discovering voice - curriculum services...

The Literacy and Numeracy SecretariatWebcast Professional Learning Series

Viewer’s Guide

Discovering VoiceFeaturing David Booth, Jeffrey Wilhelm and the Grade 7/8 Class of Lisa Hascal

Multi-media resource for professional learning

On this DVD you will find a Print and Video Resources folder which contains WMV files for PowerPoint presentations, this Viewer’s Guide (PDF) and the LNS monograph Student Identity and Engagement in Elementary Schools.

To order the multi-media package Discovering Voice

Contact ServiceOntario416-326-5300 or 1-800-668-9938http://www.publications.serviceontario.ca/ecom

The video segments segments and related resources are also accessible online at www.curriculum.org/secretariat/discovering/

This resource may be copied for not-for-profit educational purposes.

Funded by the Literacy and Numeracy Secretariat, Student Achievement Division, Ontario Ministry of Education.

Table of Contents

Overview ....................................................................................... 3

From Viewing to Action ................................................................... 4

VIDEO SEGMENTS

Creating the Conditions for Learning ................................................. 8

Developing Student Voice ................................................................. 9 •BuildingCommonBackgroundKnowledge:ReadAloud................ 9 •RespondingtoText:Small-GroupSharing ..................................... 10 •BuildingCollectiveKnowledge:Whole-GroupSharing .................. 11 •StudentReflections ........................................................................ 11

Deepening Understanding of Voice .................................................... 12 •MantleoftheExpertandStrangerinRole ..................................... 12 •QuickWriteandChoralMontage................................................... 13 •JeffreyWilhelmDebrief.................................................................. 13

Authentic Application of New Learning ............................................... 14 •DevelopingSuccessCriteria ........................................................... 14 •WebsiteReview .............................................................................. 15 •Inside-OutsideCircle ..................................................................... 16 •CircleDiscussion ........................................................................... 16 •AuthenticWriting........................................................................... 17 •Student-TeacherWritingConferences ........................................... 17

Resources and Related Reading ....................................................... 18

Technical Instructions .................................................................... 19 •HowtoAccessthePrintandVideoResources ............................... 19 •HowtoSavetheVideoFilestoYourComputer ............................. 20 •HowtoInsertVideoClips(WMVfiles)into a PowerPoint Presentation ............................................................. 21

“It [the language curriculum] emphasizes the use of higher-level thinking skills, including critical literacy skills, to enable students not only to understand, appreciate, and evaluate what they read and view at a deeper level, but also to help them become reflective, critical, and independent learners and, eventually, responsible citizens.” (The Ontario Curriculum, Grades 1–8, Language, p. 3)

This resource provides insights into effective practice through the perspective of both students and educators. Through an integrated, inquiry-based study that seeks to answer the questions of who in society has a voice and who is margin-alized, and why, students discover that they each have a voice that can make adifferenceintheworld.Studentsassumeacriticalstanceastheyexaminearangeofhistorytextsandavarietyofmediaresources.

Students in this classroom are highly motivated because their learning is relevant, transferable and interesting to them. They are “learning by doing” – their work impacts their world and, thus, has a real purpose. Students are engaged because they feel that they can make a difference.

Understanding deepens as students interact with people who have lived experiencesrelatingtotheirstudyofvoice.Theseconversationshelpstudentsunderstand the history behind current issues.

Throughdrama,writingandpeercollaboration,studentsexploreavarietyofperspectives about voice. Through their writing of a recount and a media review for a website under development, students demonstrate their new insights about voice.

During this study, students learn both content and process. A rich variety of sources enables them to develop perspective on society and history, while technology offers opportunities to connect with learning partners and resources that are global in scope. They become skilful and thoughtful communicators as they engage in inquiry and dialogue about important issues, challenge current thinking and put their ideas forward with confidence.

Overview

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“…in order to raise the achievement levels of all students and to narrow the gaps between students, we have to guarantee that all young people are engaged in their learning and that all receive effective and intellectually challenging instruction.” (Perkins, 1992, p. 4)

Students develop insight into what they as individuals can do to have a voice and to help others make their voices heard. Teachers gain insight into students’ learning process, pedagogy that works and their role as teachers and co-learners.

ThisresourcefeaturesthelinkingcommentaryofProfessorDavidBoothandthree intermediate students who offer insights into the instructional strategies portrayed in the video and which ones work best for them and why.

