In this course you will learn how to locate quality video resources, have a better understanding of the flipped classroom model, as well as how to use video to assess understanding. Participants will reshape an existing lesson, or build a new one, to include these tools to enhance your teaching and/or your students’ learning. Activities include readings and/or videos, with periods for discussion and reflection. Using Backwards Design theory and a Constructivist approach, you will design an assessment that supports the curriculum frameworks/standards.
“Teachers who use instructional video report that their students retain more information, understand concepts more rapidly and are more enthusiastic about what they are learning. With video as one component in a thoughtful lesson plan, students often make new connections between curriculum topics, and discover links between these topics and the world outside the classroom.” Read more
REGISTRATION DEADLINE: January 28, 2019
Course Details
| Audience | K-12 Classroom Teachers and Specialists |
| Level | Beginner & Intermediate |
| Instructor | Donna Gath Criswell |
| Dates | February 4, 2019 through March 11, 2019 (4 weeks online, excluding February vacation) |
| Earn | 12 hours of certificate of participation |
| Location | Online |
| MassCUE Member Cost | $195 |
| Non-Member Cost | $245 |
| Limit | 15 participants |
| Prerequisites | Basic computer and Internet skills |
| Graduate Credit (Optional) | At the first class, participants may choose to register for 1 graduate credit through Worcester State University for an additional fee of $125. All participants, including those who do not opt for graduate credit, will receive a certificate documenting the number of course hours attended. |
Donna Gath Criswell
Donna Criswell has been and Instructional Technology Specialist for many years, most recently for the Sudbury K-8 district. Donna believes that putting the tools into the hands of both teachers AND students, letting them learn through play, is key to ensuring successful and seamless integration and adoption. Donna has presented at numerous conferences throughout the area. She provides professional development for the EDCO Collaborative and Framingham State University. She was invited to participate in Intel’s “Teach for America”, Teach Advanced Online seminar in the UK in 2012 and was a teacher leader for the Massachusetts New Literacies Institute in 2010 and 2011.
Module 1: Learn how to use YouTube for Education, TeacherTube and other video resources in your teaching. You will read articles, watch videos and check out a variety of resources in this module.
Module 2: In addition to learning about the ‘flipped classroom’ model and pedagogy, you will also learn how to create your own videos with a few web based screen casting tools.
Module 3: Learn about backchanneling in your classroom and experience tools like Playposit and EdPuzzle that allow you to take existing video and insert questions to prompts along the way.
Module 4: Learn ways that students can create their own video(s) to demonstrate understanding using the same (or similar) screen casting tools you experienced in Session 2. A few new tools are added here that are suited to students.
Project Description: (Graduate credit participants)
Your final project will be a lesson that incorporates video into a unit of study. This can be a teacher created video that delivers content or a student created video that demonstrates understanding.
This course supports the following Massachusetts Digital Literacy and Computer Science standards:
K-2.DTC.b.1: Collaboratively use digital tools and media resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.
K-2.DTC.b.2: Use a variety of digital tools to exchange information and feedback with teachers.
K-2.DTC.b.3 Use a variety of digital tools to present information to others.
3-5.DTC.b.1: Communicate key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using digital tools and media-rich resources.
3-5.DTC.b.2: Collaborate through online digital tools under teacher supervision.
3-5.DTC.c.5: Create an artifact that answers a research question and clearly communicates thoughts and ideas.
6-8.DTC.a.4: Individually and collaboratively, use advanced tools to design and create online content (e.g., digital portfolio, multimedia, blog, webpage).
6-8.DTC.b.1: Communicate and publish key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using a variety of digital tools and media-rich resources.
6-8.DTC.c.4: Create an artifact, individually and collaboratively, that answers a research question and communicates results and conclusions.
9-12.DTC.a.1: Use digital tools to design and develop a significant digital artifact (e.g., multipage website, online portfolio, simulation).
9-12.DTC.a.2: Select digital tools or resources based on their efficiency and effectiveness to use for a project or assignment, and justify the selection.
9-12.DTC.c.5 Create an artifact that answers a research question, communicates results and conclusions, and cites sources.
Sign Up for This Workshop
Integrating Educational Video into the Curriculum How to Use Video to Flip, Differentiate, Assess and Enhance Teaching and Learning in Your Classrooms in collaboration with EDCO February 4, 2019 through March 11, 2019 (4 weeks, minus February vacation) Four online weekly sessions in collaboration with EDCO Collaborative
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