bookcreator_epub_blog_post

Creating ePubs in the Music Classroom

Book Creator is one of my favourite apps to use in my music classroom.

One of the advantages to using a general classroom app in music lessons is that the students already know how to use the app and therefore most times I do not have to spend time teaching them all the skills needed. On the flip side I have also worked together with their classroom teacher by introducing the recording side of the app in my classes while they have already learnt to write, type and insert images in class.

One activity my students love to do with Book Creator is make their own ePubs.

Below are 3 examples from my classroom that has served different purposes.

Whole Class ePub ‘The Animals in the Class’

First we looked at, and sang along to, a few nursery rhymes and songs that had been written into books e.g. The Wheels on the Bus, I’m a Little Teapot,  Old McDonald Had a Farm.

Next we rewrote our own version of The Wheels on the Bus using the title of ‘The Animals in the Class’.

Each student wrote and illustrated their own page on a piece of paper. Then in groups with a shared iPad, they inserted a photo of each students’ illustration on a separate page in Book Creator, adding their name. Next their group helped each person record using the ‘Add Sound’ audio tool in Book Creator, singing and playing instruments to their verse.

Each of the group Book Creator ePubs were then airdropped to my iPad and merged together into one class ePub.

Here is the result which they were extremely proud of:

Instrument Families ePub

To learn about the instrument families, My Year 1 (6 year old) students created an ePub showing each instrument family and recorded what each family sounds like.

Since the latest Book Creator update allows GarageBand files to be imported directly into a Book Creator page, this enabled my students to record their own track for each family using the virtual instruments in GarageBand and then inserting it onto the relevant page.img_1702

To save time I created a template for my students with the instrument family images already inserted and sent this to each child via airdrop.

img_1701

 

 

 

 

I stepped the students through recording in GarageBand and then sending the soundtrack to Book Creator, inserting it as a button.

The students also took a screenshot of their GarageBand recording and inserted this from the camera roll.

Here is an example of their work.

Artist Project

One project I have done with my Year 6/7 classes is to review a song from their favourite artist.

The students inserted the lyrics of the song and then the song itself from their iTunes music.

The final task was to write a reflection on the meaning of the song, those that struggled with writing used video or audio to record their reflection instead.

Here is an example:

This slideshow requires JavaScript.

Book Creator has allowed me to transform previous paper, pen and oral presentation activities into interactive projects, capturing my students performances into ePubs, creating an archive we can keep for years to come.

I hope these examples from my classroom inspire you to use Book Creator in your teaching too.

DSC_2173_round

 

Teach to transform!

Cheryl

video assessment

Gathering Video Assessment for Reporting

It’s that time of year again in Australian Schools with mid year reports due.

Now that I have finished and sent mine through, I would like to share with you how I use video observations to help me with my assessment.

Taking video footage in the classroom is really easy now that we have it readily available on iPads, iPods, phones and cameras. I have found that since taking footage of my students it is so much easier to assess, and I feel a lot more confident in the evidence I have gathered to back up my assessment grade.

There are 2 ways I gather video assessment in the classroom:

Teacher

I record using either my iPad or iPhone and keep this for assessment.

This is an example from my Foundation, Year 1 and Year 2 classes tapping rhythms using their magic wands (pop sticks with foam stars glued to them) and pipe cleaner notation.

This example is from my Year 6/7 class playing their arrangement on their own coded music instrument apps in Hopscotch

Student

I ask my students to record themselves, or a partner records them on their iPad.

The files are sent to me via Airdrop or Dropbox.

Sometimes we combine this footage  in a Digital Portfolio using Book Creator or Explain Everything for parents to view.

BC&EE_example

This example is a Year 4/5 class creating a recorder portfolio.

Gathering video footage as evidence for assessment allows you

  • the flexibility to assess in your own time rather than grading on the spot
  • to view the students performance multiple times, especially helpful when there is more than one student in the performance
  • to review your original assessment for final reporting grades
  • to provide the evidence for parents if they question your assessment.

Are there activities that you can assess via video in your classroom?

