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Tag: WIS

Assessing Student Thinking: Cultures of Thinking

 Mathwork1

I am a member of a learning group that meets weekly before school at WIS. We use various constructs and techniques from Project Zero to talk about teaching and learning. Today we used the “Looking at Student Thinking” (LAST) protocol to look at the culture of learning in our WIS classes. While we reviewed samples of student math work from one of our kindergarten classes, we did go beyond just looking at the work. We analyzed the thinking that went into each student’s work and stayed on task as the protocols provided clear parameters for our discussion.

The LAST process to use in one’s study group is listed below. I am fortunate to sit with teachers with much experience with Project Zero pedagogies and processes. I am fascinated by how they break the learning and thinking down into parts to discuss how to meet the learning goals better. See the image above for a sample of the student work that we reviewed. It is an excellent example of giving students a choice in how they make their thinking visible. The student work gave the teacher a formative assessment to differentiate further the next step in the math concept learning for the various groups in her class. Thanks to kindergarten teacher Mabel Ramirez for sharing her expertise. 

I. Getting started (5 minutes)

  • The group chooses a facilitator who will make sure the group stays focused on the particular issue addressed in each step. The group also chooses a documenter to capture the group’s thinking and process. This can be done on chart paper, by taking notes, or through video.
  • The presenting teacher or teachers briefly explain the task and review the types of thinking the activity was meant to reveal. For example, in the Think-Puzzle-Explore routine, students bring forth prior knowledge and possible misconceptions, display curiosity and the ability to make connections through questions and exhibit what they know about conducting and carrying out inquiry.
  • The presenting teachers pass out the collection of selected work or show a short video clip from a classroom episode. The participants observe or read the work in silence, perhaps making brief notes about aspects they particularly notice.

II. Describing the work (5 minutes)

  • The facilitator asks the group, “What do you see?”
  • Group members respond without making interpretations or evaluations about the quality of the work or statements of personal preference.
  • If evaluations or interpretations emerge, the facilitator asks the person to describe the evidence based on those comments.

III. Speculating about students’ thinking (10 minutes)

  • Facilitator asks the group, “Where in the work do you see insights into students’ thinking? What does this reveal about how students are collectively and individually making sense of ideas, putting information together, organizing thoughts, reasoning, and so on?

IV. Asking questions about the work (10 minutes)

  • The facilitator asks the group, “What questions does this work raise for you?”
  • Group members state any questions about the work, the child, the assignment, the circumstances under which the work was carried out, and so on.
  • Individuals may want to make notes about these questions; however, it is optional to respond to them now. The focus should remain on generating questions and identifying issues.

V. Discussing implications for teaching and learning (10 minutes)

  • The facilitator invites all participants, including the presenting teacher, to share their thoughts about their teaching, students’ learning and thinking, or ways to support these particular students in future instruction. The possible question is, “Where might this work go next to build on and extend students’ thinking?”

VII. Reflecting on the LAST Protocol (5 minutes)

  • The group reflects on their experiences or reactions to the protocol as a whole or a particular part. To the extent it is appropriate, the group may review the documentation done throughout the protocol, or the documenter may present highlights to the group.
  • The group may make decisions about and recommendations for their next meeting. The group should determine who will present at the next session.
  • The documentation of the group process should remain available to members of the group for review and reflection.

VIII. Thanking the presenting teacher

  • The session concludes with acknowledgment of and thanks to the presenting teacher.

 

Source: Visible Thinking at Project Zero

ICL Standards in a PYP School

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The ICL team of the Washington International Primary School published the new Information and Communication Literacies (ICL) standards just as the Middle and Upper Schools recently did. See my previous post to view those standards. Sue Anderson, Dean Harris, and Dawn Darling were the authors of the new standards, which drew from the ISTE NETS and the AASL standards.

Besides blending the library and technology standards, the authors worked to apply the new standards to the International Baccalaureate (IB) Primary Years Programme (PYP). They chose three of the Transdisciplinary Skills as the construct to build the standards. It doesn’t matter whether you teach at a PYP school or not, as these standards are helpful for any school as we look at the transdisciplinary skills of research, thinking, and communication.

