Tag Archives: video lessons

Wrapping up the year.

The end of the school year has come and gone and in the calm after the storm I find myself reflecting upon how our projects have faired. I also realized that in the frenzy of the last weeks of school I failed to post my final thoughts about Upside Down Exhibition at Impact Academy. As the student were rapidly prototyping on their lessons and the teachers were prepping for final reflections, I was working on finding funding for next year. The Gates Foundation has kindly extended its interest in Blended Learning and is continuing to support brick and mortar schools, like Envision, find innovative ways to bring Blended Learning into more traditional models. The process of preparing and revising a grant is something that is new to me and I am so grateful to our superintendent and our head of development for the collaboration and persistence that they both displayed. This was by no means an isolated or individual effort. And it is certainly a testament to the power of bringing the different expertise of an organization together in pursuit of one goal.

Thank you Gates for the opportunity to continue what we believe to be transformative work; both for us organizationally and for the students we serve.

And speaking of those student… I went to Impact academy in the last week of school. I was actually there on the day of graduation and saw many of my previous students walk. That is always a tear jerker.

The 9th grade students were busily finishing up their video reflections so they could make it to the hall on time. In conversations with a few of the students and the teacher I could clearly see that the impact of providing and receiving structured peer feedback was turning out to be very positive. The teacher had led the whole class through the process of determining feedback, and then emphasized the difference and importance of warm and cool feedback. These distinctions are ones that the adults at Envision Schools use frequently in our protocols for working on a variety of projects. It is amazing to see how this skill has now been introduced at all levels and connects staff and students as humans and agents of teaching and learning.

After engaging in this process in groups, and filling out rubrics on each others work, the students logged on to Upside Down Academy and publicly reviewed their peers lessons, the evidence of this is something I encourage the readers to check out for themselves.

The project iterations has convinced me that this process is one that provides multiple layers of learning. Students clearly explore their own strengths and challenges as teachers and learners, this process provides new ways to practice and prepare material, and its an authentic avenue for students to practice their multi-media talents. My hope is that next years Algebra I teachers will draw on this years tutorials as part of their instructional tool kits, and that students will continue to share their learnings with each other and the world.

In closing, please stay tuned for our final posts about using ipads. The two week end of year project was exciting and gave us a glimpse of how this tool can change the learning space. And lastly, have a wonderful summer.

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A student reflects on upside down academy

Last week I had the opportunity to spend some time at Impact Academy. The students were deeply engrossed in their second round of video productions and their final lessons. The students had the opportunity to do their first video on an Algebra I concept of their choice. This was their chance to play around with the filming and editing techniques. Their teacher, Ms. Sudow reflected that in many cases the final products were well made videos that were lacking in math rigor. In some cases the math was even incorrect. This first round of reflection allowed the students to think about how to balance the draw of making an engaging video with the importance of focusing on actual teaching and learning, and not being seduced by an over emphasis on fun.

The students took this learning into their second round of video production, in which they focused on Functions. Here is an exemplary video:

 

This video demonstrates the students ability to create engaging material, supports a unique way of remembering the definition of a function, and provides examples.

In my visit to Impact Academy I had the opportunity to speak with the student about the process.

student interview

Tomorrow is the last day of the project. I will going to Impact to participate in the round of scoring and reviewing student work. The teachers have invited community members and stakeholders, and along with fellow classmates we will be providing students with feedback on their lessons. Visit UpsideDownAcademy to share your thoughts with the students.

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Upside Down Academy takes a trip to Hayward

I am in Hayward today sitting in the 9th grade academic numeracy class. Today is the roll-out for their end of the year project, which is going to take place in both this class and Algebra I. Both teachers have worked together to figure out how to balance the conceptual and the applied parts of the project, so that the students remain engaged and focused, and are able to reach a high level of rigor. To kick it off today the teacher had the students think about a memorable moment in learning that had occurred.

One student remembered “this thing called Project X. My teacher had some students sit in the corner and do pointless work, and other students got to do some meaningful work, and then others got to chill. It was like this for a whole week. Students got so upset, and rebelled, that it even became a problem outside of class. This really made me think” Yet another student reflected on how “our science teacher always sings and makes songs about what we are learning. She has so much energy”

Then some 10th graders came were invited in to talk about some science lessons that they had just taught. This group of students talked about what strategies worked well, which lessons were memorable, and what they would do differently next time. The 9th graders listened attentively and asked questions.

So what is in store for this lucky group of 9th graders? For the next week they will learn about teaching strategies, take learning styles inventories and discover their learning styles, they will watch and analyze video tutorials on Khan Academy, BrainGenie, and UpsideDown Academy. Yes, stay tuned for cross school commenting as the students at Impact Academy will be watching and providing feedback to the lessons created at Envision Academy.

Then the students will delve into flipping the teaching and learning cycle as they become teachers. This is Upside Down Exhibition II – Spartan Style (the Spartan is Impact Academy’s mascot)

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Capturing Video

As the holidays fade into the background the Blended Learning team at Envision Academy is getting ready for the roll out of the 9th grade Spring Exhibition, Upside Down Exhibition (working title).

One of the tools that we are exploring is the Chromebook. We would like to fully benefit from this amazing tool and wonderful gift. However, in order to achieve what we have set out to do we need to find a way to capture video using only a browser. There must be a solution out there, and for the purposes of education I certainly hope that there is a free version.

Once the students have created their own tutorials they will post them on UpsideDownAcademy.org for feedback and reflection. These prototypes will help shape their final video lessons which will be displayed to the public at the exhibition in March.

If you have come across a tool that you think will help us achieve our goals please let us know.

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