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
Feedback Systems
Partner Assessment

Our classroom is committed to being in the public eye, so that our work together has real-life meaning and authentic value. Thus, it is necessary that a culture is established in which everyone looks at each other as assets in the game where constructive criticism meets the oral presentation. This is key, especially in small groups when students will be giving peer-to-peer feedback and scoring each other on the same rubric that an outside audience will be using to score their presentation performance. When students do this kind of partner assessment, I find it most effective if the group only focuses on one or two of the rubric domains rather than the entire rubric. By concentrating their feedback, they are then able to take the next step -- developing a common and targeted set of strategies that they all can practice in order to become excellent oral presenters.

 
Instructional Planning
Johanna's Approach to Planning

Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Johanna plans for instruction in her blended classroom.

 
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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