Another helpful aspect of the standards is that they are organized around the PYP elements of action and reflection. This makes so much sense as we want our students to be reflective, fluent, and actionable in their understanding and use of the ICL literacies (i.e., information, technology, media, visual, & design).

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WIS Primary School Information & Communication Literacies Standards (ICL)

Research

Research Skills:

  • Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connections for using this process in own life.
  • Develop and refine a range of questions to frame the search for new understanding.
  • Find, evaluate and select appropriate sources to answer questions.
  • Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
  • Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
  • Organize knowledge so that it is useful.
  • Use technology and other information tools to analyze and organize information.
  • Collect, analyze and process data and other forms of information to identify trends and solutions.
  • Use the writing process, media and visual literacy, and technology skills to create products that express new meanings.
  • Use information and technology ethically and responsibly.
  • Use social networks and information tools to gather and share information.

Research in Action:

  • IB Profile: Inquirer. Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
  • IB Profile: Open-minded. Seek diverse perspectives during information gathering and assessment.
  • IB Attitude: Confidence. Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
  • IB Attitude: Creativity.  Demonstrate creativity by using multiple resources and formats.
  • IB Profile: Thinker. Maintain a critical stance by questioning the validity and accuracy of all information.
  • IB Profile: Principled. Follow ethical and legal guidelines in gathering and using information.
  • IB Profile: Principled. Respect copyright/intellectual property rights of creators and producers.
  • IB Profile: Thinker. Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.
  • IB Attitude: Commitment. Display emotional resilience by persisting in information searching despite challenges.
  • IB Profile:  Thinker. Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
  • IB Profile: Principled. Use valid information and reasoned conclusions to make ethical decisions.
  • IB Profile: Communicator. Demonstrate personal productivity by completing products to express learning.
  • IB Profile: Communicator. Create products that apply to authentic, real-world contexts.
  • IB Attitude: Curiosity. Display curiosity by pursuing interests through multiple resources.
  • IB Attitude: Curiosity.  Demonstrate motivation by seeking information to answer personal questions and interests.
  • IB Profile: Open-minded. Demonstrate motivation by exploring a variety of formats and genres.
  • IB Attitude: Enthusiasm. Display a willingness to go beyond academic requirements.

Research Reflections:

  • Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
  • Monitor gathered information, and assess for gaps and weaknesses.
  • Determine how to act on information (accept, reject, modify).
  • Reflect on systematic process, and assess for completeness of investigation.
  • Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.
  • Assess the quality and effectiveness of the learning product.
  • Interpret new information based on cultural and social context.
  • Evaluate own ability to select resources that are engaging and appropriate.

Thinking

Thinking Skills:

  • Use prior and background knowledge as context for new learning.
  • Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital)
  • Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
  • Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
  • Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
  • Connect learning to community issues.
  • Read to make connections with self, the world, and previous reading.
  • Seek information for personal learning in a variety of formats and genres.
  • Connect ideas to own interests and previous knowledge and experience.
  • Organize personal knowledge in a way that can be called upon easily.

Thinking in Action:

  • IB Profile: Thinker. Demonstrate flexibility in the use of resources by adapting information strategies.
  • IB Profile: Thinker. Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
  • IB Profile: Open-minded. Maintain openness to new ideas by considering diverse and global perspectives, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences.
  • IB Attitude: Empathy. Respect the differing interests and experiences of others, and seek a variety of viewpoints while collaborating with others and participating as a member of the community.
  • IB Profile: Inquirer. Connect understanding to the real world.

Thinking Reflections:

  • Seek appropriate help when it is needed.
  • Recognize new knowledge and understanding.
  • Identify own areas of interest.
  • Recognize the limits of own personal knowledge.
  • Recognize that resources are created for a variety of purposes.
  • Recognize how to focus efforts in personal learning.

