Monday, April 24, 2017

Teacher Spotlight - Christina Chance - Stop Motion Video

Teacher Spotlight: Christina Chance

Stop Motion Videos


Student setting up Stop Motion stage                                               


What are the students doing?  

Building props for stop motion videos.The students have tapped into their entrepreneur skills by creating a business based on their interest and also solves a problem and/or provide a need. They learn to market their businesses through the use of flyers, business cards, and both radio and TV commercials that they create. The students are currently working on their TV commercials where they will have to include Stop Motion Animation which will bring life to objects. The students will use their imagination along with technology to create a video commercial that advertise their business. The students will first write their storyboard for their commercial and show how they will use stop motion in their commercial. Students will provide a list of items they will need to record their videos. Students are not limited to what they can use (within reason and it is appropriate).  


What do you hope students accomplish by completing this activity?
  
They will learn to create a moving visual story and use digital, and multimedia techniques. Students learn writing skills, by creating a script, marketing skills, and most importantly they learn problem solving and critical thinking skills.  

How did this activity tie to your standards?  

E. PROBLEM SOLVING (Standard)

This provides students with opportunities to become “computational thinkers” by applying a variety of problem--‐solving techniques as they create solutions to problems that are situated in a variety of contexts.


How did this activity promote student learning? 

Students learn that they can be their own boss by using talents they currently have by turning their love and interest into a business. This is an authentic lesson that students can apply to their life now and in the future. It teaches students a variety of approaches to solving problems and it promote critical thinking. It allows them to see that there are not always a right or wrong answer to a problem therefore making everyone feel included and give each student an opportunity to showcase their talents.    
Students taking stop motion of their race track.

Teacher Spotlight - Kristin Mixson, Science

Teacher Spotlight: Kristin Mixson

Science - Teacher Created Videos

What are the students doing?  

Accessing teacher-created instructional videos 

What do you hope students accomplish by completing this activity?
  
Students have complete access to the instructional lecture from home and/or in the classroom for review and easy access.

How did this activity tie to your standards?  
All standards can be included in video-taping the lessons.

How did this activity promote student learning? 

I love hearing from parents that they were able to watch my videos at home as they review---or if they are absent in class.  They still get the content.

One of the benefits of video recording the lessons with my face and voice is that students who are ESL or low readers are able to see and hear me pronounce the content vocabulary words properly.

Tuesday, April 18, 2017

Teacher Spotlight - Jill Lee

Teacher Spotlight: Jill Lee

Math - Algebra


What are the students doing?  

A "walk around" to identify equations graphed correctly. The students had to look at an equation, write it in slope intercept form from standard form, and graph it on an coordinate plane. Then they got in groups of students that had the same equation and compared answers. Once they agreed, they graphed the equation on big paper and taped it up the room. The students then "walked around the room" as a group and looked at other graphs to write the equation of the line from the other groups equations. All of the equations were then checked with the original equations.   

What do you hope students accomplish by completing this activity?
  
I wanted the students to be able to write an equation from standard form to slope-intercept form, graph the equation, then be able to write equations from graphs. The students enjoyed moving around the room with a "new group" and working with new people. They also had to peer tutor and help if someone was not getting the same answer.   

How did this activity tie to your standards?  
This was an 8th grade standard with my Honors class. 
 The standard states 8.EEI.6​: Apply concepts of slope and y-­intercept to graphs, equations, and proportional relationships.
Derive the slope ­intercept form (y = mx + b) for a non-­vertical line.
Write an equation in the form y = mx + b from a graph of a line on the coordinate plane.

How did this activity promote student learning? 

The walk around was great for collaboration and having them use what they know to find the equations from lines.  This was different task from what they originally had to do which was write an equation and then graph.  I liked it because it made the students work together to agree or disagree with each other and had them moving and making them accountable for their learning.
Creative Commons License
Make Common Sense Common (MCSC) by Tyler Abernathy is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.