Engaging Students in the Process
Loss of instructional time is a common concern when teachers are thinking about having students create media messages in the classroom. Without strategies and proper planning, behavior issues will undoubtedly arise. Teaching new applications to students can also be challenging. "Teach one to Teach the Group" is one strategy that works well when teaching any new application to students.
Strategy: Teach One to Teach the Group
Note: This strategy makes it possible to teach a class of 35 students how to use iMovie in one hour with seven devices.
The process repeats for each number remaining. The instructor circulates at the end to answer questions for groups that need to see something one more time. The thinking behind this strategy is that every student can remember one thing, but when we teach students how to use a tool all at once they forget most of what was said by the time they begin their work. Students can remember one thing and together are able to use iMovie to edit their project on the next project work day. The following skills can be taught in this order in a 50 minute class and provide students with the necessary editing skills to work in the imovie app.
1's - Trim
2's - Cut
3's - Transitions
4's - Audio
5's - Effects
Consider teaching students how to export videos the day they need to. It can be helpful to elect a team caption for each group that can be called up to the front of the classroom to take directions and report back to the group or handle tasks that the whole class may not need to pause and listen to.
In Using Technology With Classroom Instruction that Works Marzano identifies nine categories of instruction and explains how to use each effectively to increase student achievement. Several strategies outlined in this lesson draw on the UT CITW framework. Specifically, the following research-based strategies appear in this lesson:
Step: Brainstorming
CITW Strategy: Non-linguistic Representations
Step: Research
CITW Strategy: Cues Summarizing Note Taking; Identifying Similarities and Differences
Step: Project Proposal & Conferencing
CITW Strategy - Questions, and Advance Organizers; Providing Feedback
Step: Project Work Day Action Plan
CITW Strategy: Setting Objectives; Reinforcing Effort; Cues, Questions, and Advance Organizers
Step: Peer Critique
CITW Strategy: Providing Feedback
Step: Share
CITW Strategy: Providing Feedback and Recognition
Strategy: Teach One to Teach the Group
Note: This strategy makes it possible to teach a class of 35 students how to use iMovie in one hour with seven devices.
- Divide the class into equal groups of 5-6 students
- Instruct each group to count off so that each student has an assigned number
- The instructor asks students to drop all of their recording clips in a new project in iMovie while the 1's are at the front of the room. This is so they have something to do while the ones are at the front of the room.
- The instructor calls the one's up to the front of the room wile the rest of the group remains at their table and picks out a theme for their project. The one's report to the front of the room. The instructor teaches those students one iMovie skill.
- The one's return to their table to teach the skill they learned to their group.
- While the one's are teaching the group, the two's are called to the front of the room. The instructor teaches the two's one iMovie skill at the front of the room.
- The two's return to their table to teacher the skill to their group.
The process repeats for each number remaining. The instructor circulates at the end to answer questions for groups that need to see something one more time. The thinking behind this strategy is that every student can remember one thing, but when we teach students how to use a tool all at once they forget most of what was said by the time they begin their work. Students can remember one thing and together are able to use iMovie to edit their project on the next project work day. The following skills can be taught in this order in a 50 minute class and provide students with the necessary editing skills to work in the imovie app.
1's - Trim
2's - Cut
3's - Transitions
4's - Audio
5's - Effects
Consider teaching students how to export videos the day they need to. It can be helpful to elect a team caption for each group that can be called up to the front of the classroom to take directions and report back to the group or handle tasks that the whole class may not need to pause and listen to.
In Using Technology With Classroom Instruction that Works Marzano identifies nine categories of instruction and explains how to use each effectively to increase student achievement. Several strategies outlined in this lesson draw on the UT CITW framework. Specifically, the following research-based strategies appear in this lesson:
Step: Brainstorming
CITW Strategy: Non-linguistic Representations
Step: Research
CITW Strategy: Cues Summarizing Note Taking; Identifying Similarities and Differences
Step: Project Proposal & Conferencing
CITW Strategy - Questions, and Advance Organizers; Providing Feedback
Step: Project Work Day Action Plan
CITW Strategy: Setting Objectives; Reinforcing Effort; Cues, Questions, and Advance Organizers
Step: Peer Critique
CITW Strategy: Providing Feedback
Step: Share
CITW Strategy: Providing Feedback and Recognition
References
Pitler, H., Hubbell, E. R., Kuhn, M., & Richardson, W. (2012). Using technology with classroom instruction that works (2nd ed.). Association for Supervision and Curriculum Development.
Pitler, H., Hubbell, E. R., Kuhn, M., & Richardson, W. (2012). Using technology with classroom instruction that works (2nd ed.). Association for Supervision and Curriculum Development.
Creating Media Messages
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Media Literacy Module
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