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
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