DSC_2173_round

 

Teach to transform!

Cheryl

Hopscotch_Instruments

Coding Music Instrument Apps in Hopscotch

Why should we bring coding into the music room?

Because not only is it cross curricular and ticking the STEAM methodology of teaching, it is also asking our students to think about the fundamentals of music. What is it we need to consider when making an instrument? Pitch, melody, and/or beat, rhythm, tempo and tone colour.

hopscotchThe best iPad app I found for coding music is Hopscotch. While it does not have as much scope as the Scratch coding program on a computer, it still gives enough scope to create both a melodic and percussion musical instrument and an authentic unit of work covering these objectives:

Knowledge: Musical instruments are invented and designed to play the pitch, melody, and/or beat, rhythm, tempo, tone colour.

Skills: Code a music instrument which, when tapped, changes its look in some shape or form and includes more than one sound/tone/note.

Summative Task 1:

Play Twinkle Twinkle Little Star together as a class, each student playing on a correctly coded melodic instrument matching the Boomwhacker notes and colours.

Boomwhacker Piano

https://c.gethopscotch.com/p/xy3g0pu9q

Boomwhacker Spin Piano Note Names

https://c.gethopscotch.com/p/xyxy4anpx

Summative Task 2:

In groups, arrange a composition to perform a simple song using your own coded musical instrument app in an iPad Band.

Hot Cross Buns_4 part arrangement_Sample

class_snapshot

Here is an example from my students.

Check out some Hopscotch instrument apps my students have created and yours can too!

Piano and Percussion App

Tap the squares to play the piano, tap the circles to play percussion/abstract sounds (N.B. this project is best played in the iPad app as it does not play so well in a web browser due to its complexity)

https://c.gethopscotch.com/p/xvtzpj372

 

Sound Effects Pad App

IMG_1289

Tap the emoji images to play the abstract percussion sounds (plays fine in a browser)

https://c.gethopscotch.com/p/xstfaq6r6

Drag to Play App

IMG_1287

Drag the parrot on top of images to play sounds (plays fine in a browser)

https://c.gethopscotch.com/p/xtt56eofh

folder_download_100Purchase this Unit of Work from my

Music Room Tech series

Includes:

  • IB Unit of Inquiry
  • Australian Curriculum links
  • Step by step visual instructions
  • Charts
  • Scores
  • Arrangement worksheets

What is Hopscotch?

Hopscotch is a coding app designed for students to learn to code by creating their own games.

Website: www.gethopscotch.com

It uses a simple jigsaw puzzle method of dragging blocks of code into the window to create an instruction for your character to do, eg move or play a sound.

This slideshow requires JavaScript.

It has multiple coding fundamentals including, conditionals, variables, loops and many more.

Hopscotch works with an online account, students need a username and a password, but they do not need to put in an email address.

While it is online, you can choose to publish your work in the Hopscotch community or just keep them as drafts.

As drafts, students can not share their project with you, you will need to view it on their iPad.

My students publish their work, copy the weblink, and send me a message in Showbie with the link for me to view. I can then save their project as a draft to my account.

Have a go at coding instruments in your music classroom.

 DSC_2173_round

Teach to transform!

Cheryl

 

 

folder_download_100Purchase this Unit of Work from my

Music Room Tech series

Includes:

  • IB Unit of Inquiry
  • Australian Curriculum links
  • Step by step visual instructions
  • Charts
  • Scores
  • Arrangement worksheets
MIDI_instrument_blog

Create your own MIDI musical instrument with Scratch and the Makey Makey

STEMvsSTEAM-GIRL

Coding is the new buzz word in primary education with many schools starting to teach it with the emphasis on teaching STEM subjects (Science, Technology, Engineering and Maths).

It is also possible to add in the Arts, with new research showing  that teaching STEAM (STEM + the Arts) projects significantly impact learning.

Intrigued by this, I attended a workshop on coding in the classroom run by Stephanie Kriewaldt @stephkrie to see if I could add coding into my music classroom.