Communication

Communication Skills:

  • Collaborate with others to broaden and deepen understanding.
  • Collaborate with others to exchange ideas, develop new understandings, make decisions and solve problems.
  • Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.

Communication in Action:

  • IB Profile: Principled. Use information technology responsibly.
  • IB Profile: Principled. Practice safe and ethical behaviors in personal electronic communication and interaction.
  • IB Attitude: Confidence. Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
  • IB Attitude: Commitment. Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
  • IB Attitude: Cooperation.  Demonstrate teamwork by working productively with others and communicate what has been learned.
  • IB Profile: Knowledgeable. Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
  • IB Attitude: Respect. Respect the principles of intellectual freedom.
  • IB Attitude: Appreciation. Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.

Communication Reflections:

  • Use interaction with and feedback from teachers and peers to guide own inquiry process.
  • Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.Adopted Spring, 2013.
Adapted from the Standards for the 21st-Century Learner (American Association of School Librarians, 2009) and NETS for Students (International Society for Technology in Education).

 

Adopted Spring, 2013.
Adapted from the Standards for the 21st-Century Learner (American Association of School Librarians, 2009) and NETS for Students (International Society for Technology in Education).

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Student Designed Learning: “Somewhere in between…” Regular Classroom and Virtual

WP

Sophia Pink, an 11th grader at Washington International School (WIS) in the District of Columbia, wrote an opinion piece in the Washington Post and created a video about her experiences last year when she left the regular classroom to design and experience her learning program. In the article, Sophia notes her experiences taking high school online courses from Johns Hopkins University and picking up classes from Udacity as she ventured into MOOCs. Sophia could also pursue her interests and create projects not part of the set 10th-grade curriculum at WIS.

Sophia missed the learning from collaborating with her WIS classmates, but she enjoyed having more control over how her days would run and the time spent on individual courses. She concludes that regular schools and online learning both have a place for students as “somewhere in between” the two make the most sense to her.

Being a self-directed and responsible learner was a big part of the admin supporting her and Sophia’s parents supporting Sophia’s self-designed learning program. Having choice, being able to control one’s time, and being allowed to pursue one’s interests are a big part of what we consistently hear schools should be doing for their students. It is important to note that some schools offer students experiences similar to Sophia’s.

It is nice to see that the leaders at my new school (I started this summer at WIS) so value students that they were open to supporting Sophia’s learning journey. The next step will be to see how we can offer a hybrid approach to our curriculum where more students take courses in and outside school while pursuing their interests.

Talking about authentic learning, writing an opinion article, and producing a video for a major newspaper are a couple of biggies when connecting one’s learning to the real world! Also, review an earlier post where I wrote about Sophia as an accomplished videographer.

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Making the Shift to Combine Technology and Library Studies

ict1 Frenchman's Bay

I am seeing more and more mention of the need to combine technology and library curricula (e.g., ITIL, LwICT) into a unified approach to teaching students how to search for, analyze, cite, create, and communicate information. Various literacies, including technology, are involved in this process. As we have shared many times on the Edtech Co-Op podcast, school leaders may want to consider adopting the Information and Communication Literacies (ICL) approach, which combines ICT and library studies.

In 2004, the librarians, instructional technologists, teachers, and administrators at Hong Kong International School (HKIS) came together to write the school standards for technology and inquiry. It was clear from the start that our standards would provide an umbrella of learning outcomes engaging technology and research skills as the instructional technologists and librarians were already closely working together. We already physically shared space in the libraries in two of the four divisions.

The committee proposed dropping the “T” in ICT to replace it with “L” for literacies. The newly created ICL collection of standards predated the new NETS and the AALS standards. You can see the HKIS ICL standards here. What was terrific was that they matched the overall academic standards for the school.

Looking at my new school, Washington International School (WIS), the librarians and instructional technologists have been working with the directors of studies at both campuses to develop their ICL standards drawing from the NETS and AASL standards. I am posting a draft version of the MS and HS standards below. I like that they decided to drop the term “digital” about citizenship. Good citizenship applies whether one is interacting face-to-face or digitally with others. The Primary School standards will be posted shortly.