ProfessorJeffreyWilhelmisalsofeaturedasaco-teacherwithLisaHascal,dem-onstrating and debriefing on the “inside-out” strategies that engaged these Grade 7 and 8 students in new learning processes.

From Viewing to Action

As you watch Discovering Voice,youmaywishtothinkaboutwhatexplicitteaching enabled students to delve into this inquiry with such depth.

Youmaywishtorecordandshareyourideaswithothersusingtheorganizersdepicted below. The first organizer is intended to help the viewer deconstruct studentbehavioursinordertodeterminewhatexplicitteachingsetthose students up for success. The second organizer helps the viewer record observations about the development of student voice from the point of view ofthestudent,theteacher,theclassroomclimateandexplicitteaching and learning.

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I noticed that … Possible prior explicit teaching …

Students built on each other’s ideas. Role playing a scenario where they needed to consider diverse perspectives.

Organizer #1 - Reflections on Intentional Teaching

The following questions may help guide your thinking:

• Whatdoyounoticeabouttheteacher’sbehaviourthathelpsstudents developtheirownvoice?• Whatdoyounoticeaboutthisclassroomenvironmentthatmakesitconducive todevelopingstudentvoice?• Whatevidencedoyouseeofeffectiveteachingandlearningpracticesthat helpstudentsdevelopvoice?• Whatopportunitiesdoyouseefortheteachertocollectrelevantassessment data?

Research indicates that time for talk and interaction is essential for real learning to occur. Organizer #3 describes different forms of discussion. As you watch each segment, use Organizer #4 to record the type of discussion you hear and its impact on student learning.

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Organizer #2 - Developing Voice

KeyIdeas

Student Teacher

Classrooom Climate Teaching & Learning

*NOTE: Organizers #1 and #2areavailableinWordandinPDFinthePrintResourcesfolderontheDVD.

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Organizer #3 - Discussion Guidelines

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Organizer #4 - Discussion Guidelines (blank)

*NOTE: Organizers #3 and #4areavailableinWordandinPDFinthePrintResourcesfolderontheDVD.

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Creating the Conditions for LearningDuration 11:13

Theteacher,LisaHascal,describeshowhercombinedclassofGrade7and8students were able to develop communication skills as well as an understanding ofhistoricalandcurrentissuesduringasix-weekintegratedunitonvoice.She created inquiry-based learning tasks that were open-ended and invited all students into the learning. Time was set aside specifically for meaningful student talk. Students developed the vocabulary and skills to engage in dialogue that probed for deeper understanding of missing voices in history, literature and society. They learned to be skilful listeners and facilitators during collaborative learning sessions. Students were encouraged to make personal connections to theirlearningandasaresultoftheirreflectionstheyrealizedthattheyeachhave a voice that can make a difference.

• Whatquestionswouldyousuggeststudentsaskofthemselvesinorderto assumeacriticalstanceduringtheirinquiry?• Howmightteachersmakestudentsmetacognitivelyawareofwhattheyare learningandhowthatlearningmightbeappliedinreallife?• Whatdoyouseeasthebenefitsofusingasocialnetworkingformatwith yourstudents?

“For me, if the inquiry is significant, if the exploration of the topic is authentic, if the student is connected to the issues or themes or ideas under consideration, then the learning will be woven together smoothly.” (Booth, 2008, p. 11)

VIDEO SEGmEnTS

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Developing Student Voice

Students actively participate in an inquiry-based study that is relevant, meaningful and interesting to them. Time for talk and interaction is essential as students develop 21st-century skills of collaboration, open-mindedness and critical thinking. When their ideas are valued, students gain confidence in their thinking and develop their own voice.

Building Common Background Knowledge: Read Aloud Duration 8:10

The teacher reads TerribleThings:AnAllegoryoftheHolocaustbyEveBuntingto provoke dialogue about the importance of protecting human rights. This picturebookissimpletoread,yetcomplexinitsmessages.Theaccessibilityofthetextmakesitpossibleforeachstudenttoparticipateintheanalysis.Bycarefullyselectingavarietyofothertexts(newspaperarticles,non-fictionsources from the internet, video and so on), the teacher skilfully builds common literaryexperiencesforherstudents.Shecreatesaninclusivelearningexperienceinwhichallstudentsacquirecommonbackgroundknowledgeuponwhich to build throughout the study.

