Title of Unit Curriculum Area Developed by

Screencasting for Educators All Curriculum Areas Ryan Durham

Grade Level Time Frame Date

P-12 Educators One Hour March 26, 2013

Identify Desired Results (Stage 1) Goal(s)

NETS for Teachers Learning Outcomes: All educators will leave the workshop with the ability to create, upload, and share instructional screencast projects to facilitate teaching and learning.

Understanding(s)
Students will understand that Learning not restricted to classroom Technology can make our lives easier, and screencasting can save time and energy One resource can have multiple applications Technology allows us to both empower and connect with our stakeholders

Essential Questions
Overarching How can we use technology to make our schools more effective for students, teachers, parents, and administrators? What is a screencast, and why should I care? How I use screencasts in my classroom? What are the steps involved in creating a screencast? What tools are necessary to create a screencast? ARCS Method for Motivation Attention: From the beginning poll taken in Edmodo, teachers will be tuned in to the workshop. They will see immediate impact screencasting can have on teaching, and will be continually interested in improving instruction as we progress through each activity. 1

Related Misconceptions Screencasting is just a simple video of the computer screen Screencasting requires a high-level of technology expertise Screencasting is not practical due to length of time

required to develop great videos Screencasting applies only to technical topics such as web-design or software applications

Relevance: Screencasts are relevant to all teachers because they allow individuals to find their own unique way to incorporate technology into the classroom. Not all teachers will use screencasting the same way, but the possibilities are endless, and teachers will see the relevance to their particular teaching style and content area. Confidence: Teachers will have access to print and electronic tools for support. The print, electronic, and peer-to-peer opportunities coupled with guided and independent practice will build the confidence necessary to attempt the implementation of screencasts. Satisfaction: Teachers leaving the workshop will be satisfied with the time spent learning about screencasting. Teachers will feel their time was well spent because they will walk away as an expert in screencasting and will have the ability to incorporate the tool immediately after the workshop ends.

Knowledge
Students will know Definitions and applications of the following terms: Screencasting, video podcast, flipped classroom, Prezi, Edmodo

Skills
Students will be able to Plan, create and share screencasts on a PC or Mac Differentiate instruction for a wide variety of learners through the use of technology Reach a wider audience through online publishing Flip their classrooms

Assessment Evidence (Stage 2) Performance Tasks:

Plan and create screencast teaching topic of choice Save screencasts in correct format Share screencasts with the world

Other Evidence (student self-assessment and reflection):

Survey Shared Screencasts

Learning Plan (Stage 3)

Where are your students headed? Where have they been? How will you make sure the students know where they are going? Students attending the workshop will acquire a tool that will make them more versatile, effective teachers able to reach learners anywhere in the world. Many of these teachers have grown tired of repeating themselves over the years. They have also seen students with habitual absences or learning disabilities fall behind due to lack of in-class instruction or being unable to keep up with the fast pace of a college prep course. Fortunately, screencasting can help teachers address many of the aforementioned problems. Students will know exactly where they are going because they will have an agenda posted in the Edmodo.com workshop folder with a clear outline of what will be covered and what is expected of them.

How will you hook students at the beginning of the unit?

At the beginning of the unit, students will take an engaging survey that asks them if they have ever experienced frustrations with any of the following situations: 1. Students failing due to excessive absences 2. Having to repeat the same tired albeit important directions over and over again 3. Students losing focus during lecture and lessons 3

4. 5. 6. 7. 8.

Advanced students become bored with no acceleration activities Slower students cannot keep up with in-class lectures Lack of practice materials for important tests Constantly recreating the wheel Lack of parental involvement

The survey is packed with loaded questions that will elicit the interests of the majority of educators. After the results are posted, the teacher will lead a discussion of the results and transition to the introduction to the lesson.

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?

Students will experience a screencast first hand by viewing a teacher-created screencast. The teacher will then ask students to answer the essential questions. Students will then explore the web for examples of screencasts that could apply in their classrooms. Students will discuss essential questions after their research. They will watch as the teacher creates a screencast. They will also create a screencast under direct supervision of the teacher. Students will be provided articles, handouts, and helpful links for completing necessary tasks.

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

Throughout the workshop, students will be asked to answer the essential questions reinforcing their understandings of the key concepts as they progress. They will take notes on relevant and useful information. Students will reflect and rethink by giving feedback at the end of the unit in the form of a survey (strengths, weaknesses, questions about screencasting, etc.).

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

Students will exhibit their skills by posting their screencasts to Edmodo.com. They will selfevaluate by comparing their screencasts to those of their classmates. The teacher will provide feedback for consideration alongside comments left by classmates.

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

Allowing students to choose their own topics will personalize the learning plan to optimize engagement. Since students will be asked to complete each task individually, full engagement is required. Also, providing content in Edmodo.com will help accommodate all learning styles (video links for visual / audio, SMARTBoard, Mobi, and iPad references for kinesthetic learners, etc.).

