Students teaching Students through Video Posting

Jo A. PorterWest Aurora High School

RET 2009 Teaching Modules University of Illinois at Chicago

December 12, 2009

RET 2009 Program NSF EEC 0743068(A. Linninger, PI)

Presentation Outline

• Target Student Population • The Problem • Goals• RET Internship Influence• Reasons for This Approach• Supporting Research• The Lesson Objectives• The Lesson Module• Strategies for Success-

Preparation Guidelines

• Equipment Needs• Lesson Extension• Teaching Standards• Module Assessment

Target Student Population:“High School At Risk Students”

• Students in 10-12th grades• Chemistry in the Community• History of low test math and science grades• Special learning needs • English language deficiency • Low reading scores• High absenteeism • Suspensions and withdrawal.

The Problem:

How to provide a differentiated learning approach for “at Risk” students which effectively engages, motivates, and encourages success in science as well as developing student communication and technical skills for future career opportunities.

Goals of Teaching Module

To engage “at risk” students in the process of science and the development of communication skills through use of technology.

To provide differentiated learning pathways to meet the needs of a diverse student population.

To encourage positive adolescent identity development through visualization of self accomplishment through team collaboration, creative expression, and development of technical skills.

Concepts Learned as RET Fellow to Carry back to My Students• The process of science is creative. It requires

investigation, communication and peer review.

• Use of technology is important in science, so use technology to improve investigation and communication techniques.

• Don’t underestimate your abilities or those of your peers. Encourage growth and positive identity development.

• Investigations into the behavior of substance at the micro and nano scales are really cool and could lead to many useful developments.

Reasons for This Approach• Students expressed interest in video making

technology.

• Improved student participation and behavior during lessons which engaged creative processes.

• Improved student ownership in self-directed learning processes resulting in increased inquiry participation and communication and feedback.

• Student success in usage of various forms of computer and digital technology.

Supporting Research

• Edyburn, D. (2004). Technology Supports for Differentiated Instruction. Journal of Special Education Technology 19 (2).

• Udvari-Solner, A., Villa, R. & Thousand, J (2005) Access to the general education curriculum for all: The universal design process. In R Villa & J. Thousand (Eds.) Creating an inclusive school, Alexandra, VA: Association of Supervision

• Sapon-Shevin, M. (2007)Widening the circle: The power of inclusive classrooms. Boston, MA: Beacon Press

Lesson Objectives• Students will investigate the relationship

between structure, properties, and function of substances.

• Students will collaborate with peers to design and produce a video.

• Students will effectively communicate science concepts through the use of

• technology by posting their • video on the web.• Students will demonstrate • safety practices.

The Lesson Module

Students work in small groups to record experiments, investigations, or “in my world” connections to unit concepts. (Unit topic-Materials Science relating structure to function. Concepts in Nanotechnology are emphasized.)

The short videos are be made to teach concepts. The video design process must meet content specifications before the filming process is undertaken.

The videos will then be produced, reviewed, and

posted on the Teacher’s web for teaching purposes, class discussion, and peer review.

Strategies for Success

• Preparation-Lay the groundwork with previous lessons and learning activities

• Provide accessible, constructive feedback

• Be confident in the process myself• Provide necessary equipment in

good working order• Providing a concise schedule with

content requirements, & rubric.

Preparation of ModuleStudents have studied and practiced • lab safety techniques • digital camera usage• limited video production• internet research ( physical & chemical properties, Nanotechnology)

• web page usage• science poster production• power point presentations• experimentation in the lab• investigation of concepts outside the classroom• data gathering, analysis and reporting

Equipment Needs

7 or 8 Digital cameras that can record video, record audio, have reasonable battery life, and are compatible to movie making software.( Suggested-Kodak easy share)

Requested Assistance: Total expense- $979.00

Assistance provided by another source

A portable computer with iMovie capabilities for timely editing of videos.

Lesson Extension• Select small group of students will visit UIC

Micro engineering lab to meet research scientists and learn about micro fluidics research. Students will use cameras to make a video of their trip and post it on the school website.

• Cameras will also be used by students for preparations of photography entries for the Chicago Arts Competition.

• Camera will be used by other Science Department members for similar projects and web postings.

Standards

• Illinois State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.

• Illinois State Standards:13 A.1 Safety Knowledge Base Changes. Students will apply the accepted practices of science in the context of safety policies and the changes in scientific knowledge over time.

• Illinois State Standards 12 C.4 Apply scientific inquiries or technological designs to explain how physical and chemical structures of matter affect its properties, relating bonding types and shapes of molecules to organic and inorganic compounds.

Objective Assessment• Production of effective teaching videos by

students

• Posting of videos on school website

• Accessing videos for class discussing, teaching opportunities, and peer review.

• Students reflecting on learning process

Goal Assessment• Built on prior knowledge• Required Organization of

information• Provided practice of skills• Provided differentiated learning

pathways• Enhanced motivation and individual

growth• Developed communication skills• Taught technology skills

• Dr. David T. Eddington• Dr. Andreas Linninger• Marie-Elena Brett• Dr. Gerardo Ruiz• UIC• West Aurora High School• Dan Bridges• Shawn Oppegard, Ki-Hwan Nam, and the rest of

BML core for their support

• NSF RET EEC 0743068 (A. Linninger, PI)

Acknowledgments