I was introduced to a computer and web-based program called Scratch, which is a simple coding program for use with students as young as Grade 3.

Percussion_codeit_bells_cropped

MaKeyMaKey_kit

We were also shown the Makey Makey Invention kit, invented to be used as a fun, electronic circuit MIDI controller using conductive materials as the triggers for computer games.

Seeing the Makey Makey attached to fruit and controlling a very simple piano coded in Scratch (the fruit being the piano keys), I came away from this workshop enthused to write a 10 week unit of work for my Grade 6/7’s titled

SC_Makey Makey_FC_smallScratch Coding for the Music Room: Makey Makey Edition

as it would fit perfectly with their IB PYP classroom Unit of Inquiry on inventions.

DSC_0264cropped

I started by creating some projects in Scratch myself, connecting them with the Makey Makey, setting up stations around the room for students to investigate.

 

See the slideshow below.

We also talked about virtual instruments coded for use on iPad’s and computers and discussed how MIDI instruments are played.

Check out my Scratch  Percussion with Metronome project 

 

This slideshow requires JavaScript.

 

I created a Scratch tutorial for my students to learn to code music sounds into scratch. Then sent them off on the summative assessment task to invent their own musical instrument, by coding a virtual instrument in Scratch and then inventing their own MIDI instrument to play their virtual Scratch instrument using the Makey Makey.

The result was fantastic, my students were extremely proud of their work, so much so that they wanted to share their projects with their parents and the school community on Graduation night. Below is a slideshow of my student’s projects:

This slideshow requires JavaScript.

Scratch Coding for the Music Room: Makey Makey Edition

is part of my Music Room Tech series with Bushfire Press. It includes everything you need to teach, including tutorials, scratch project files and more.

View my introduction video below.

DSC_2173_round

 

Teach to transform!

Cheryl

 

Scratch Coding for the Music Room- Makey Makey Edition

10 uses for Typedrummer in the classroom

Being a teacher who always looks for ways to creatively capture students attention, I was extremely excited two weeks ago when I found this awesome website which works on both computers and tablets www.typedrummer.com

typedrummer

First I planned to use it as an introduction activity for my first music lesson of 2016, however during the lesson my students inquired, investigated and morphed the activity into a lot more, showing me the potential this website has for not only the music classroom but for use in other subjects as well.

Here are 10 ways to use Typedrummer, the first 9 are general classroom uses, number 10 is a classroom music lesson.

1. Welcome messages – I had this displayed on the data projector as students came in.

IMG_1047

 

2. Spice Up boring content – The most boring time in the classroom is setting up your rules and boundaries at the beginning of the school year, this year I presented mine by typing each one in typedrummer.

 

3. Instruction List – type a list of instructions for students to follow.

IMG_1046

 

4. Instruction step by step – type each instruction as students complete them, This I found to be an awesome tool for packing up instead of raising my voice above the noise of the class.

 

5. Names – teacher/students introduce themselves typing their name, investigate different combinations, first name, last name, full name.

IMG_1043

 

6.  Answers – ask your students a question, ask them to answer it in typedrummer.

IMG_1053

 

7.  Presenting a statement – maybe this is the answer to a question, the start of a presentation or the introduction for an exposition.

 

8. Spelling activity – change one phonogram at a time or practice your spelling words.

 

9. Question and Answer  – one student asks a question, the other answers. In this example it is a Maths question, note that type drummer does not have sounds attached to numbers, therefore the words need to be typed.

 

10. Music Lesson – investigate the different sounds and loop combinations created when typing letters and changing the text structure.

  • 1 letter, 2 letters or 3 letters
  • reverse the word

IMG_1052

  • put each letter on a new line

IMG_1051

DSC_2173_round

 

Teach to transform!

Cheryl

WLPS Music 6_7 Overview 2014

Part 2: Planning IB PYP in the Specialist / Single Subject Classroom 2014 Overview

I have had some great feedback on my initial post about specialist/single subject music planning in an IB school. Apologies for not writing this one sooner.