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

All steps are outlined in the agenda (provided to students in Prezi format, brochure, and posted to Edmodo for student access). The teacher will strictly follow the pacing guide due to the limited timeframe of the workshop. 1. Welcome and Distribution of Handouts a. The teacher will show a short Screencast that teaches workshop participants how to register for the online content delivery aspect of the course on Edmodo.com. 2. Survey in Edmodo a. After logging in, the students will take a brief survey/poll in Edmodo. The purpose of the survey is to hook teachers and to introduce them to some of the benefits of screencasting in their classrooms. 3. Screencasting for Educators Presentation a. The teacher will then discuss the benefits of screencasting using the Screencasting for Educators Prezi as a guide for the lecture. The Prezi outlines the definitions, benefits (for teachers, students, and parents), and potential uses of screencasting across the disciplines while providing the opportunity for classroom discussion. http://prezi.com/syw0lexuc5aj/screencasting-for-educators 4. Viewing a few Example Screencasts a. The teacher will remind students that the opening video was an example of a screencast. The teacher will then direct students to various screencast examples from a variety of disciplines so students will have a better understanding of what a screencast for their content area can look like. 5. Teacher Demonstration a. Next, the teacher will instruct students on the basics of screencasting. For 5

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this workshop, the teacher will demonstrate Screencast-o-matic to create a screencast of a Prezi. After teaching the basics, students will be asked to create their own short screencast. Course Screencast Task a. All participants in the workshop are familiar with PowerTeacher, so the teacher will ask them to create their first screencast using the program to create a how to guide to look up missing grades for a student of choice. Creating Your Own Screencast Activity a. Once teachers have had the opportunity to practice with screencasting, they will create an official screencast to be used in their actual classroom. They will be provided the Steps to Successful Screencasts and Screencast Outline handouts to guide their work. Presentation of Screencasts a. Participants will post their screencasts to Edmodo.com and comment on at least two posted screencasts. Surveys and Feedback a. After submitting their screencasts, participants will complete the following survey posted to Edmodo.com https://docs.google.com/forms/d/18fbxMQ89eLnyoioI_AptJbtr8e14LpA7zNwdITd85 mY/viewform

Workshop Evaluation and Self-Evaluation Summary

Participant Feedback: Survey Questions
Thank you for participating in the workshop! Please complete the following survey questions: https://docs.google.com/forms/d/18fbxMQ89eLnyoioI_AptJbtr8e14LpA7zNwdITd85mY/viewfor m * Required

Overall, the Screencasting Workshop was beneficial. * Strongly Agree Agree Neutral Disagree Strongly Disagree I learned applications of Screencasting that I can use in my classroom. * Strongly Agree Agree Neutral Disagree Strongly Disagree I am confident in my ability to create a screencast. * Strongly Agree Agree Neutral Disagree Strongly Disagree I know how to share my screencast with my students, parents, and colleagues. * Strongly Agree Agree Neutral Disagree Strongly Disagree Two valuable things I learned about screencasting: Two recommendations for improvement for the next workshop: Comments, suggestions, concerns:

Participant Responses

Survey Reflection

Based on the survey results, I can conclude that screencasting workshop was effective, and well received. I am pleased with the overall feedback from my eight participants. Survey Recap: 6/8 participants strongly agreed that the workshop was beneficial while two agreed. 6/8 participants strongly agreed that they learned applications of screencasting that they can use in their classrooms while two agreed. 3/8 participants strongly agreed that they are confident in their abilities to create a screencast while four agreed, and one disagreed. 2/8 participants strongly agreed that they know how to share their screencasts while five agreed, and one disagreed. 8 participants entered a response providing details about two things they learned in the workshop. 5 participants provided suggestions for improvement. 8

3 participants added additional feedback. Survey Reflection: The results of the survey told me a lot about the workshop. All paticipants felt the workshop was beneficial and that they could use the tool in their classroom. All participants except for one felt confident in their ability to create and share a screencast. This lets me know that my goals for the workshop were achieved and that most participants could walk away with an applicable skill. It was encouraging to have students actually thank me for my time, and to ask for more time for a future workshop. Also, the constructive criticism will be helpful for when I plan my next professional development session.There is no way to tell, but I am assuming that the participant that left early and was grading papers throughout the session probably got the least from the workshop. Workshop Reflection Overall, I am pleased with the workshop. Deciding to pack in the implementation of Edmodo was an error in judgement, not because it isnt a beneficial tool, but rather because some teachers experienced problems logging in and navigating the site. If we had an extended period of time, I feel like I would use it again, but it was a bit much for a one day workshop. After looking at the survey results and seeing the products that teachers created, it is clear that this workshop was a success!

Adapted from: Wiggins, G. and Mc Tighe, J. (2005). Understanding by Design 2nd Ed., Association for Supervision and Curriculum Development. Alexandria, VA.