 

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1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge and develop innovative processes using a variety of media.

In grades 6­-10, students:

●  apply existing knowledge to generate new ideas, products, processes or learning.

●  create original work as a means of personal or group expression.

●  use models and simulations to explore complex systems and issues.

●  identify trends and forecast possibilities.

2. Communication and Collaboration

Students effectively communicate through a variety of media and work collaboratively to support learning and contribute to the learning of others.

In grades 6-­10, students:

●  interact and collaborate in order to analyze and organize information, ideas, knowledge and understanding about complex topics

●  communicate to multiple audiences using a variety of information tools.

●  consider diverse perspectives and thereby develop new understanding and global

awareness by engaging with peers, experts and learners from other cultures.

●  participate and contribute to project teams to make decisions, produce original work or

solve problems.

3. Critical Thinking, Problem Solving and Decision Making

Students use critical thinking to plan and conduct research, manage projects and make informed decisions using appropriate tools and resources.

In grades 6­-10, students:

●  identify and define authentic problems.

●  define and refine the search for new understanding.

●  plan and manage a project to develop a solution that goes beyond the superficial collection of facts.

●  collect, analyze and report data to identify solutions and/or make informed decisions.

●  use diverse perspectives and multiple processes to explore alternative solutions.

4. Research and Information Fluency

Students effectively gather, evaluate and use information from a variety of sources.

In grades 6­-10, students:

●  follow an inquiry­-based process to seek knowledge in curricular subjects and discover ways to use this process in their lives outside school.

●  find, evaluate and select information sources based on their appropriateness to specific tasks or questions.

●  locate, analyze, evaluate and synthesize information from a variety of sources and media.

●  demonstrate adaptability by changing the inquiry focus, resources or strategies when necessary to achieve success.

5. Citizenship in the Digital Age

Students understand cultural and societal issues, including those related to media and technology, in order to practice ethical behavior.

In grades 6­-10, students:

●  advocate and practice safe, legal and responsible use of information and technology.

●  exhibit a positive attitude towards information and technology that supports collaboration,

learning and productivity.

●  demonstrate personal responsibility and ethics when selecting and using information and

technology tools.

●  transfer current knowledge to learn, use and evaluate new information or technologies.

6. Pursuit and Assessment of Personal Growth

Students demonstrate a love of learning and enthusiastically embrace challenges.

In grades 6­-10, students:

●  assess the quality and effectiveness of their learning process.

●  evaluate their ability to select resources that are engaging and appropriate for personal

interests and needs.

●  demonstrate personal responsibility for lifelong learning.

●  read, view and listen to creative expression and literature (fiction and non­fiction) for

pleasure and personal growth.

 

(WIS used both ISTE and AASL standards in crafting these learning outcomes.)

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Transitions

I don’t use this space to share information other than about what I am learning. However, as I am moving to a new school with many learning opportunities for me and possibly for my readers, here is the signing-off note that I just posted to the school blog of my current school.

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Dear Readers,

The school year and my time at Alexandria Country Day School (ACDS) has ended. I started this blog a year and a half ago to communicate examples of effective instructional strategies to our parents. Over time, it became evident through Google Analytics that the readers were not just our parents. We began to have hits to the blog from across the US and worldwide. The greater learning community of educators began to hear about the practices of our teachers through blogs, Twitter, Facebook, etc.

ACDS will have a new website this summer with the option to host blogs. As I move on to Washington International School (WIS), I hope my replacement will start a blog at the new site, as this will be the last post for the Innovative Practices at ACDS blog.

My transition to Washington International School means new learning opportunities for myself and the readers of Innovative Practices at ACDS if you choose to follow me. The educators at Washington International School are known for their leadership in many areas of teaching and curriculum.