This post is a wrap up of my programming in my 3rd year of teaching in an IB school. Please note I still see myself on a learning journey in my IB planning and each year I change it slightly as I begin to understand the inquiry method better, through professional conversations with people in my workplace and at conferences.

In 2014 I continued to plan linked UOI only where I saw an authentic link and the rest of my program was covered by the Stand Alone UOI running over the whole year.

There are units that went well and units that didn’t, as I’m sure occurs in your classroom too.

2014 was the first year I took part in Exhibition.

While there wasn’t an authentic link with the Central Idea or Lines of Inquiry, I helped my students to create one of their presentation pieces to show their learning over the Exhibition.

Music-Room-Book-7_COVERTo show what the students had learnt through Exhibition they rewrote the lyrics of the song Putting It Out There to reflect their understanding of the CI & LOI. The they arranged, played  and recorded all parts of the song into GarageBand, presenting this at their exhibition stalls on their iPads. We used an app called Explain Everything to create a Digital Portfolio, where the parents were able to read the lyrics, see a screen shot of their GarageBand project and play the song at the same time. The song is from Fairbairn, Leehy & O’Mara, 2011, Music Room: A developmental classroom music program, Book 7 –Upper Primary, Bushfire Press   

Here is an example of the project. 

IMG_0969

To learn more about Digital Portfolios view my Digital Portfolios blog post.

My units are available for download below. Feel free to use them as a basis to help you plan.

A step by step guide to the Exhibition project is in the pipeline for publishing with Bushfire Press, stay tuned.

I will follow this post in a few weeks with a wrap up of 2015.

DSC_2173_round

 

Teach to transform!

Cheryl

 


WLPS Reception PYP Music Overview 2014

WLPS Reception PYP Music Overview 2014

WLPS_Music_UOI_Beat_Reception2014

WLPS_Music_UOI_dynamics_Reception2014

WLPS_Music_UOI_Pitch_Reception2014

WLPS_Music_UOI_Recycling_Reception2014

WLPS_Music_UOI_Tempo_Reception2014

WLPS_Music_UOI_WordsAndActions_Reception2014


 

WLPS Music Year 1 Overview 2014_Page_1

WLPS Music Year 1 Overview 2014

WLPS_Music_UOI_StoryThroughMusic_Y1_2014

WLPS_Music_UOI_Beat&Rhyth_Y1&2_2014

WLPS_Music_UOI_dynamics_Y1&2_2014

WLPS_Music_UOI_FormTexTonCol_Y1_2014

WLPS_Music_UOI_Pitch&Mel_Y1&2_2014

WLPS_Music_UOI_tempo_Y1&2_2014


WLPS Music 2 Overview 2014_Page_1

WLPS Music 2 Overview 2014

WLPS_Music_UOI_Families_Y2_2014

WLPS_Music_UOI_FormTexTonCol_Y2_2014

WLPS_Music_UOI_MusicSymbols_Y2_2014


WLPS Music 3_4_5 Overview 2014

WLPS Music 3_4_5 Overview 2014

WLPS_Music_UOI_Beat&Rhyth_yr345_2014

WLPS_Music_UOI_dynamicsTemp&Form_4_5

WLPS_Music_UOI_Eras_yr345_2014

WLPS_Music_UOI_Pitch&Mel&Har_4_5


WLPS Music 6_7 Overview 2014

WLPS Music 6_7 Overview 2014

WLPS_Music_UOI_Beat&Rhyth&tempo_6_7_2014

WLPS_Music_UOI_BodyMusic_6_7_2014

WLPS_Music_UOI_dynamicsToneColour_6_7_2014

WLPS_Music_UOI_ExpressYourself_6_7_2014

WLPS_Music_UOI_Form & Style_6_7_2014

WLPS_Music_UOI_Pitch&Mel&Har_6_7_2014

Digital Portfolios: Assessment in the iPad Classroom

digport_cover_400In 2015 I have been presenting this workshop around Australia and New Zealand receiving great feedback from those who
have attended.