• Whatarethebenefitsofreadingaloudtothewholeclass?• Whatconsiderationshelpguidetheselectionoftextsforawholeclassto readaloud?• Howdoesthisteachermovethetalkfrombeingteacher-directedtobeing student-directed?• Whatarethechallengesofensuringthatstudent-directedtalkis accountabletalk?

“We change ourselves as we rethink, retell, and re-imagine the original text.” (Booth, 2008, p. 10)

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Responding to Text: Small-Group Sharing Duration 5:14

Duringtheirin-depthinquiry,studentslearnwhatquestionstoaskoftexts,themselves and the world. They improve their critical literacy skills through activeengagementwithmultipleandvariedtexts.Duringsmall-groupsharing,the teacher intentionally weaves in and out of the conversation, allowing students to talk with each other and to collaboratively build new knowledge. Studentsdevelophabitsofmindsuchasflexibility,criticalthinkingand open-mindednessastheydeconstructEveBunting’sliterarytechniques. As they think about each character in the story, they begin to develop a more empathetic stance, even toward those characters whose behaviour at first seemedunpalatabletothem.Indiscussion,studentsalsomakeconnectionstohistorical and current world events. Their small-group dialogue allows them to test their ideas in a safe environment before sharing them with the whole class.

• Whataretheadvantagesofworkinginsmallgroups?• Whatevidencedoyouseethatindicatesstudentsaredevelopingtheir criticalthinkingskills?UsetheFourRolesoftheLiterateLearner (depictedbelow)toguideyourresponse.

*NOTE: Four Roles of the Literate LearnerisavailableinPDFinthePrintfolderontheDVD.

Building Collective Knowledge: Whole-Group Sharing Duration 8:24

Students develop the vocabulary, skills and disposition to discuss their ideas, engage others in meaningful talk and challenge current thinking. Throughout their inquiry, students apply their learning to current global realities and to their own lives. They learn to have open minds and to consider new ideas as they study who has a voice and who does not. Students think about what they as individuals might do to give themselves and others a voice.

• BylisteningandrespondingtoTerrible Things, students realize the potentialconsequencesofnotusingone’svoicetoprotecthumanrights.How doestheteacherfacilitatestudentsinrelatingthebook’smessagetotheir ownlives?• Whatevidencedoyouseethatthisteacherishelpingstudentstodevelop open-mindednessandcollaborativeskills?• Whatnormsdoyouthinkthisteacherandherstudentsestablishedtopromote aculturethatvaluesstudentvoiceintheclassroom?• Whole-groupsharingmaypresentchallenges,especiallywhendiverse perspectivesarepresented.Howmightyouaddressthechallengesof whole-groupsharing?

Student Reflections Duration 12:18

Students make personal and global connections to their learning about who has voice and who is marginalized. They learn to share their ideas and respectfully considerandquestiontheideasofothers.Throughtheirreflectionsanddiscussion, they realize that each student has a voice that he/she can use to make a difference.

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“We want students to learn how to develop a critical stance with their work: inquiring, editing, thinking flexibly and learning from another person’s perspective. The critical attribute of intelligent human beings is not only having information but also knowing how to act on it.” (Costa & Kallick, 2008)

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• Whatevidencedoyouseethatstudentsarelisteningtoeachother?• Studentsneedtobecomeaction-orientedthinkers.Howwouldyou encouragestudentstothinkabouthowtheycantakeactionbasedontheir newknowledge?• Whatevidencedoyouseethatstudentsaredevelopingtheirownvoice?• Whatnextstepswouldyoutakewiththesestudentstofurtherdeepen theirthinking?• Whatsurprisedyouaboutthisreflectivedialogue?

Deepening Understanding of VoiceThroughwritingpoetry,engaginginreflectivedialogue,performingachoralmontage and participating in dramatic role-play, students develop deeper empathy and greater understanding of who has a voice and who is marginalized, and why. Open-ended rich tasks in writing, speaking and drama allow for various points of entry that are inclusive of all students.

The Arts play a vital role in ensuring that students remain engaged by encouraging them to learn in ways that honour multiple learning styles, by inviting them to collaborate with peers, by requiring them to respond emotionally and by calling upon their cognitive capacities as they learn in, through and about the Arts.

Mantle of the Expert and Stranger in Role Duration 14:50

Ledbyauthor,researcherandteacherJeffreyWilhelm,studentsenterintoadramaduringwhichtheywearthemantleofanexpert.Eachstudenttakesontheroleofapsychologist,sociologistorhistorian.Incharacter,thestudentsdiscusstheir work relating to who in society has voice and who does not.

