Project overview


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Project overview

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Title:
Project overview
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Schneider, Jenifer Jasinksi ( Author )
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Tampa
FL.
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University of South Florida
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English
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Education -- Research ( lcsh )
Literacy ( lcsh )

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Read this document for a complete overview of the project.

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University of South Florida
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University of South Florida
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I17-00001 ( USFLDC DOI )
i17.1 ( USFLDC Handle )

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! Schneider, J.J. (2016). Analyzing student made films: A design based field experience in composing disciplinary texts (pp. 1 7) Retrieved f rom Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF Libraries Digital Collections http://digital.lib.usf.edu/ Analyzing Student Made Films: A Design Based Field Experience in Composing Disciplinary Texts Jenifer Jasinski Schneider, Ph.D. University of South Florida 2016 Background As a Literacy Studies faculty member, my research, teaching, and service agendas have focused on children's composing processes and arts based approaches to literacy education. Through my creatio n of community engaged projects, I focus on the changing set of strategies that childre n use to read and compose texts. I also study the ways in which teachers teach compositional processes Project Overview In 2005, I designed a field experience for an undergraduate writing methods course offered to elementary and special education students. I designed the field component with the pedagogical goal of creating a productive opportunity for teacher candidates to practice teaching writing under my direct mentorship. The purpose of the design based research experiment (Barab & Squire, 2004; Design Based Research Collective, 2003) was to purposefull y manipulate the contexts and my instructional strategies during successive iterations in order to find the most effective ways to integrate authentic, multimedia literacy and print centric literacy instruction to support teacher candidates' professional d evelopment as well as to enhance K 6 student learning. E ach time I taught the writing methods course, I brought the teacher candidates into the field to work with 50 100 students for a portion of the semester. Rather than attend class at the university, I taught class in school s or community centers where the candidates could practice teaching. In each carefully designed experience, I taught the candidates and students in one large space such as cafeterias or libraries so I could circulate, support a nd coach the candidates (Figure 1) At the beginning of each class session, I taught the candidates particular strategies for teaching writing that were relevant to the context. The n the teacher candidates worked in pairs to apply what they learned by teac h ing a small group of 4 6 students (Figure 2 ). I also taught composing strategies directly to the entire group of K 6 students in order for the candidates to observe my instructional modeling as I worked directly with the children. Following my instruction al lead each of the small groups created two publications: a collaboratively composed text and a video based on a curricular topic (Figure 3 ). Every semester I combined each group project into a larger collection of student work and I disseminated the pro ducts to the candidates, the students, and their families. Figure 1. USF Teacher writing Figure 2. Students filming Figure 3. USF Teacher uses with e lementary students a scene for their video iPads with s tudents

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! Schneider, J.J. (2016). Analyzing student made films: A design based field experience in composing disciplinary texts (pp. 1 7) Retrieved f rom Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF Libraries Digital Collections http://digital.lib.usf.edu/ # Developing Meaningful Products and Real World Outcomes Under my guidance, the teacher candidates and the students engaged in composing strategies and wrote print based texts in order to learn more about curricular topics and to develop disciplina ry writing skills (Pearson, Moje, Greenleaf, 2010). They also created short digit al films to share the information with wider audiences (Magnifico, 2010). The creation of print and digital products and the involvement of outside audiences supported the ch ildren's development of audience awareness and created a need for syntactic complexity in their writing (Graham, McKeown, Kiuhara, & Harris, 2012). In addition, the students and candidates learned to embody roles, write scripts, rehearse scenes, create pro ps, and film and edit video on their assigned topics (Figure 4). All of these activities are part of the new models for teaching composing in the digital age (Bruce, 2015). Figure 4 Sample t opics and video stills from one semester's collection on wate r and weather. Modeling Literacy Methods in the F ield Before and after each class session, I helped the candidates focus on the students' composing processes and products with in the context of curricular demands. I provided scaffolds for the teacher cand idates' instruction by modeling strategies, suggesting activities, and demonstrating graphic organizers ( Graham, McKeown, Kiuhara, & Harris, 2012) As the candidates worked with the students, I circulated among the groups and provided specific feedback and just in time coaching (Stover, Kissel, Haag, Shoniker, 2011)

