but, such is life. What I'm learning from this is that it's probably best to not rely, at least solely, on homework to assess learning. Really what homework mostly assesses is work ethic and study skills, which are important, but in a class full of standard level students should be used sparingly. The focus ought to be on engaging them while I have them in class.
And that's the other thing I learned during this lesson: the key to effective teaching is to be engaging, and to be engaging a teacher has to make the material relatable. For example, when I tried to lecture to students about the difference between fact and opinion, I used one student's example fromt he previous lesson about an anti-Taco Bell campaign. Teenagers may or may not have opinions about the midterm elections, the environment, etc., but you can bet they have opinions about Taco Bell. And so I used this. I gave examples of facts and examples of opinions, all associated with Taco Bell, and soon enough we were crafting an argument against eating there. It was not only effective, but actually fun, and is the most engaged I've seen the students be so far.
For the second half of class I introduced the project and laid out the expectations. There were a lot of questions which I simply did not anticipate, which I feel is only fixed with time. The more practice I get working with high schoolers the more I think I will be able to remember to think like one. Also, as my professor advised, several questions could have been avoided by not just outlining expectations but offering clear examples of good work, by perhaps creating my own video beforehand to present to the class.
My CI told me to expect this, but I guess I didn't take him seriously. I come from a background of advanced education and I'm simply not used to kids just not turning in work. I just don't comprehend that.
Anyway, what I'm fast finding is that in teaching it is important to work with what you have. I was hoping more of the students would offer examples but, such is life. What I'm learning from this is that it's probably best to not rely, at least solely, on homework to assess learning. Really what homework mostly assesses is work ethic and study skills, which are important, but in a class full of standard level students should be used sparingly. The focus ought to be on engaging them while I have them in class.
And that's the other thing I learned during this lesson: the key to effective teaching is to be engaging, and to be engaging a teacher has to make the material relatable. For example, when I tried to lecture to students about the difference between fact and opinion, I used one student's example fromt he previous lesson about an anti-Taco Bell campaign. Teenagers may or may not have opinions about the midterm elections, the environment, etc., but you can bet they have opinions about Taco Bell. And so I used this. I gave examples of facts and examples of opinions, all associated with Taco Bell, and soon enough we were crafting an argument against eating there. It was not only effective, but actually fun, and is the most engaged I've seen the students be so far.
For the second half of class I introduced the project and laid out the expectations. There were a lot of questions which I simply did not anticipate, which I feel is only fixed with time. The more practice I get working with high schoolers the more I think I will be able to remember to think like one. Also, as my professor advised, several questions could have been avoided by not just outlining expectations but offering clear examples of good work, by perhaps creating my own video beforehand to present to the class.
November 11: Day 1: First Lecture EVER
Compared with the other TIP students I'm relatively young and inexperienced with my teaching, but even I didn't expect to be so nervous going into my first actual high school lesson. After all the planning and lesson-designing it was time to get things moving and to get to know the students.
But what I learned immediately, and have since also seen with my 488 experience, is that students are actually very receptive of student teachers. I made sure to explain to them that I was also there to learn, and that this was going to be a growing experience for all involved. I explained my goals and they seemed enthusiastic enough, especially once they learned that they would be watching youtube videos and eventually making their own movies.
For today's lesson I used two youtube videos to give a lecture on the impact of social media on public opinion. The details for this lesson are including in my lesson plans, but the gist is 1) media influences public opinion by influencing what we talk about and 2) social media is special because it's created and moderated by information consumers, not journalists.
I tried to be lively and funny and relatable and the students seemed to take my personality in stride. When it came time to discuss how social media influences them, they offered lots of personal examples, which inspired me to assign my first homework EVER in my teaching career. One student said "No, please! We were just starting to like you!", which definitely made me laugh, but I wanted to see if they could spot media influence in their own homes. I asked them to go on facebook and write down one example of one person or group expressing their opinion about something, to be brought in for the second day of classes...