Here are a few:

I will soon share these topics via my Lessons Learned professional blog and the EdTech Co-Op podcast I co-host with Dr. Mark Hofer of the College of William & Mary. Another topic I often write and podcast about is the Information and Communications Literacies (ICL) combined library and instructional technology approach to “skilling” our students for an information-rich world. Fortunately, the instructional technologists and librarians of Washington International School have a strong ICL curriculum in place. It will be an excellent opportunity for my professional growth to learn from my new teammates and then share via my blog and podcast.

I thank the ACDS teachers who shared their lessons with me and the readers for following this blog. I am very excited, starting in September, to be in the position to continue to share with you how fantastic teachers adapt and innovate their lessons to reach all their learners. Please look to join me as we continue this learning journey together.

-David Carpenter

Instructional Technologist
Twitter: davidcarp

Tips for Supporting Student Videographers in Creating Documentaries

Mark Hofer of the College of William & Mary and Kathy Swan of the University of Kentucky continue to provide leadership in student-created documentaries. One can see some of their work at the Digital Directors Guild and Digital Docs in a Box. Kathy and Mark are now writing a book on how to support students as they produce documentaries. They reached out to practitioners in the field to give them some tips on what doing documentaries and videos in general look like in the classroom.

I put together some of my experiences, which you can find below. I also contacted Sean Moran, the Director of Technology for Washington International School (WIS), to share his insights. Sean’s background is in media creation, and he helps manage the WIS Global Issues Film Festival. Thanks to Sean for permitting me to post his response to Mark and Kathy.

Sean’s Writeup:

As someone trained years ago in production at a time when the film was a physical strip of frames on a reel, and video was recorded on a cassette magnetically, before YouTube and streaming video and phones that double as cameras, I brought a set of assumptions to the task of teaching children about documentary film making that I quickly learned I needed to abandon.

I assumed the ease of consumption of digital video (films, television, internet memes) prepared students to be more thoughtful viewers by the mere exposure to enormous volumes of content. I learned that the reality is just the opposite. The majority of digital video viewed by the average adolescent captures attention despite poor production values, a lack of understanding of film grammar, and a complete disregard for story structure. Because of this, students never learn a vocabulary of composition or structure that can help them create their documentaries.

I also assumed that the ubiquity of inexpensive, high-quality cameras and editing software would predispose students to craft technically competent products. Again, I was disappointed. I found students are so surrounded by technology that they’ve become adept at discovering shortcuts in coping with that technology. They often never learn why they are doing what they are doing — they know it works. This kind of cursory knowledge works against the complete kind of understanding that it takes to shoot and edit an effective documentary piece.

So, I was left with little foundation and bad habits that I felt I needed to break. I concentrated on the following concepts:

1. It’s all about the story. Without a story, a documentary is just a collection of facts. And while that worked for Al Gore in making An Inconvenient Truth, it’s not the best strategy for the rest of us to use in conceptualizing a film. To this end, the script is critical. Starting with a well-researched premise and continuing through diligently transcribed interviews, ensuring the script’s building blocks are solid will position any student filmmaker in creating a documentary that resonates with its audience. This is incredibly detailed work and requires patience — all way before most of the art of the documentary happens.

2. Be prepared. It’s not just for the Boy Scouts. My college television production professor used to say, “If you fail to plan, you plan to fail.” Whether Ben Franklin or Winston Churchill gets the first credit for this aphorism, it’s good advice for the student digital filmmaker. Location documents, equipment lists, scripts, storyboards, and shot sheets — these are the things that separate factual documentaries from funny cat videos. The shooting of the b-roll and the editing of the film should almost be mechanical tasks in realizing the film’s vision. So often with students, the planning happens after they’ve checked out the equipment and are about to shoot. Aside from being efficient, it also only leads to good decision-making.

3. Understand basic film vocabulary. Just a simple explanation of the types of shots (long shot, medium shot, close up), basic editing principals (edit on an angle, an action, or cut to a different size), and camera and lighting techniques (avoiding zooms, maintaining headroom and eye line, three-point lighting) will help pull everything together. A student can have detailed documentation for location shots and interview questions. Still, if that student understands the aesthetic tradition fundamentally, the final film will look like a home video.