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! Schneider, J.J. (2016). Analyzing student made films: A design based field experience in composing disciplinary texts (pp. 1 7) Retrieved f rom Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF Libraries Digital Collections http://digital.lib.usf.edu/ $ To give all participants an opportunity to compose with technological tools and to develop digital literacies, I borrowed equipment fr om the USF iTeach/FCIT lounge. Some of the schools lacke d the digital d evices necessary to make movies; therefore, I lugged 4 6 suitcases of equipment out to the schools so the candidates could learn how to teach with technology. I resisted the easier route of asking the candidates to BYOD (Bring Your Own Devic e) because I wanted to ensure the candidates had functioning equipment that could be used for educative purposes. Also, by providing the equipment, I controlled the tools, which meant I could teach candidates, classroom teachers and students how to use ca meras to create meaning through shots and angles. I taught them how to use iMovie to compose a story through layered visual elements. And I taught them how to edit their films to focus on narrative structures and audience. By taking the responsibility of p roviding the tools, this also meant that I served as the tech support/trouble shooter in the field. Those who have taught with technology know the number of glitches that occur and require trouble shooting. Yet, I felt it was essential that my students lea rned how to teach children using the most current tools and appropriate digital literacy methods to prepare them for their careers as teachers. At the end of every semester, I gathered the collection of 14 16 group projects and shared them with the studen ts and their families (Figure 5) In the early days (2005 2007 ), I created DVD's, burned the videos to disks, and provided every student and candidate with a physical copy. I also invited parents and families to the schools for a special screening of the f inal products. From 2008 to 2013, I continued to invite parents and families to preview the children's final products. But, instead of disks, I published the films on school websites or iTunes U (e.g., https://itunes.apple.com/us/itunes u/going green films/id384505068?mt=10 ) Many of t hese projects are still publicly available in the USF College of Education's iTunes U collections (Figure 5). Figure 5. Screen shots of video collections housed on iTunes U.

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! Schneider, J.J. (2016). Analyzing student made films: A design based field experience in composing disciplinary texts (pp. 1 7) Retrieved f rom Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF Libraries Digital Collections http://digital.lib.usf.edu/ % More recently I have worked with iPads; therefore, I had the capability to publish the texts and videos as eBooks. I shared the eBooks via email links through iTunes U and during special screening s at the scho ol s (Figure 6). Figure 6. Sample pages from eBook collection including text and images https://itunes.apple.com/us/itunes u/going green films/id384505068 To date, the students and candidates created over 250 videos. I have developed 17 collections of multimedia content that ar e publicly viewable in iTunes U, and 10 other collections are viewable on the St. Lawrence Oral History website ( http://fcit.usf.edu/stlawrence/index.html ) and/or the Contemporary Literacies Collaborative website ( http://fcit.usf.edu/clc/index.php ), and 8 collections are on DVD. The existe nce of these digital literacy products is evidence for my students, the children, their parents (and others) of the power and promise of newer, digital literacies in the lives of children and teachers. Across 20 iterations of the course embedded field exp erience I have worked with four schools, one community center, 26 class room teachers, approximately 500 USF teac her candidates, and more than 13 00 elementary students (Table 1) It is important to recognize the impact of these educational experiments on t he hosting contexts. Children experienced immediate benefits by improving the quality of their written and digital products. Parents and families were able to view products and increase involvement in their child's education. The classroom teachers continu ed to modify their instruction and incorporate digital literacies as part of their curriculum. And the teacher candidates learned how to teach composing across the curriculum, how to differentiate instruction to match the children's needs, how to assess st udent composing, and how to communicate with children and families.

