Video Self-Assessment: 2015 Fremont High Senior Project Oral Pres Rubric aligned LinkLearn.pdf

 
 
 
2015 Fremont High Senior Project Oral Pres Rubric aligned LinkLearn.pdf
Rubric
 
 
Students are also recorded giving feedback to their peers using the Oral Presentation Rubric as a guide. This allows students to better internalize the expectations of the oral presentation for themselves. We spend a significant amount of time focused on the "Presentation Skills" and "Use of Digital Media" domains when giving peer-to-peer feedback.
  • 2015 Fremont High Senior Project Oral Pres Rubric aligned LinkLearn.pdf
  • 2015 Fremont High Senior Project Oral Pres Rubric aligned LinkLearn.pdf
Rubric
 
 
Students are also recorded giving feedback to their peers using the Oral Presentation Rubric as a guide. This allows students to better internalize the expectations of the oral presentation for themselves. We spend a significant amount of time focused on the "Presentation Skills" and "Use of Digital Media" domains when giving peer-to-peer feedback.
 
Feedback Systems

Video Self-Assessment

A valuable routine not only for my students but for my own learning as well is the use of video recording in the classroom. Key events to record are our academic discussions, their individual oral presentations, and as much as possible, their learning process as they build their skills. My students have a Senior Capstone Project and are expected to be able to present their research findings in both live and digital form. This is one example of a project where video recording becomes a necessary tool. From day one of the school year, the video camera slowly becomes a part of the village that is my classroom. Before students are recorded themselves, I show a significant amount of footage from previous years, whether it be past seniors giving advice about student mindset or a snapshot of a Socratic seminar. Students learn quickly that the video camera can be an amazing tool for helping them to become excellent presenters, and we discuss its value in capturing individual "isms" where a student has a particular presentation habit that needs adjusting. I also find it useful to record students giving each other peer feedback in addition to my own feedback. There is an added level of accountability when students know their feedback will also be recorded, which then leads students to focus on the language of the rubric to understand what is truly being assessed. 


Strategy Resources (3)
Students In Action
 
 
I record video clips to create a "Highlight Reel" for each student that captures their oral presentation skill development. These clips are taken during practices and the final performance, as well as during Socratic seminars. I use a simple program like iMovie to produce these Highlight Reels and then share them to a class folder. My students have access to each others Highlight Reels because it allows them to see different peer models of the same skill, such as use of inflection or eye contact.
Rubric
 
 
Students are also recorded giving feedback to their peers using the Oral Presentation Rubric as a guide. This allows students to better internalize the expectations of the oral presentation for themselves. We spend a significant amount of time focused on the "Presentation Skills" and "Use of Digital Media" domains when giving peer-to-peer feedback.
Students In Action
 
 
I record video clips to create a "Highlight Reel" for each student that captures their oral presentation skill development. These clips are taken during practices and the final performance, as well as during Socratic seminars. I use a simple program like iMovie to produce these Highlight Reels and then share them to a class folder. My students have access to each others Highlight Reels because it allows them to see different peer models of the same skill, such as use of inflection or eye contact.
Rubric
 
 
Students are also recorded giving feedback to their peers using the Oral Presentation Rubric as a guide. This allows students to better internalize the expectations of the oral presentation for themselves. We spend a significant amount of time focused on the "Presentation Skills" and "Use of Digital Media" domains when giving peer-to-peer feedback.
Johanna Paraiso
Fremont High School Oakland
Oakland, CA


 

About this strategy

Prep Time:
Moderate
Subject:
English / Language Arts
Grade:
Twelfth grade
Similar Strategies
Assessment & Data
Filming a Socratic Seminar

Although I can not predict when great insights will come up during a Socratic seminar, I can be assured that they will happen. I film the seminar because I then play back the footage to help me create accurate scripted notes that students can use as an additional resource to support their analysis writing. I have also found that using clips from the seminar to build a Gooru collection or to share during a moment of direct instruction is a very engaging way to teach. It also acknowledges what my students know and it allows them to, in essence, help me teach the class. 

 
Instructional Openings
Just the Facts

Just the Facts asks one to two students to summarize quickly the reading that will be used in the day's discussion. We follow a simple protocol of "Who + What"--citing which characters from the text did what significant actions in order to move the plot forward. When the initial student is finished sharing key facts from the reading, another student might be asked to fill in any other details. If there are plot details that are incorrect, it is an opportunity for other students to correct the errors. These "police report" type of summaries can be audio or video recorded, quickly edited, and then posted on to the class website as a more engaging way for students to review significant plot points from our class texts. Although there is an ideal reading pace at which I want students to move, some will be ahead of the reading calendar and some will be behind. Also, many students are anxious or reluctant to share out loud when it comes to analysis of the reading. Given that the Just the Facts reports the text's plot and simply the facts, more students are enthusiastic about sharing because the strategy allows different students to be the experts in relaying facts.

 
Whole-Group Instruction
Teacher Tracking of Socratic Seminar

The Socratic Seminar is completely student-run in my class, and I alternate between the inner/outer circle format and a single-circle format. As the teacher, I play the role of videographer and when there is only one circle, I publicly track the quality of student comments on the white board throughout the conversation. This is an effective way to let students know when their thinking is becoming more and more insightful. I use the colors green, orange, and red to color code the tally marks I make on the board. Green means that the student offered a comment that made sense and was explained well. Orange signifies that the students cited evidence with their comment, which is the goal for everyone to reach at least once in the seminar. Lastly, a red tally mark next to a student's name means that the student not only used evidence when they commented but also offered a keen insight using that text evidence. This kind of in-the-moment tracking encourages the students to really think about how to share thoughts in the Seminar that will allow their peers to dig deep into the text and create meaning. They strive for the red tally because it means their brain and their contributions to the Seminar are "on fire".

 
 
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