Then that…” And eventually, you come to the conclusion. You can almost simply that using the story spine sort of thing, “Once upon a time… Something happened… Because of that…. Or they’re on the side doing some sort of coaching or moving props in.īut definitely, you want a storyboard. Kids take turns behind the camera or in front of the camera. Of course, you can edit things in post īut the more you can line up ahead of time, the more you know what’s coming, and what each team member’s part is going to be. So it’s a pay me now, pay me later, or pay me much later sort of a thing. Joe: The quickest, easiest thing to do is shoot and edit on the computer, iPad, whatever your device is going to be. How do you help them get ready to shoot?Īre you big on scripting? Storyboarding? How do you help them get ready to shoot? There’s a big aspect of current events, and kids making an argument, presenting themselves, public speaking. I guess there’s a little aspect of a book report in there.
I forget what else they pick up from the novel, but they employ all those things. Then they talk about what people have in their preparedness kit. They’re at a desk like you see on the nightly news, and then they go to a reporter on the street. My favorite ones are the ones where the kids kind of do a newscast. They made videos on disaster preparedness - tornadoes, earthquakes, floods, you name it. Joe: We try to employ PBL tactics, whether we’re 100% PBL or not is up for discussion.īut I have a fifth-grade class that just finished that just finished reading Night of the Twisters. Give us an example of how you coached some video projects Vicki: Joe, take us through an example of how you’ve coached a teacher recently through this process of making videos with their class, and the objectives that you covered. You’ve got the introduction, body, and the conclusion sort of thing.īut you can do that visually, and it’s much more memorable for the kids when they kind of see it and hear it at the same time.
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Whichever model your school uses to teach kids how to write, I always boil it down to the “Tell ‘ems” method. I go right back to the writing process with this.
Joe: Well… Do they want to review? Do they want to introduce something? So how does a teacher start off finding a purpose, and then helping their kids plan out their video? How does a teacher begin to structure the purpose and the plan? I make videos in my classroom and digital film and… you know. So that was, I think, a fourth grade or fifth-grade math teacher. It just kind of puts a human voice (not necessarily a face) on it. Joe: Then he kind of becomes the division sign, and describes what you have to do when you divide, and how it’s the opposite of multiplication and things like that. Every time a teacher says we’re going to divide, there’s a groan in the room.”
It starts out with lonely division sign perched on a chair, I guess.Īnd it says, “Nobody likes me. Joe: One of my favorite ones in math that a teacher did was the division sign as Eeyore. What would be an example of a video you’ve seen in math or in history? Give us an example of a video in an unlikely subject After a couple of weeks they figure out, it can! The math teachers, the science teachers, the PE teachers complain that it just wouldn’t work in their discipline. I teach a graduate class, and I challenge my teachers to do it, regardless of what they teach. I’m a big proponent of using it in any classroom, with any subject. Joe, where do we start, making videos with kids? Where do you start? Today we’re talking with an expert on the subject, Joe Brennan Creativity and Innovation Specialist. Vicki: Let’s talk about making videos with kids! Making Better Videos and Movies with Students
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