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! Schneider, J.J. (2016). Analyzing student made films: A design based field experience in composing disciplinary texts (pp. 1 7) Retrieved f rom Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF Libraries Digital Collections http://digital.lib.usf.edu/ & Table 1. Overview of courses taught in the field Semester Disciplinary Focus / Links to Products Location of Community Engaged Activity Participants Summer 2005 Community News DV D University Area Community Center 39 Undergraduates 50 K 5 Grade Students Summer 2006 Community News DVD University Area Community Center 32 Undergraduates 50 K 5 Grade Students Spring 2007 Oral History http://fcit.usf.edu/stlawrence/index.html St. Lawrence Catholic School 32 Undergraduates 254 K 6 Students 15 Classroom Teachers Fall 2008 Going Green https: //itunes.apple.com/us/itunes u/going green films/id384505068?mt=10 Learning Gate Community School 34 Undergraduates 70 6 th Grade Students 5 Classroom Teachers Spring 2009 Probe the Globe /Africa Project https://itunes.apple.com/us/itunes u/africa project/id384505429?mt=10 Learning Gate Community School 34 Undergraduates 69 6 th Grade Students 5 Classroom Teachers Summer 2009 Oral History Part 2 http://fcit.usf.edu/stlawrence/index.html St. Lawrence Catholic School 24 Undergraduates 112 5 6th Gr. Students 4 Classroom Teachers Fall 2009 M 2 TV (Math Music Television) https://itunes.apple.com/us/itunes u/math music tv/id384505884 Learning Gate Community School 34 Undergraduates 72 6 th Grade Students 5 Classroom Teachers Spring 2010 Welcome to the Future https://itunes.apple.com/us/itunes u/welcome to the future/id384506058?mt=10 Learning Gate Community School 31 Undergraduates 74 6 th Grade Students 5 Classroom Teachers Summer 2010 Middle Ages https://itunes.apple.com/us/itunes u/middle ages/id384506628?mt=10 St. Lawrence Catholic School 29 Undergraduates 60 3 rd Grade Students 2 Classroom Teachers Summer 2010 Mammals https://itunes.apple.com/us/itunes u/mammals/id384506459?mt=10 St. Lawrence Catholic School 15 Undergraduates 33 5th Gr. Students 1 Classroom Teachers Summer 2010 Am erican Revolution https://itunes.apple.com/us/itunes u/american revolution student/id384506479?mt=10 St. Lawrence Catholic School 14 Undergraduates 32 5th Gr. Students 1 Classroom Teachers Fall 2010 Water/Weather https://itunes.apple.com/us/itunes u/childhood education/id384498554 St. Lawrence Catholic School 36 Undergra duates 74 5th Grade Students 2 Classroom Teachers Spring 2011 Oral History DVD USF Patel Elementary School 25 Undergraduates 40 K 5 Grade Students 1 Principal

