I’ve modified my Video Chat Etiquette handout to include Zoom features for students.
Whether we communicate with a partner in a video chat or face-to-face, we rely on the same basic interpersonal communication skills. We use our verbal language, voice intonation, body language, and facial expression to convey our thoughts, meaning, and motive. The goal for each partner is to be understood. The Video Chat Etiquette graphic below was designed to prepare students for an online interview, but it serves as a reminder of how we communicate with on-screen partners to have a meaningful and enjoyable conversation.
YouTube is an essential educational tool in today’s classroom. But not everything on a YouTube video page is vital for learning. Not anyone’s playlist, or on-deck videos, and definitely not the comments section. With this in mind, there are a few online tools that allow teachers and students to view YouTube videos without the sidebar distractions. Here are three choices: Safe YouTube, View Pure, Watchkin. Each one allows you to copy/paste a YouTube link that will transform the original page into clutter-free viewing of just the video. Just the video. Give them a try.
Growing tired of the same old built-in Google Slides and Keynote templates? Visit the Slides Carnival website. It offers oodles of template options that match your presentation needs and mood. Feeling Inspirational, Playful or Creative? Slides Carnival has free downloadable templates that match your mood and visual interests to spiff up your presentation. Each template offers a Google Slides or a PowerPoint version. If you’re a Keynote user, then just download the PowerPoint template. Launch Keynote, then click Open and choose the PowerPoint file you downloaded (.ppt).
With Stop Motion Studio for the iPad, creating stop-motion animation has never been easier. This app is appropriate for all K-5 students. You can animate any inanimate object. Perhaps it’s an illustrated paper cutout or maybe a pencil or lego piece. Stop Motion Studio gives students a captivating outlet for their creative ideas and voice. And during the production process, it introduces them to sophisticated concepts such time, storyboarding, audience, and citizenship, even at the youngest elementary age.
Take a look at the tutorial below, then let me know if you’re interested in bringing this production tool to your classroom!
Google Keep is an online note-saving tool from the G Suite (formerly Google Apps) that come with every Google account. Type your notes directly into Google Keep or voice record them! Add the extension to your Chrome browser and easily stash away notes, web links, and images, and then pull them into other G Suite apps, such as Docs and Slides. A useful tool for managing research information and creative ideas swimming inside your mind! Below is a slideshow from my ST@C presentation.
Teachers have access to network printers all across the district. The district IT department has set up network printers, so you don’t need special permission to add printers whether you’re in your own building or in another one somewhere in the district. To add a network printer to your Mac laptop or desktop, follow these instructions.
|Fourth graders use storyboard squares
to during their video production.
I tried a new type of storyboard this year. Instead of the traditional paper comic strip storyboard template, I handed out individual panels, allowing students to focus on one scene at a time.
I did this because after years of experimenting with digital storyboards (Google Slides or Keynote) and the traditional comic strip storyboard handout, both left me frustrated. The digital storyboards tended to feel like finished slideshows and for students, it restricted their vision of what their video could look and sound like. And when it came time to transfer the media elements from their digital storyboard to the editing software, the resulting video was essentially the same storyboard slideshow.
As for the paper storyboard, revisions became a hassle. Once they filled out their comic strip storyboard template, the paper workspace looked full. And then as peers and teachers added revision notes, the storyboard would become messy, even confusing. Visually it would also squeeze out room for any other potential changes, consequently reducing the students’ will to revise their work.
But with the individual comic strip squares, students developed one scene at a time. They had greater flexibility to make changes. If they made a mistake or changed their minds, they’d simply grab another clean square. But these individual squares were most helpful when they were laid side by side sequentially. It became a visual retelling tool that allowed the storyteller to see the gaps in their story such as with sequencing, transitions, or a lack of information. If there was a storytelling gap, they’d slide the squares apart and insert in between them a fresh one with proper transitional information.
I will use the storyboard squares next year as well. This may not be the perfect solution, but I like the results I’ve gotten from students so far.