How can video production How can video production in the classroom support in the classroom support

or enhance literacy?or enhance literacy?

By David MannBy David Mann

List of Reasons (to use List of Reasons (to use Technology)Technology)

• Technology requires the use of all four Technology requires the use of all four language arts (reading, writing, language arts (reading, writing, listening and speaking)listening and speaking)

• It changes how information is absorbedIt changes how information is absorbed• It is currently restructuring the method It is currently restructuring the method

people communicate, investigate, people communicate, investigate, access and use information, compute, access and use information, compute, think critically about messages think critically about messages inherent in new media, and understand inherent in new media, and understand and evaluate data. and evaluate data.

List of Reasons (to use List of Reasons (to use Video)Video)

• Video is another facet of informationVideo is another facet of information• Good video production REQUIRES writing Good video production REQUIRES writing

and critical thinkingand critical thinking• Video enhances the learning experiences Video enhances the learning experiences

for VISUAL and AUDITORY learnersfor VISUAL and AUDITORY learners• For language learners, it provides a For language learners, it provides a

method for incorporating realia and method for incorporating realia and scaffolding of unfamiliar/abstract scaffolding of unfamiliar/abstract conceptsconcepts

Benefits: Technology and Benefits: Technology and VideoVideo

• They are tools for an extension – not a They are tools for an extension – not a substitute for – traditional literacy substitute for – traditional literacy instruction in the classroom.instruction in the classroom.

• They nudge literacy instruction beyond They nudge literacy instruction beyond its oral and print-based traditional formits oral and print-based traditional form

• They provide new approaches to They provide new approaches to problem-solving and collaborationproblem-solving and collaboration

• They support the multiple intelligencesThey support the multiple intelligences

Benefits: Technology and Benefits: Technology and VideoVideo

• They are fun and engagingThey are fun and engaging

A Vision of K-12 Students A Vision of K-12 Students TodayToday

VideoVideo

Technology and LiteracyTechnology and Literacy

• Change of paradigm:Change of paradigm:– Old Paradigm: One highly educated expert Old Paradigm: One highly educated expert

solves one highly evolved problem and solves one highly evolved problem and distributes knowledge to the world.distributes knowledge to the world.

– New Paradigm: Tens, Hundreds, Thousands, New Paradigm: Tens, Hundreds, Thousands, Millions, people with varying knowledge on a Millions, people with varying knowledge on a problem, come together and share their problem, come together and share their knowledge to solve a highly evolved problem knowledge to solve a highly evolved problem and begin asking more questions than one and begin asking more questions than one highly educated expert could achieve in one highly educated expert could achieve in one lifetime. lifetime.

Old ParadigmOld Paradigm

Now that I have knowledge, I will go out into the world and…

Invent something,Cure something,

Research something,Build something (better),

To make the world a better place to live!

In order to solve the problem, I need to know

A + B + C!

New ParadigmNew Paradigm

I know

D!

I know

C!

I know

E!

I know

B!

I know

A!

I know

B!

I know

A!

I know

C!

I know

B!

I know

A!

I know

D!

I know

C!

I know

B!

I know

A!

I know

E!

I know

D!

I know

C!

I know

B!

I know

A!

Together we have the solution, plus some!

What does this require?What does this require?• Information Literacy:Information Literacy: The ability to access and The ability to access and

use information, analyze content, work with use information, analyze content, work with ideas, synthesize thought, and communicate ideas, synthesize thought, and communicate results.results.

• Digital Literacy:Digital Literacy: The ability to attain deeper The ability to attain deeper understanding of content by using data-analysis understanding of content by using data-analysis tools and accelerated learning processes enabled tools and accelerated learning processes enabled by technology.by technology.

• New Literacy:New Literacy: The ability to solve genuine The ability to solve genuine problems amidst a deluge of information and its problems amidst a deluge of information and its transfer in the Digital Age.transfer in the Digital Age.

• Computer Literacy:Computer Literacy: The ability to accurately The ability to accurately and effectively use computer tools such as word and effectively use computer tools such as word processors, spreadsheets, databases, and processors, spreadsheets, databases, and presentation and graphic software.presentation and graphic software.

What does this require?What does this require?• Computer-Technology Literacy:Computer-Technology Literacy: The ability to The ability to

manipulate the hardware that is the understructure of manipulate the hardware that is the understructure of technology systems.technology systems.