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! Schneider, J.J. (2016). Analyzing student made films: A design based field experience in composing disciplinary texts (pp. 1 7) Retrieved f rom Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF Libraries Digital Collections http://digital.lib.usf.edu/ Summer 2011 American Revolution https://itunes.apple.com/us/itunes u/american revolution student/id528396328?mt=10 St. Lawrence Catholic School 13 Undergraduates 37 5th Grade Students 1 Classroom Teacher Summer 2011 Vertebrates https://itunes.apple.com/us/itunes u/vertebrates student producedid528403771?mt=10 St. Lawrence Catholic School 13 Undergraduates 37 5th Grade Students 1 Classroom Teache r Fall 2011 Sustainability Grants https://itunes.apple.com/us/itunes u/going green films/id384505068?mt=10 https://itunes.apple.com/us/itunes u/coedu sustainability student/id528493621?mt=10 Learning Gate Community School 34 Undergraduates 82 6th Grade Students 7 Classroom Teachers Spring 2012 Going Green Public Se rvice Announcements https://itunes.apple.com/us/itunes u/going green public service/id519740418?mt=10 USF Patel Elementary 29 Undergraduates 60 K 6 Student s 1 School Administrator Summer 2012 American Revolution https://itunes.apple.com/us/itunes u/american revolution student/id528396328?mt=10 St. Lawrence C atholic School 12 Undergraduates 37 5th Grade Students 1 Classroom Teachers Summer 2012 Vertebrates https://itunes.apple.com/us/itunes u/vertebrates stude nt produced/id528403771?mt=10 St. Lawrence Catholic School 13 Undergraduates 37 5th Grade Students 1 Classroom Teachers Summer 2013 The Environment https://holynamestpa.haikulearning.com Acad emy of the Holy Names Elementary School 14 Undergraduates 60 4th Grade Students 4 Classroom Teachers In 2005, I made the deliberate choice to teach literacy methods courses differently. I opted to create a field experience component in my course, to e stablish relationships with school leaders, and to collaborate with classroom teachers because I had a vision to build a better model of literacy teacher education. I wanted the candidates to apprentice into teaching under my mentorship and to learn in con texts that were optimal for candidate and K 6 student success. T he various iterations of this project demonstrate the value I have consistently placed on community engaged teaching and research. Over the years, the students and teacher candidates presente d information on a range of disciplinary topics (See appended documents) They also made use of different tools and shifting technology, demonstrating composing skills and digital literacy competencies. T he project s have evolved to meet the needs of the teachers and the schools a nd my teaching and research have evolved as well

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! Schneider, J.J. (2016). Analyzing student made films: A design based field experience in composing disciplinary texts (pp. 1 7) Retrieved f rom Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF Libraries Digital Collections http://digital.lib.usf.edu/ ( References Barab, S., & Squire, K. (2004). Design based research: Putting a stake in the ground. The journal of the learning sciences 13 (1), 1 14. Bruce, D. L. (2015). Multimedia production as co mposition. Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Volume II: A Project of the International Reading Association 2. Design Based Research Collective. (2003). Design based res earch: An emerging paradigm for edu cational inquiry. Educational Researcher 5 8. Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology 104 (4), 879. Magnifico, A. M. (2 010). Writing for whom? Cognition, motivation, and a writer's audience. Educational psychologist 45 (3), 167 184. Pearson, P. D., Moje, E., & Greenleaf, C. (2010). Literacy and scie nce: Each in the service of the other. Science 328 (5977), 459 463. Stove r, K., Kissel, B., Haag, K., & Shoniker, R. (2011). Differentiated coaching: Fostering reflection with teachers. The reading teacher 64 (7), 498 509. Key Publications Based On The Projects Anderson, A.W., Smith, P., Schneider, J.J., & Frier, A. (2015b ). Live from Mount Olympus: Theatricizing two analyses of a multimodal, multimedia composition. Creative Approaches to Research, 8 (1), 75 96. Blan kenship, M.U., Margarella, E., Thomas, J., Holmberg, A., & Schneider, J.J. (2014). Cloudy or cumulus: Collaborative composition and storyboarding to produce print and digital science texts. In J.J. Schneider (Ed.) Casework in K 6 writing instruction: Connecting composing strategies, digital literacies, and disciplinary content to the Common Core (pp. 205 216). New York, NY: Peter L ang. Kozdras, D., King, J.R., Schneider, J.J. (2013). Learning the disciplinary language and literacies of multimodal composition. In R.E. Ferdig & K.E. Pytash (Eds.) Exploring multimodal composition an d digital writing (pp. 350 363 ). Hershey, PA: IGI Global. Schneider, J.J., (2015). iText, but iDon't teach with it: An essay on i literacy in teacher education. Action in Teacher Education, 37(2), 120 137 DOI 10.1080/01626620.2014.969850 Schneider, J.J., King, J., Feger, M.V., Minick, V., Kozdras, D., Kirby, A. (2005, December). Keepers of the texts: Literate identities for "teachers" and "at risk" students within a service learning context. Paper presented at the meeting of the Nationa l Reading Conference, Miami, FL. Schneider, J.J., King, J., Kozdras, D., Minick, V. (2006, December) Power, performance, and perspective in a preservice teacher/elementary student collaborative research/teaching project in multi literacies. Paper present ed at the meeting of the National Reading Conference, Los Angeles, CA.

