Video Self-Assessment: Video Self-Assessment

 
 
 
Video Self-Assessment
Students In Action
 
 
Students In Action
 
 
 
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
Collaborative Student Groups
Film Framing

Film Framing uses animated films students often remember from childhood as a jumping-off point for approaching the serious and often emotionally tough conversations that we will be having later in the class period about the novel we are studying. Given their visual appeal and simple storylines, these films are one way to support my students as they grapple with complex questions and apply literary theories and devices. Part of the analysis process for my students is tracking their observations throughout each clip and using those notes during the class discussion that follows the viewing. The understanding they gain through the film discussion on how to answer these complex questions and apply multiple lenses is then applied to our class novel. An additional benefit of Film Framing is that my students become more critical consumers of media in general.

 
Blended Learning Model Overviews
Johanna's Model Overview

I would describe my classroom as a mix of a flex and a face-to-face instructional model. During our block periods, my students transition frequently among different learning modalities, including online self-paced learning, collaborative small group learning, and whole class instruction. They use online tools to become stronger readers, to conduct research, to connect with communities beyond our classroom, and to engage civically through blogging, virtual discussions, and community-focused projects. Ideally through consistent student-to-student collaboration, my project-based classroom allows students to see the importance of social justice and how it is infused in the literature content they engage with on a regular basis. Co-teaching and authentic project-based learning are key elements of my model.


Number of Students: ~15-25 students

Number of Adults: one teacher; one student teacher

Length of Class Period/Learning Time: 92 minutes (M, T, Th, F); 35 minutes (W)

Digital Content/Ed Tech Tools Used on a Regular Basis: Google Drive; Google Apps for Education; Gooru Learning; Adobe Photoshop; Newsela; Piktochart Infographic Creator; iMovie; iPhoto; Audible; Quizlet; Jupiter Ed; Google Hangouts

Hardware Used on a Regular Basis: mobile cart with 34 Chromebooks (1:1)

Key Features: project-based; innovative use of time; student agency

 
Instructional Planning
Socratic Seminar Prep

Socratic Seminars can be amazing learning experiences for students when they take the time to prepare what they will contribute to the conversation. Once the seminar prompt has been clarified, each student gets ready by reviewing their Annotation Logs to identify what evidence and analysis addresses the prompt. This preparation often takes 15 minutes, and during that time students use a graphic organizer to develop the key points they want to contribute. Regardless of how many Socratic Seminars we may have already done in the class, we always review the norms to ensure that the time we spend in dialogue is useful and inclusive.

 
 
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