Teach With Video: CDSPD
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Staff development presentation for a hands-on workshop for integrating video projects into the curriculum. For more information on video projects go to http://www.teachwithvideo.com/.
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Teach With Video: CDSPD
- 1. Teach With Video: Integrating Digital Video into the Core Curriculum Steven Katz CDS Professional Development September 23, 2009 http://cdspd.wikispaces.com
Notas del editor
- • nothing wrong with traditional teaching, but a mix of different methods, projects and assignments help keep students interested/motivated • I will provide many handouts and examples, and some basic experience • pc/mac, lack of equipment/software
- • We have no computer teacher. We all teach technology. • Fun, creative, assignments with “strings attached.” most skills learned in “computer class/elective” are not retained why teach software in isolation? People learn the software when there is a need (job) • Know how to use the map, calculator, compass, periodic table, etc.
- • We have no computer teacher. We all teach technology. • Fun, creative, assignments with “strings attached.” most skills learned in “computer class/elective” are not retained why teach software in isolation? People learn the software when there is a need (job) • Know how to use the map, calculator, compass, periodic table, etc.
- • We have no computer teacher. We all teach technology. • Fun, creative, assignments with “strings attached.” most skills learned in “computer class/elective” are not retained why teach software in isolation? People learn the software when there is a need (job) • Know how to use the map, calculator, compass, periodic table, etc.
- • tough problem. Inexpensive solutions
- • • -1 point per second Page 2 of handout
- • producer, writer, director, editor must have ongoing (non-video) class assignments to make sure all are active during down time • participation grade assigned by teacher that takes peer/self eval into account Page 3 & 4
- • Topic must have a focus • intro, body, conclusion, transitions, …makes a point (or whatever you are trying to do) • • don’t let students continue (film) until YOU have approved the script Page 5
- • I give a rubric and a test grade for this • Juan sewed big buttons on a blue sports coat to look like a union general • Page 6
- Page 7
- • demonstrate techniques for filming without tripod • be creative - from above, behind, follow action in a wheelchair, etc. • film 5 seconds before and after what you actually want to film (for transitions) • • use cue cards if necessary Page 8 of handout
- • • most cameras don’t have strong built-in mics keep mic equal distance from mouth (2 inches) • wind screen setting on camera • truck going up the street
- • shade - images come out dark. partial light - camera has difficulty adjusting • overhead projector • if behind, faces will be dark • Film a bit, then look at it to see if the lighting is good.
- • • have someone who hasn’t seen the text read it to see if they have enough time • • transfer to video trims right & left edges
- • very difficult, especially when several groups make videos to be put together (news) • • not over voice. Low music can make voice sound full • outstanding job of editing in this segment
- • • students like to make a news story into a music video • helps voice to be full
- • show in class and the other grade level classes • school assembly, open house, multimedia festival