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! Schneider, J.J. (2016). Analyzing student made films: A design based field experience in composing disciplinary texts (pp. 1 7) Retrieved f rom Multimodal Data Analysis: A Curated, Open Access Collection of Methodologies USF Libraries Digital Collections http://digital.lib.usf.edu/ ) Schneider, J.J., King, J.R., Kozdras, D., Minick, V. (2011). Accelerating reflexivity? An ethno theater interpretation of a pre service teacher literacy methods field experience. Inter national Journal of Qualitative Studies in Education, 25(8), 1037 1066 DOI 10.1080/09518398.2011.595740. Schneider, J.J., King, J.R., Kozdras, D., Welsh, J., Minick, V. (2009). Multimedia, oral history, and teacher education: From community space to cyb erspace. In D. Pullen, C. Gitsaki, & M. Baguley (Eds.). Technoliteracy, discourses and social practice: Frameworks and applications in the digital age (pp. 185 198) Hershey, PA: Information Science Reference. Schneider, J.J., Kozdras, D., Wolkenhauer, N. & Arias, L. (2014). Environmental e books and green goals: Changing places, flipping spaces, and real izing the curriculum. Journal of Adolescent and Adult Literacy, 57 (7), 549 564 DOI: 10.1002/jaal.286 Smith, P., Frier, A.D., & Schneider, J.J. (2014). Negotiating American history: Bilingual learners collaboratively compose information texts. In J.J. Schneider (Ed.) Casework in K 6 writing instruction: Connecting composing strategies, digita l literacies, and disciplinary content to the Common Co re (pp. 193 203). New York, NY: Peter Lang.

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PROJECT ANNOUNCEMENT Fall '11 Making Learning interesting Wednesdays 9:30am 12:15pm Schedule G REEN E DU TAINMENT earning Gate students are joining pre service teachers from the University of South Florida to participate in a lmmaking project. Purpose There are three purposes of this project. Students and pre service teachers will: 1. Discover and present interesting and accurate information about sustainability projects. 2. Demonstrate strong research and writing skills. 3. Develop a multimedia project to share information with a wider audience. Overview The Learning Gate students will work on teams that consist of 6 or 7 students. Each team will be matched with USF pre service teachers. The Learning Gate teachers will create a bank of topics. Each team will select a topic and create an ebook. Project Evaluation Students will assess writing using the 6+1 writing traits rubric. Students and teachers will assess the quality of the videos using the traits rubrics. Oct. 12th (USF) Script Development Students will brainstorm ideas using planning charts. Students will "pitch" their ideas to teachers. Students will create storyboards that display the beginning/middle/end of their text as well as their plan for images and sounds. Oct. 19th (Learning Gate) Script Development & Preproduction Students will write text/scripts. Students will evaluate the texts/scripts using a rubric. Students will plan camera shots. Students will create props. Oct. 26th (USF) Production Students will have a dress rehearsal and revise their texts/scripts based on group feedback. Students will begin lming Nov. 2nd (USF) Production/Post-production Students will continue lming and focus on creating meaning through camera angles. Students will begin editing lm. Nov. 9th (USF) Post-production Students will edit their videos using iMovie. Students will create meaning by layering images, sound, and text. Nov. 16th (USF) World Premier Video University of South Florida, 9:30a-12:00p Location: TBA Learning through New Media Literacies L Going Green

