Sophie's+Salon

Sophie Rosso: My teaching load this year is grade nine science and grades nine/ten math.

My Problem: How do I incorporate the use of video, movie maker, VoiceThread and other social media tools without compromising the curriculum?

I'm not sure I'm properly wording my problem and would really like some feedback. Sometimes I feel like I'm not quite getting the message across.

__**Ancient History (2007)**__ I've used video previously in my science classroom. Long, long ago in 2007 I gave my students the option of delivering science lab reports in video format. As I look back I think I was a little wrapped up in the novelty and did not give as much consideration to the teaching/learning/assessment component as was perhaps warranted.

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__**Recent History**__ Dean Shareski first introduced the term "Workflow" at one of our PLP meetings. I have to admit it I had no idea what he was talking about initially. The more thought I've been giving workflow I've come to the conclusion that for me the definition is "super schedule". I would prefer to have no time wasted in the classroom. With the introduction of video taping labs in my science classroom the workfow in my room has entered an era of upheaval. I have been feeling pressure: pressure to show kids tools they can utilize to share their discoveries, pressure to cover curriculum, pressure to adapt and find meaningful ways of assessing in my classroom. And yet, I see the value. It occurs on so many levels. Kids "seem" more engaged. (this is such a loaded term). I see students who are better preparing themselves for the task at hand knowing that they have to commit it to film and share it. I see kids who are excited to get feedback from others about their work.....not just me. I see kids who are excited to create their own experiments and take risks. This is definitely action research. I am I am evaluating and reevaluating on a daily basis. I need feedback from kids, parents and colleagues.

So I began with a very simple survey for students. Nothing overwhelming, just covering the basics. I simply wanted to know what technology kids had been exposed to and what they were comfortable using.

I started with a VoiceThread assignment to let kids experiment with using story telling tools to assess math understanding. The first step was me creating the VoiceThread and students signing up for an account within my K-12 account. I was pleasantly surprised to find almost all of my 55 math 90 students were able to negotiate the sign up on their own and manage to leave some form of comment of the VoiceThread []

Students continued to experiment with the site and were invited to use other Story Telling Tools to share their math knowledge with classmates. Here is an example of one group's VoiceThread. []

As I met with my PLP group I continued to keep my students informed of what the bigger plan was: Using the video to capture student learning.

My next step was to find out how we could get everyone on a fairly level playing field without taking up a tremendous amount of classtime. I simply threw this question out to my students and had them film themselves answering the question. There was a 10 minute prep time before the kids were given the cameras. This is the video they created.

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__**The Future**__ My project is an ongoing one. I don't think that this will ever be completed as it is fluid. What I have learned is that it's ok to let go of the reins and hand over the process of learning to the kids. My most difficult hurdle has been letting go of the control. I understand that these kids come equipped with the ability to learn. The sit and get approach may work for some but the actual creating and building their own knowledge is incredible. Several students in the classroom have become experts. They know MovieMaker inside and out (far better than I do). They have become leaders and teachers themselves.