They listen intently to each other and agree with or challenge the ideas presented. Becausethestudentsarespeakinginrole(asindividualsotherthanthemselves),thisexperienceencouragesthemtoarticulatetheirthoughtsfreely.Studentslearnto be open-minded and critical in their thinking. Through talk, interaction and role-play, students delve deeper into their inquiry.

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• Whatnormsneedtobeinplacetopreparestudentsforasuccessful dramaexperience?• Whatevidenceofstrongrelationshipsdoyouseeinthisclip?• Whatmighttheteacherassesswhileobservingstudentsduringa dramasession?• Whatchallengesmightateacherfacewhenexperimentingwithdrama? Howmightthosechallengesbeaddressed?

Quick Write and Choral Montage Duration 9:21

Studentsexpresstheirideasintheformofaquickwriteandchoralmontage.Throughtheseexperiences,studentsdiscoverthattheyhavemanygoodideasandthattheycanbuildontheideasofothersintheclass.Thementortextanddialoguewithpeersofferstudentsvariouslevelsofsupportastheyexperimentwith stream-of-consciousness writing and voicing their ideas. The open-ended nature of these tasks allows all students to participate.

• Whatdoyouseeasthemajorbenefitsofthesetwostrategies?• Howdothequickwriteandchoralmontageinviteallstudentsinto thelearning?• Whatconditionsneedtobeinplaceinordertopreparestudentsforsuccess astheyparticipateinthesetwoactivities?• Whatassessmentdatamightateacherbeabletogatherwhenobserving studentsengaginginaquickwriteandchoralmontageexperience?• Howdothesestrategiesgivevoicetostudents?

Jeffrey Wilhelm Debrief Duration 8:57

JeffreyWilhelmspeaksabouteffectivepracticethatinvolvesstudentsindeveloping 21st-century skills and dispositions such as global-mindedness, persistenceandinnovativethinking.Hespeaksaboutthepowerofdramaandlearning through authentic inquiry. Wilhelm stresses the importance of creating acultureoflearningthatencouragesrisk-taking,flexibilityandinnovativethinking on the part of the teacher and the students.

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• CommentonapartofWilhelm’sdebriefthatresonatedwithyour experience.• Whatdoes“learninghowtolearn”meantoyou?Explainhowthisnotion mightbereflectedinclassroompractice.• ExpandontheshiftinpracticethatWilhelmsuggestsisnecessaryfor 21st-centuryteachingandlearning.Howwouldyousupportsuchashiftin yourlearningcommunity?

Authentic Application of new LearningDeveloping Success Criteria Duration 6:54

Studentsdrawontheirpriorknowledgeandexperiencewithwebsitestoconsider factors that make a website effective. They engage in dialogue with their peers in a small group, sharing their ideas and building new understandings.Inthissegment,studentsbringtheiroutsideknowledgeintoschool to engage in conversation about effective web pages. They then share their thoughts with the class in preparation for writing a web page review.

“Research shows that students and educators are clear that effective teaching is characterized by thoughtful design of learning tasks that have these features:• thetasksrequireandinstilldeepthinking• theyimmersethestudentindisciplinaryinquiry• theyareconnectedtotheworldoutsidetheclassroom• theyhaveintellectualrigour• theyinvolvesubstantiveconversations” (Costa & Kallick, 2008)

“Every lesson, activity or unit must lead to visible and significant change in student thinking, understanding, and behaviour or learning has not occurred.” (Costa & Kallick, 2008)

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• Whatevidencedoyouseeofstudentsdevelopingtheircommunication skills?• Whatarethebenefitsofstudentsdevelopingsuccesscriteriafortheweb pagethattheyaregoingtoevaluate?• Whatarethebenefitsofbringingthestudents’outsideliteraciesintothe classroom?Howmightyoushowthatyouvaluetheexpertisethatyour studentsbringtotheirlearning?• Whatevidencedoyouseethatthisclassroomhasan“open-to-learning” culture?

Website Review Duration 5:18

Studentsexamineahumanrightswebsiteunderdevelopmentanddetermineits intention, content effectiveness and functionality. The dialogue focuses on the evaluation of the website in relation to the success criteria that students compiledbasedontheircollectiveexperienceswithwebsites.Thestudenttalkin this clip is insightful, with innovative ideas supported by relevant personal experience.Thetaskisopen-endedandauthentic.