At the beginning of October 2015 I launched the above title as the first in my series of Virtual PD publications. It is 90 Minutes of accredited Professional development containing video tutorials, step by step instructions on creating Digital Portfolios using Explain Everything, Book Creator, GarageBand, iMovie, Dropbox and QR Codes. All extra resources needed to complete the same examples are provided on a USB.

Below you can view the introduction video and read all about creating Digital Portfolios.

Being a primary/elementary teacher, the examples I use are straight from my classroom with real examples from my students. While the examples are music and at a primary/elementary grade level, having taught as a primary classroom teacher, I believe you can take the same structure and apply it to other subjects and grade levels too.

 

 

Digital Portfolios grew out of the following two needs:

The need in my music classroom to gather evidence of student work that I could assess after class and provide for parent viewing.

For gathering evidence I found in the lower grades that Book Creator was the perfect app for students to write, take photos, audio record and video record in, and now we can even insert the GarageBand songs we create as well. This gives myself as a music teacher a perfect way to gather evidence in a performance based subject. The evidence I gather I can view directly after the lesson and then later to assess for mid year and final year grades.

One of the best outcomes and feedback I’ve had from using Book Creator, is being able to provide parents with comprehensive evidence as to why their child has been given a certain grade.

This slideshow requires JavaScript.

The a request from a teacher to display my Year 6/7’s music projects at their IB Exhibition

To achieve this request I looked at the apps on the student iPad’s and found that Explain Everything allowed the students to display on 1 screen:

  • a pages document showing their rewritten song lyrics
  • a screenshot of their GarageBand arrangement
  • the GarageBand sound file to play their recording for people to listen to

IMG_0969What this iPad set up in Explain Everything also allowed the students to do was have an interactive display on their Exhibition stall, where parents could play and listen to the student’s song.

This project started me on a journey to implement Digital Portfolios for all my classes.

So what are Digital Portfolios? 

Digital portfolios, electronic portfolios or e-portfolios, are the latest trend in education. They are a way of collating or presenting digital work samples.

The positive outcomes of Digital Portfolios:

  • all work samples and files can be placed in one spot for assessment and viewing accessibility
  • students have different modes available to them for creating/collecting work samples; word processing, photos, images, audio & video recording
  • they provide the opportunity for assessment samples to include not only written samples but also visual performances of their work or skills in the subject areas that require demonstration of skills (such as The Arts, Physical Education and Science)
  • students with learning difficulties can engage better in their assessment opportunities due to the multiple options available to them
  • sharing files via email or apps such as dropbox and google drive means that not only can the teacher and school have access to them but parents can also have access
  • they provide students the opportunity to increase their technology skills in every subject area
  • they provide educators a wider scope for integration of general capabilities across the curriculum

Digital Portfolios have different uses in the classroom. They can be used for formative and summative assessment and to present work.

Formative Assessment Digital Portfolio

To collate and show the student’s progressive learning throughout the unit of work.

This is used to inform your teaching and planning for subsequent lessons.

Summative Assessment Digital Portfolio

A collection of work samples and files for students to be assessed by, at the end of a unit of work, against the learning outcome and curriculum used. This often results in a final mark for reporting.

Presenting Work to an Audience

Digital Portfolios are a great way of presenting work for display or sharing with parents.

Collating work into one app by sharing files into the one presentation allows for easy sharing of the entire project without the audience having to move between multiple apps.

The types of work samples you can gather are

  • written/word processed work
  • photos
  • screenshots
  • audio
  • video

There are many ways teachers and students can create digital Portfolios. Here are some apps that are available.

Collect/Collate Files

Class Management (LMS) Apps

Presentation Apps

When using the presentation type of apps in the classroom there are 3 different types of Digital Portfolios.

Individual Portfolios

In a 1 to 1 device or BYOD classroom, students create individual portfolios of their work. If you have shared devices, e.g. 1 between 2 or 3 students, it is still possible to do individual portfolios. Pair students up to work always on the same iPad. Some activities allow for working together on the same task, e.g. videoing each other. Alternately have 2 tasks on the go, i.e. one student on the iPad; one student performing another set task.