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Learning Gate Each week the Learning Gate teachers will supervise the students as they work with USF teachers. The Learning Gate teachers will monitor the lmmaking process and provide feedback to the students, teachers, and USF faculty and doc students. Sixth Grade Teachers Ms. Lisa Arias (USF grad: Elementary Education & National Board Certication) Amazing Math! Ms. Arias will assist with mathematic calculations and check proposals for accuracy. Ms. Beth Kern Ms. Mary Howard Dr. Kimberly van den Broecke (Ph.D. University of Nice) Elluminating Language Arts! Dr. van den Broecke will teach students various literary techniques that they can use to create meaning through text. Mr. Frank Howard Righteous Research! Mr. Howard will support students as they research their topic and work collaboratively towards a common goal. Teachers USF Faculty and Project Support Jenifer Schneider, Ph.D. Dr. Schneider is an associate professor in the Department of Childhood Education and Literacy Studies. She is the instructor of the elementary education majors who will work with the Learning Gate students. Jenifer will supervise the USF students, provide instructional support and guidance, and assess the projects. Come to USF to watch the world premier of your child's video! November 16th 9:30 am 12:15 pm Dr. Deborah Kozdras Dr. Kozdras is the Chief Creative Ofcer of the Gus A. Stavros Center for Free Enterprise. Deborah will observe the project, help collect information, and serve as a resource for economic and nancial information. Mr. James Welsh Mr. Welsh is a doctoral student in the Department of Childhood Education and Literacy Studies. He is also the director of the Florida Center for Instructional Technology. James will provide technological support and expertise to the project. Nathan Wolkenhauer. Nate is an Elementary Education major who works in the iteach lounge at USF. Nate will provide technical support and guide the elementary education teachers in video production.

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PROJECT ANNOUNCEMENT Fall 2010 Making Learning Fantastically Fun To view a project similar to this one, visit the Tampa Theatre Film Camp http://www.fcit.usf.edu/lmm/lms.html. Monday through Friday Schedule W RITING E DU TAINMENT t. Lawrence students will participate in a writing project with Education majors from USF. Purpose There are three purposes of this project. Students will: 1. Discover and present interesting and accurate information about specic content area information. 2. Demonstrate strong research and writing skills. 3. Develop a multimedia project to share information with a wider audience. Overview The St. Lawrence students will work on teams that consist of 3 or 4 students. Each team will be matched with USF pre service teachers. The St. Lawrence teachers will determine the content area topics. Each team will create an e book to share. Project Evaluation Students will complete reading and writing activities. USF majors will assess student samples and practice making teacher decisions. Students and USF majors will assess the quality of the lms using rubrics. Oct. 13th Script Development Students will brainstorm ideas using planning charts. Students will "pitch" their ideas to teachers. Students will create storyboards that display the beginning/middle/end of their texts well as their plan for images and sounds. Oct. 20th Script Development & Preproduction Students will write scripts. Students will evaluate the scripts using a rubric. Oct. 27th Production Students will begin planning the visual layout of the document. Nov. 3rd Production/Post-production Students will continue text development and focus on creating meaning through images and words.. Nov. 10th Post-production Students will edit their ebooks using Pages. Students will create meaning by layering images, sound, and text. TBA World Premier Video Location: TBA Bringing Content to Life S Learning !" Videos