• Whatevidencedoyouseethatstudentsarethinkingcritically?• Whathelpstomakethisarichandworthwhiletask?• ExamineWilhelm’sArcofInquiryandrelatethelearningexperienceofthese studentstothestagesofinquiryindicatedinthediagram.

*NOTE: Arc of InquiryisavailableinPDFinthePrintfolderonthisDVD.

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Inside-Outside Circle Duration 6:05

Students participate in an inside-outside circle that allows them to share their thinking and build new understandings. Students test their ideas in pairs. One of the circles rotates three times to facilitate each student’s opportunity to gather a variety of ideas. This structure allows students to practise communicating their ideas before sharing with the whole class. Students are able to work with a variety of peers. There is no wait time and everyone is fully engaged throughout theinside-outsidecircleexperience.Studentscanaltertheirthinkingbasedonnewinformationthattheygain.Thisexperiencehelpsstudentslearntobeopentonewideasandtobemoreflexibleintheirthinkingandpreparesthemforsharing their ideas with a larger group.

• Whatpriorclassroomexperienceswouldstudentsneedtofullybenefitfrom aninside-outsidecirclesession?• Whatmightyoudotoensurethatthetalkisaccountableduringthesharing session?Howmightyouassessthelearningthatoccursduringan inside-outsidecirclesession?• Howmightyouincludestudentsintheassessmentprocess?• Whatdoyouseeasthemostbeneficialaspectofthisroutine?

Circle Discussion Duration 9:29

Students come together in a whole-class sharing circle to discuss their ideas of what makes an effective website and how their study of voice impacted their review of the human rights website. The circle format is conducive to having a rich conversation. Each person has a voice and is invited to participate as an equal.Thisexchangeofideaspreparesstudentsforthewebsitereviewthattheywill write.

• Whataretheadvantagesofacirclediscussion?• Whatnormsofbehaviourdoyouthinkwereestablishedpriortothissession inorderforthisdepthofconversationtooccur?• Whatroledidtheteacherplayduringthesession?Howmighttheteacher’s rolechangeasstudentsgainexperiencewiththisroutine?

Authentic Writing Duration 12:02

Basedontheircollectiveinsights,eachstudentwritesareviewofthewebsiteunder development. Their task is to recommend to the website’s editor how to engage adolescent users. This authentic task motivates students to write and edit thoughtfully, keeping in mind the purpose of their writing and the audience. Real-life writing empowers students to believe that they can make a difference. The reviews are written and peer-edited on the class Moodle (an e-learning communitywebsite).Thisexperiencedemonstratestothestudentshowtheycan use their voice through writing to bring about change.

• Whatmakesthistaskengagingforstudents?• Thisauthentictaskaddressesthedevelopmentofcommunicationand criticalliteracyskills.Whatassessmentdatamighttheteachergatherthat woulddemonstratestudentlearning?• WhatarethebenefitsofusingtheclassMoodleforediting?

Student-Teacher Writing Conferences Duration 10:17

Afterdeconstructingmanymentortexts,studentswriteanaccountofapersonalexperienceorhistoricaleventrelatingto“voice.”Studentspeer-editeachother’swriting and then participate in a student-teacher writing conference during which they receive descriptive feedback. This individual writing conference allows the teacher to give “just-in-time” feedback to the student regarding his/herwriting.Itallowsthestudentandtheteachertoseekclarificationandtobeverypreciseinplanningtheirnextsteps.Thispersonaldialogueoffersthe teacher a window into her student’s thinking and informs her instructional decisions. The student leaves the conference with a clear picture of his/her strengthsasawriterandpossiblenextstepstomovehis/herwritingforward.

• Whataretheadvantagesofone-on-onestudent-teacherwritingconferences forthestudentandtheteacher?• Whatevidenceofdescriptivefeedbackdoyouhear?• Whatevidenceofstudentself-assessmentdoyouhear?

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Booth,D.(2008).It’scritical!Classroomstrategiesforpromotingcriticalandcreativecomprehension. Markham, ON: Pembroke.

Bunting,E.(1993).Terriblethings:AnallegoryoftheHolocaust. Philadelphia,PA:JewishPublicationSociety.

Costa,A.L.,&Kallick,B.(2008).Learningandleadingwithhabitsofmind: 16essentialcharacteristicsforsuccess.Alexandria,VA:ASCD.

Ontario Ministry of Education. (2006). TheOntarioCurriculum,Grades1–8:Language.Toronto,ON:Queen’sPrinterforOntario.