Group Portfolios

Use the portfolio method to share and record group work, e.g. group compositions.

Class Portfolios

Instead of students creating individual portfolios for a project, the teacher can create a class portfolio for a specific activity or a summative task with a sample of work from each student on each page/slide.

In My Classroom digital portfolios have transformed the way I gather evidence. They have also made assessment and reporting so much easier as I can review the work samples multiple times. Another positive outcome to gathering work samples in this way has been when parents have questioned their child’s semester grade. In this instance I have been able to email them the Digital Portfolio for them to view and my assessment along with it, the parents really appreciated it as it gave them an insight into their child’s development.

If you would like to learn more about how to create Digital Portfolios in your classroom go to my Music Room Tech page at Bushfire Press.

DSC_2173_round

 

Teach to transform!

Cheryl

iPads in the Music Classroom Professional Development Workshop

This month I presented my first PD workshop titled ‘iPads in the Middle Primary Music Classroom’  at the Music Technology in Education Conference in Melbourne, Australia.

I had really great feedback from the participants and comments that the information I shared is not only relevant to Middle Primary but all the way through K-12.

garageBand

imoviepagesdropbox_229x128inigma qr code readerAirDisplay_MacClient_iconreflectordoceri

 

The topics and apps I presented on were:

  1. Remotely controlling your computer with your iPad using Doceri or Air Display
  2. Displaying your iPad screen via Airplay using Reflector or Apple TV
  3. Using Dropbox in the classroom (click link to see notes)
  4. Using QR codes in the classroom (click link to see notes)
  5. Using Pages as a tool for your teaching
  6. Creating Interactive Posters
  7. Book Creator for projects and digital portfolios
  8. Music Room Tech: Signature Ringtones, my upcoming publication, an 8 week unit of work using iPad apps to create a personalised ringtone.

I hope to do more presentations around Australia in the next 12 months.

While I am a Specialist Classroom Music teacher, I am also trained and have taught  JP/P generalist classroom, so can modify the above topics for general classroom use.

If you are interested in booking me please email cheryl@bushfirepress.com

DSC_2173_round

 

Teach to transform!

Cheryl

Music as Non Verbal Cues in the Classroom

Do you grab kids attention without having to speak?

music_teacher_poster-r58d48b53b63c41418316df56c0b436b3_w2j_8byvr_324As music teachers our voice is our instrument, we need to care for it and therefore we need to be diligent in finding ways we can communicate using non verbal cues to conserve the use of our voice. Not only this, but it lightens the mood in our classroom and creates positive behaviour cues.

before I get to the use of music here are a few VISUAL CUES I’ve found helpful:

  • hand in the air and count down from five using your fingers (my students know if they do not have their attention on me by the end they get a warning)
  • hands on heads
  • using actions – pat head, roll hands

 

Have you tried RHYTHM PATTERNS to grab attention?

  • clap a rhythm and the students repeat it
  • use an action song – without singing it e.g. Heads, Shoulders, Knees & Toes or Twinkle, Twinkle Little Star
  • as students come back from grabbing instruments teacher plays rhythms & students copy until all students are seated every so often changing the rhythm or playing the side of the instrument or even stopping and placing mallets or instruments on head or shoulders and eventually on the floor in front of them to indicate it’s time to listen

 

My Favourite – use a MUSIC TRACK as a cue for a specific task

Sit Down Songs

To come back from a group activity play a song it could be any song that you have told the kids to listen for and when they hear it they need to be sitting on the floor by the end of the song or extract. For example:

  • maybe the latest popular song like Katie Perry’s “Roar”
  • The theme song for the lesson you are teaching – “12 Bar Blues”
  • A ‘sit down’ song  you establish for the school term. Some examples could be:
  1. Stand Up, Sit Down” from Roar Like A Lion by Patty Shukla
  2. Stand Up, Sit Down” from Action Songs: Wiggle and Shake by Tumble Tots