• Critical Literacy:Critical Literacy: The ability to look at the meaning The ability to look at the meaning and purpose of written texts, visual applications, and and purpose of written texts, visual applications, and spoken words to question the attitudes, values, and spoken words to question the attitudes, values, and beliefs behind them. The goal is development of critical beliefs behind them. The goal is development of critical thinking to discern meaning from array of multimedia, thinking to discern meaning from array of multimedia, visual imagery, and virtual environments, as well as visual imagery, and virtual environments, as well as written text.written text.

• Media Literacy:Media Literacy: The ability to communicate The ability to communicate competently in all media forms—print and electronic—competently in all media forms—print and electronic—as well as access, understand, analyze and evaluate as well as access, understand, analyze and evaluate the images, words, and sounds that comprise the images, words, and sounds that comprise contemporary culture. contemporary culture.

Do we need to know and teach Do we need to know and teach these literacy skills?these literacy skills?

• Information LiteracyInformation Literacy• Digital LiteracyDigital Literacy• New LiteracyNew Literacy• Computer LiteracyComputer Literacy• Computer-Technology LiteracyComputer-Technology Literacy• Critical LiteracyCritical Literacy• Media LiteracyMedia Literacy

STOP!!!

No, we don’t!

But, we have a duty todevelop the mindset,

the prior knowledge, And the potential.

So how do we start?So how do we start?

• We start “Slow and Steady” on the We start “Slow and Steady” on the literacy-technology race…literacy-technology race…

• We experience and playWe experience and play• We talk with others who have We talk with others who have

knowledgeknowledge• We “Just Do It”We “Just Do It”

Sample LessonSample Lesson

• With one short video and a short With one short video and a short article of literature, I will teach a article of literature, I will teach a multiple of standards. multiple of standards. – Video: “The Black Hole” by Phil and Video: “The Black Hole” by Phil and

Olly (Future Shorts)Olly (Future Shorts)– ““The Republic” by Plato (circa 428-The Republic” by Plato (circa 428-

347 BCE)347 BCE)

New StandardsNew Standards• EL.08.RE.03 Make connections to text, within text, EL.08.RE.03 Make connections to text, within text,

and among texts across the subject areas. (Text to and among texts across the subject areas. (Text to Video)Video)

• EL.08.RE.06 Understand and draw upon a variety EL.08.RE.06 Understand and draw upon a variety of comprehension strategies as needed--rereading, of comprehension strategies as needed--rereading, self-correcting, summarizing, class and group self-correcting, summarizing, class and group discussions, generating and responding to discussions, generating and responding to essential questions, making predictions, and essential questions, making predictions, and comparing information from several sources.comparing information from several sources.

• EL.08.WR.25 Write responses to literatureEL.08.WR.25 Write responses to literature– Demonstrate careful reading and insight into Demonstrate careful reading and insight into

interpretations.interpretations.– Support interpretations through references to Support interpretations through references to

the text, other works, other authors, or to the text, other works, other authors, or to personal knowledge.personal knowledge.

Reaffirming StandardsReaffirming Standards• EL.08.LI.04 Predict probable future EL.08.LI.04 Predict probable future

outcomes supported by the text, outcomes supported by the text, including foreshadowing clues.including foreshadowing clues.

• EL.08.LI.05 Identify the actions and EL.08.LI.05 Identify the actions and motives (e.g., loyalty, selfishness, motives (e.g., loyalty, selfishness, conscientiousness) of characters in a conscientiousness) of characters in a work of fiction, including contrasting work of fiction, including contrasting motives that advance the plot or motives that advance the plot or promote the theme, and discuss their promote the theme, and discuss their importance to the plot or theme.importance to the plot or theme.

• EL.08.LI.12 Analyze the importance of EL.08.LI.12 Analyze the importance of the setting (place, time, customs) to the the setting (place, time, customs) to the mood, tone, and meaning of the text.mood, tone, and meaning of the text.

Read the TextRead the Text

• Learning Target:Learning Target:I will I will INVESTIGATEINVESTIGATE the language in Plato’s “Republic” the language in Plato’s “Republic”

I will I will DISCUSSDISCUSS what the main idea of Plato’s “Republic” what the main idea of Plato’s “Republic”I will I will EXPLOREEXPLORE the author’s CLAIM the author’s CLAIM

• Students will read the piece Students will read the piece independently or in pairs and discuss independently or in pairs and discuss what they believe constitutes the what they believe constitutes the main idea and claim of the text.main idea and claim of the text.

It is perfectly okay for students not to understand the main idea or It is perfectly okay for students not to understand the main idea or the author’s claim since the students are using this time to the author’s claim since the students are using this time to INVESTIAGE the text and become FAMILIAR with the text.INVESTIAGE the text and become FAMILIAR with the text.