Wilhelm,J.(2007).Engagingreadersandwriterswithinquiry.NewYork:Scholastic.

Willms,J.D.,Friesen,S.,&Milton,P.(2009).Whatdidyoudoinschooltoday?Transformingclassroomsthroughsocial,academic,andintellectualengagement,FirstNationalReport.Toronto, ON: Canadian Education Association.

Resources and Related Reading

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How to Access the Print and Video Resources

To access the Print and Video Resources folder in Windows, insert the DVD into the DVD drive of your computer and:

1. Click on the Start menu.

2. Select My Computer.

3. Right-clickthemouseontheDVDicontitledDISCOVERING_VOICEto open a drop-down options list.

4. From the drop-down list, select and click on the Open option.

5. Double-click on the folder titled Print and Video Resources to access the files.IgnorethefolderstitledAudio_TSandVideo_TS.

6. Select the resources you wish to use directly from this folder, OR Copy onto the Desktop and open files from the Desktop.

Alternatively, when the DVD is inserted and the options box opens:

1. Select the option Open Folder to View Files.

2. Click on the Print and Video Resources folder.

3. Select the files you wish to use directly from this folder, OR

Copy the files onto the Desktop and open them from the Desktop.

To access the Print and Video Resources folder in Mac OS X, insert the DVD into the DVD drive of your computer and:

1. ExitfromtheDVDplayer(whichtypicallyopensautomaticallywhenaDVD is inserted in the drive).

2. Double-clickontheDVDicontitledDISCOVERING_VOICE

3. Select the files you wish to use directly from this folder, OR

4. Copy the files onto the Desktop and open them from the Desktop.

Technical Instructions

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How to Save the Video Files to Your Computer

The video files can all be copied and saved to your computer using either of the following methods for copying and pasting files.

Method 1

1. Right-click on the file and choose the Copy option.

2. Right-click within any computer folder into which you would like to save the file, and choose the Paste option.

Method 2

1. Left-click the mouse on the file you want to save, so that the file is highlighted.

2. Simultaneously press the Ctrl and C keys (or, for Macintosh users, the Command and C keys) to copy the file.

3. Left-click within any computer folder in which you would like to save the file, and simultaneously press the Ctrl and V keys (or, for Macintosh users, the Command and V keys) to paste the file there.

For Macintosh users, the Command key is the one with the following

symbol:

NOTE: IfyouwanttoinsertvideofilesintoaPowerPointpresentation,youmustsavethesevideofilesinthesamefolderthatcontainsyourPowerPointfile.Ifyou save a PowerPoint presentation to another location (e.g., a memory stick, CD-ROM, etc.), you must also save the video files in the same location in order for the video to play. So, if you transfer the presentation to another computer, you must also transfer the video files with it, or else the video will not link to the PowerPoint presentation.

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How to Insert Video Clips (WMV files) into a PowerPoint Presentation

On this DVD, you will find WMV versions of all segments of the webcast. To insert a clip into a PowerPoint presentation, follow the directions below:

1. Open your PowerPoint program.

2. CreateanewPowerPointpresentationORopenanexistingPowerPointpresentation, and within it, open the slide on which you would like to add the video.

3. InsertthewebcastDVDintotheDVDdriveofyourcomputer.

4. Ifanewwindowopensaskinghowyouwouldliketoviewthefilesonthedisk, choose the option Open Folder to View Files; OR

Ifanewwindowdoesnotopen,opentheMyComputerwindowfromtheStartmenu.IntheMyComputerwindow,double-clickontheiconthatisshaped like a disk, which will likely be labelled D: or E:.

5. Save the video segment that you want to insert in a PowerPoint into the same folder that contains your PowerPoint presentation.

NOTE: Video files that have been saved to your computer can be cropped and edited into smaller segments using Movie Maker (free on PCs) or iMovie (free on Macintosh).

6. Open the PowerPoint slide on which you would like to insert the video, and clickontheInsertmenuinthePowerPointmenubar.

7. FromtheInsertmenu,selectMoviesandSounds,andclickontheMoviefrom File option.

8. A window opens, prompting you to select the video file that you would like to add. Find and select the video file that you saved in step 5.

9. Once you have chosen the video file you need, another window opens and asks whether you want your movie to play either automatically when you enter the slide, or only when it is clicked. Choose your preference.

(Youwillnoticethatthestartingimageofyourmovieisnotdisplayedonthe slide.)

discovering voice - curriculum services...

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