Pack Up Songs

Havin fun with Bert & ErnieAt the end of my music lesson I have a pack up song: “Put It Away” from Havin’ Fun With Ernie & Bert – a 1972 children’s classic. It goes for 2min20sec and the kids love it – and are always finished packing up by the end & sitting down singing along. Unfortunately this song is extremely hard to get hold of and I picked it up on Ebay as a cassette. It is not available to download in mp3 so I converted it from cassette to mp3.

some other songs you could use instead are:

  1. Clean Up, Pack Away” from Let’s Learn by Debbie Doo
  2. Pack Up Time” from Cave Baby by The Mudcakes

How to cut an extract from a song

I use a free software called Audacity: http://audacity.sourceforge.net/download/

Audacity is available for both Windows & Mac it is a fantastic tool which I use all the time to edit songs.

Audacity-logo-r_50pct

It’s features include

  • Record live audio.
  • Convert tapes and records into digital recordings or CDs.
  • Edit WAV, AIFF, FLAC, MP2, MP3 or Ogg Vorbis sound files.
  • Cut, copy, splice or mix sounds together.
  • Change the speed or pitch of a recording.

learn more about it: http://audacity.sourceforge.net/about/

You could also use other programs like Garage Band on Macs & Apple devices.

Have some fun creating non verbal cues for you students and see how it brightens your classroom.

DSC_2173_round

 

Teach to transform!

Cheryl

The YouTube Classroom: using videos to grab attention

youtube2

Our children are now growing up wired for visual and sound with all the technology that is available to them.

We as teachers are need to learn how to embrace this shift in our classrooms as well.

TV adverts are full of quick visual stimuli and attention grabbing music and this is what our children are being taught as the medium to grab people’s attention.

My son spends as much time searching YouTube for his favourite music or TV program as he does playing games.

Have you thought of  utilising this in your classroom?

Video as Attention Grabbers

Put a YouTube clip or TV Advert at the beginning as a lesson starter to grab their attention. 

We’ve all gone to conferences where presenters do this – and the attention grabber helps us to connect that visual stimuli to the learning we did that day.

Here’s one played at a recent PD day I went to: http://www.youtube.com/watch?v=eIeZg0-Tc9M 

Play one in the middle to give them a break from work or re-grab their attention – just like a TV advert.

I love showing snippets of music concerts or music videos that relate to our Unit of Inquiry, the students seem to respond to this better than just listening to a music track.

Do you have the issue where the internet isn’t reliable or, like I do, you have been moved to a room without internet access?

The simple fix to this is download a YouTube ripper. These programs can, in some instances, not only download from YouTube but from any website that has a video embedded in it. This will mean you can play the video without having to connect to the internet.

The 3 FREE programs I use are:

YTD-Downloader

YTD (both PC & MAC): http://www.youtubedownloadersite.com

VDownloader

VDownloader (iPad): https://itunes.apple.com/us/app/v-downloader/id590259505?mt=8

videoder

Videoder (Android): https://play.google.com/store/apps/details?id=com.rahul.videoder

Without fail I always get asked to play the video again – and this is where I use it as a reward for the students to complete their work for me in the allotted time.

I don’t believe in using video or technology ONLY as a reward. There will, at most times, be a student in the class who can’t help but muck around and then we are punishing the good students for one student’s poor behaviour.

Therefore, play it once, wet their appetite for more, and use video as a motivator to start and finish work.

Some teachers in the high school classroom play video clips at the start of the lesson as not only an introduction for their topic but to motivate students to get to their lesson on time so as not to miss out on the video.

Some use YouTube tutorials to not only give the teacher a break in teaching but the students some variety in delivery – and why reinvent the wheel! And lets admit it, we can’t be the expert at everything so why not bring the expert into the classroom via YouTube. Also set a YouTube tutorial as homework – using the ‘Flipped Classroom’ method of delivery.

These are all great and efficient use of video in the classroom.

I hope this inspires you to utilise video in your own teaching.

DSC_2173_round

 

Teach to transform!

Cheryl