Read the TextRead the Text

• As an entire class, however, we will As an entire class, however, we will focus on Plato’s story about the man focus on Plato’s story about the man who finds the ring.who finds the ring.

Watch the VideoWatch the Video

• Learning Target:Learning Target:I will I will DESCRIBE DESCRIBE the setting andthe setting and EXPLAIN EXPLAIN how the setting effects mood in “The how the setting effects mood in “The

Black Hole”Black Hole”

I will I will SUPPORT SUPPORT my my PREDICTIONPREDICTION using using EVIDENCEEVIDENCE from “The Black Hole” from “The Black Hole”

I will I will EXPLAINEXPLAIN the actions/motives of the main character in “The Black Hole” the actions/motives of the main character in “The Black Hole”

• Students will use a simple worksheet Students will use a simple worksheet or set of heuristics to review the or set of heuristics to review the above learning targets.above learning targets.

Questions for the VideoQuestions for the Video

• QUESTIONS:QUESTIONS:

1.1. Describe the setting of the Video (35 seconds)Describe the setting of the Video (35 seconds)

2.2. What is the MOOD (how the audience feels) What is the MOOD (how the audience feels) established by the setting?established by the setting?

3.3. What will the main character do next? (1:45)What will the main character do next? (1:45)

4.4. Why did the main character __________? (end Why did the main character __________? (end of the video)of the video)

5.5. Why did the creator of the video use a setting Why did the creator of the video use a setting that created the MOOD you described in #2?that created the MOOD you described in #2?

““The Black Hole”The Black Hole”

VideoVideo

Rereading the TextRereading the Text

• Learning Target:Learning Target:I will I will REREADREREAD “The Republic” and “The Republic” and ANALYZEANALYZE the text for the text for COMPARISONSCOMPARISONS to “The to “The

Black Hole”Black Hole”

I will I will REREADREREAD and and DISCUSS DISCUSS Pluto’s claim in “The Republic” and how it connects to Pluto’s claim in “The Republic” and how it connects to the claim made in “The Black Hole”the claim made in “The Black Hole”

• Students will reread in pairs, Students will reread in pairs, underlining Pluto’s claims (or underlining Pluto’s claims (or statements that could be argued). They statements that could be argued). They will then decide on a which statement will then decide on a which statement stands alone as Pluto’s main claim.stands alone as Pluto’s main claim.

From the Main ClaimFrom the Main Claim

• Students will spend time comparing Students will spend time comparing how Pluto’s narrative and “The Black how Pluto’s narrative and “The Black Hole” support his claim.Hole” support his claim.

• Potential devices: Potential devices:

Venn Diagram T-Chart Cornell Notes

Writing About the TextsWriting About the Texts

• Students will use a writing template Students will use a writing template to give them the support they need to give them the support they need to articulate their ideas about the to articulate their ideas about the author’s claim (with support).author’s claim (with support).

TemplateTemplate

The Republic

of a man who finds a ring that

Glaucon

people only act justly because they do not have the power to be unjust

Glaucon

grants the power of invisibility

Without the fear of being caught, the man

kills the king and seduces the queen

Phil and Olly’s The Black Hole

when the main character is given the

power to move through solid objects, he breaks into a room and steals from a safe

The Republic

of a man who finds a ring that

Follow Up (creative Follow Up (creative assessment)assessment)

• Students will INDEPENDENTLY create Students will INDEPENDENTLY create a story in which a character is given a story in which a character is given an object that conjures power. They an object that conjures power. They will have to follow the same structure will have to follow the same structure Plato and Phil/Olly use.Plato and Phil/Olly use.

• Students will work in groups to Students will work in groups to design a script translated from one of design a script translated from one of their stories.their stories.

• Students will plan and film a video, Students will plan and film a video, using their script.using their script.

Concluding ThoughtsConcluding Thoughts

• We use video and technology We use video and technology becausebecause– It enhances literacyIt enhances literacy– It changes learning for the betterIt changes learning for the better– It is the futureIt is the future– It is fun and engagingIt is fun and engaging

Fun to think…Fun to think…

VideoVideo

ResourcesResourcesCynthia, Chun K. "Don't Take It Personal, It's Just Our Bad Ass Ways." Cynthia, Chun K. "Don't Take It Personal, It's Just Our Bad Ass Ways."

Educational PerspectivesEducational Perspectives 38.2 (2005): 34-37. Print. 38.2 (2005): 34-37. Print. Holum, Ann, and Jan Gahala. "Critical Issue: Using Technology to Holum, Ann, and Jan Gahala. "Critical Issue: Using Technology to

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