My students have a high-stakes oral defense of their senior research towards the end of the spring semester, and we prepare for that all year. The Video Diagnostic is a recording of each student’s starting point in the oral presentation process and an opportunity for students to see a snippet of their presentation "selves," what their peers see as their current strengths, and what their teacher sees as their current challenges. Each Video Diagnostic includes these three parts -- the oral presentation, peer feedback, and teacher feedback. These are then packaged into one short Video Diagnostic, uploaded, and shared to the student. The student watches it all and gets a clearer sense of how they appear to an audience in terms of their tone, inflection, pacing, and eye contact. I also have them watch these diagnostics a few weeks before the high-stakes presentation as a confidence booster because all of them will have made tremendous gains in their oral presentation skills from that first diagnostic to months later when they are finalizing their presentations at the end of the year.
A Gooru Collection is a strategy I utilize frequently in my blended classroom to personalize learning for my students. Students log into our class on the Gooru site to access a curated "digital playlist" of engaging resources that I have found online or created myself. These different "texts" can be videos, images, articles, websites--basically anything that can be accessed online. Students interact with the resources in the Collection at their own pace, and I make time in each class period to check in with each student while they are engaged in the Collection (this is facilitated by my students' use of headphones). Students can review an uploaded resource multiple times if necessary to gain understanding. I include questions after every resource to prompt my students' thinking and/or to assess what they are learning from the resource. Given the media-driven world in which we live, it is important for my students to have this opportunity to synthesize their understanding of concepts and literary elements through multiple text formats.
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.
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.