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St. Lawrence Each week the St. Lawrence School teachers will supervise the students as they work with USF teachers. The St. Lawrence teachers will monitor the process and provide feedback to the students, teachers, and USF faculty and assistants. St. Lawrence Teachers Fifth Grade: Mrs. Maureen Cruikshank Mrs. Cruikshank will support students as they present accurate science content and help students anticipate audience reaction. Mrs. Joyce Healea Mrs. Healea will support students as they present engaging content and make texts come to life. Teachers USF Faculty and Doctoral Students Jenifer Schneider, Ph.D. Dr. Schneider is an associate professor in the Department of Childhood Education and Literacy Studies. She is the instructor of the elementary education majors who will work with the St. Lawrence students. Jenifer will supervise the USF students, provide instructional support and guidance, and assess the projects. Watch the world premier of your child's video! TBA Or check out the lms on USF iTunes U Matt Blankenship Matt was a high school reading teacher in Polk County. He is currently a doctoral student in the Department of Childhood Education and Literacy Studies. Matt will observe the project and tale observational notes. Erin Margarella Erin was a reading teacher in Pinellas County Schools. She is currently a doctoral student in the Department of Childhood Education and Literacy Studies. Erin will observe the project and take observational notes. Diedre Allen Diedre Allen was a reading coach for Pinellas County Schools. She is currently a doctoral student in the Department of Childhood Education and Literacy Studies. Diedre may observe the project and support the preservice teachers.

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PROJECT ANNOUNCEMENT May '13 Sustainability-responsibilityPossibility Schedule T HE E NVIRONMENT cademy students are joining University of South Florida pre service teachers to create an ebook about the environment. Purpose Students and pre service teachers will meet the following goals: 1. Discover and present interesting and accurate information about the environment. 2. Demonstrate strong research and writing skills. 3. Develop a multimedia project to share information with a wider audience. Overview The Academy students will work on teams with 3 4 students. Each team will be matched with a pair of USF pre service teachers. The Academy teachers will determine the project topics. Each team will use an iPad to create an ebook. Project Evaluation The projects will be evaluated using the 6+1 writing traits rubric. May 2nd Script Development Students will brainstorm ideas using planning charts. Students will "pitch" their ideas to USF teachers. Students will create storyboards that display the beginning/middle/end of their text as well as their plan for images and sounds. May 3rd Script Development & Preproduction Students will write text/scripts. Students will evaluate the texts/scripts using a rubric. Students will plan camera shots. Students will create props. May 6th Production Students will have a dress rehearsal and revise their texts/scripts based on group feedback. Students will begin lming May 7th Production/Post-production Students will continue lming and focus on creating meaning through camera angles. Students will begin editing lm. May 8th Post-production Students will edit their videos using iMovie. Students will create meaning by layering images, sound, and text. May 9th World Premier Video Academy of the Holy Names, Time & Location: TBA Learning through New Media Literacies A Going Green

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Academy of the Holy Names Fourth Grade Teachers Mrs. Holder Mrs. Hampton Mrs. Wiley From May 2nd-May 9th, the AHN teachers will supervise and support the children as they work with USF teachers. The AHN teachers will monitor the lmmaking process and provide feedback to the children, USF teachers, and USF faculty and doctoral students. Location The USF teachers and Academy students will work together in small groups. These "teams" will work in the classroom and other indoor and outdoor spaces on the Academy campus. Equipment The USF teachers and Academy students will use iMovie on the Academy iPads. The nal products will be available to parents, families, and the USF students. Homework The children may have small amounts of homework such as searching for information on the environment, writing short passages, writing lines for the scripts, and making simple (inexpensive) props. Teachers USF Faculty and Project Support Jenifer Schneider, Ph.D. Dr. Schneider is an associate professor in Literacy Studies in the College of Education at USF. She is the course instructor of the elementary education majors who will work with the AHN students. Jenifer will supervise the USF students, provide instructional support and guidance, and assess the projects. Watch the world premier of your child's video! May 9th Time: TBA Aimee Frier Aimee is a doctoral student in Literacy Studies and Special Education. As a former 3rd grade teacher, Aimee will guide the USF students as they develop literacy teaching strategies. Margaret Krause Margaret is a doctoral student in Literacy Studies. As a former 4th grade teacher who has an interest in media literacy, Margaret will provide technological support and expertise to the project. Patriann Smith Patriann is a doctoral student in Literacy Studies. As a former 5th grade teacher, Patriann will help guide the USF teachers in writing and video production.


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