4. Learn from the pros. Deconstructing good documentary films is the best way to model good technique. From analyzing specific shots and editing choices to looking at narrative arcs and depictions of specific characters, pulling apart good films is essential before allowing students to pick up cameras.

5. It’s about the process. Student films can be wildly successful projects without looking remarkably polished. Student internalization of the lessons of the production process (planning, teamwork, the manipulation of the film’s message to communicate an idea to an audience) is the ultimate goal. Generally, a good product follows a good process, but ‘good product’ is a squishier concept and, especially in the hands of a novice filmmaker, can be more elusive.

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David’s Writeup:

-Have a clear listing of technical and content criteria in a rubric. It helps to start teaching good design skills early in the elementary school curriculum. Allow students to analyze good and poorly-designed presentations to build their foundation knowledge. As the students progress through elementary school, moving from basic presentation tools like PowerPoint to screencasting to video, they need to develop their critical eye to the point that they can help develop rubrics for video projects. We know that multimedia production leads to huge buy-in and ownership from students. Look to go the next step to let them use their developing expertise to devise how to evaluate their work. This is one way to help “TPACK” our young videographers. 🙂

-Ensure the students always have the project rubric in hand as they prepare and shoot their videos. The rubric should contain the normal listing of criteria but also questions to get the students to think about their audience, their intent, how they are introducing and building characters, and technical criteria. These questions should all be fully answered in the scriptwriting phase of the process, but it doesn’t hurt to keep reminding the students as they look to shoot the video that connects to their storyboard.

-It is valuable to immerse the students in documentaries to view independently with questions to help them develop their documentary analysis skills. Class time can be better utilized for discussions as opposed to watching videos unless, of course, the videos cannot be shared via the Web. Using a blended approach via a threaded discussion through one’s learning management system is one way to have the students discuss documentaries. The virtual sharing of ideas can carry over to the classroom, where the teacher can use questions to help the students better understand the structure, strengths, and weaknesses of the videos they watched.

-It is helpful to build the students’ technical vocabulary regarding the nuts and bolts of videography and terms specific to documentaries. We give students a way to talk about their writing using the 6+1 traits. We need to do the same for videography and documentary production.

-Look to put students in the position to analyze their work as they proceed through the video recording phase of the production process. We often start the documentary production process by having teams pitch ideas for their video. Look to continue this process to have teams watch their multiple takes using their vocabulary to analyze their work. This formative self-assessment helps the students internalize their work with a critical eye. One can go a step further to have teams pitch (i.e., show) a few takes of a scene to the class as a whole, where they first offer their constructive criticisms but then ask for responses from the other teams. This could be done in a blended fashion as well. The ultimate goal is to choose the best take for each scene. Students are often more open to feedback from their peers than their teachers. 🙂 The bottom line is that the less experienced students need technical and content feedback as they shoot their scenes. It is easier to wait until the editing stage if the video content needs to be re-shot. This, again, is where a clear listing of criteria in the form of a rubric puts the students into self-reflection mode. For example, one can point to the lighting or sound section of the rubric to ask the students how they would score themselves. The same goes for the content, as in connecting the video to the storyline, character development, etc., which should be easily connected by comparing the storyboard and script to the video scene.

-Using a collaborative app/website like MindMeister to create the team’s storyboard is helpful. Everyone has access to it as they move through the shooting phase of the production process. Changes can be made, notes for specific takes, scenes recorded after shooting, etc. The storyboard can be shared with the teacher, who can give ongoing formative feedback.

-Logistics and adult supervision come into play, especially with elementary and middle school students. Look to work with the students to write up a code of conduct for shooting their scenes when they are out in the school. Working with the administration to get their take on how much freedom students can have in shooting in the cafeteria, classrooms, etc. when an adult might not always be present, is helpful. The older the students, the more one wants to allow them to be responsible and self-sufficient. Finding spaces to record videos in one’s school is difficult. Even if a space is open, students and adults walking through the area can be a problem. Background noise, especially in hallways, is another obstacle the student videographers must solve.

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