But what I learned immediately, and have since also seen with my 488 experience, is that students are actually very receptive of student teachers. I made sure to explain to them that I was also there to learn, and that this was going to be a growing experience for all involved. I explained my goals and they seemed enthusiastic enough, especially once they learned that they would be watching youtube videos and eventually making their own movies.
For today's lesson I used two youtube videos to give a lecture on the impact of social media on public opinion. The details for this lesson are including in my lesson plans, but the gist is 1) media influences public opinion by influencing what we talk about and 2) social media is special because it's created and moderated by information consumers, not journalists.
I tried to be lively and funny and relatable and the students seemed to take my personality in stride. When it came time to discuss how social media influences them, they offered lots of personal examples, which inspired me to assign my first homework EVER in my teaching career. One student said "No, please! We were just starting to like you!", which definitely made me laugh, but I wanted to see if they could spot media influence in their own homes. I asked them to go on facebook and write down one example of one person or group expressing their opinion about something, to be brought in for the second day of classes...
October 12: Refining the Project
It took a while to hammer out the specifics for my project because there are a lot of complicating factors. A big one, for example, which I didn't even consider, are the legal issues that arise from asking students to upload content to the internet. This means images of students are out of the question, and YouTube is out of the question because it's simply not secure.
This also means my CI and I are going to have to watch, very closely, what students put up online, because any uploaded content can come back to haunt a person.
With these concerns in consideration, I think my unit plan is air tight, and I've covered my bases. Students will have to get signed permission forms, turn in scripts for evaluation, and we will be using a secure educational site not unlike facebook or youtube known as edmodo for the sharing.
This also means my CI and I are going to have to watch, very closely, what students put up online, because any uploaded content can come back to haunt a person.
With these concerns in consideration, I think my unit plan is air tight, and I've covered my bases. Students will have to get signed permission forms, turn in scripts for evaluation, and we will be using a secure educational site not unlike facebook or youtube known as edmodo for the sharing.
September 21: First Meeting With My CI
After a some communication difficulties today marked my first visit with my Coordinating Instructor for my TIP Project, and I have to say it left me a pretty confused. Or, more accurately, I believe I was confused about the exact mission of TIP. I didn’t realize that there was such a heavy emphasis of learning on the CI’s part as well. My CI is an older teacher, and I think it’s fair to say he’s found a system that works for him, which is why I think it’s refreshing that he’s looking for ways to stay fresh.
And it’s great that he was so eager to hear about how to incorporate newer technologies into learning because that is, in many ways, what my TIP project is all about. I plan on exploring the potential educational use of social media, while teaching about the influence this kind of media can have on public opinion. I consider myself very comfortable with this technology already. I have a facebook account, I post videos on youtube, and share information often on reddit and similar sites. Meanwhile, I doubt my CI has close to any experience with this technology, and in this day and age, where kids are becoming more and more comfortable (even reliant) on this social media, I believe it’s essential that teachers adapt, and find ways to use this technology instead of constantly competing with it for a student’s attention.
I was excited about the lessons that could come out of a project like this. I’m certain with enough time and practice I could refine this into a very profound unit for my future students.
And it’s great that he was so eager to hear about how to incorporate newer technologies into learning because that is, in many ways, what my TIP project is all about. I plan on exploring the potential educational use of social media, while teaching about the influence this kind of media can have on public opinion. I consider myself very comfortable with this technology already. I have a facebook account, I post videos on youtube, and share information often on reddit and similar sites. Meanwhile, I doubt my CI has close to any experience with this technology, and in this day and age, where kids are becoming more and more comfortable (even reliant) on this social media, I believe it’s essential that teachers adapt, and find ways to use this technology instead of constantly competing with it for a student’s attention.
I was excited about the lessons that could come out of a project like this. I’m certain with enough time and practice I could refine this into a very profound unit for my future students.
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