After reading Part 3 in Baggio I immediately drew the connection to my students and their presentations. Their presentations for the most part are Slides High In Text. I want to start planning some direct instruction for the students to apply this CRAP that I have learned. This is going to be a focus going forward with my driving question on student clarity, can they articulate what they are learning and how they are going to acquire the knowledge. Students can tell you what they are doing but have a hard time articulating what they are learning. Flipgrid has been a really good way to do this. Many of the kids hate putting their face on it, some aren’t even allowed to, so they have come up with creative ways to show diagrams and drawings of what they are thinking and then just speak to it. These turn out to be the best ones. If I can get them to apply some of the ideas about being visual and “less is more” so the listener focuses on what they are saying and the visuals are used to engage, peak curiosity, and make connections to their audience. Another unattended benefit was students were using the flip grids to learn and gain clarity on not only what was expected but the content being learned. One class I had 19 Flipgrids turned in with 219 views. Many students said they watched at least 5 before they did theirs. They ones they liked best were the ones with clear and creative visuals. By using Flipgrid instead of a screen-cast I hope to force to kids to create their own visuals, and since they are middle school kids they will want to do the least amount possible. Then later be able to apply that to creating good digital presentations.
3 Comments
Amanda Olson
4/2/2018 08:52:17 pm
I absolutely love your idea about using what you have learned from the Baggio reading, and incorporating it as part of the student learning that will take place within your action research. Teaching students about how to create digital presentations that revolve around the less is more strategy will not only greatly benefit them now, but for the rest of their educational and professional careers. I'm wondering if there is a way to create a rubric for their Flipgrids and other digital presentations using the guidelines outlined in Baggio's CRAP acronym. Not only could students use the rubric while they are in the creation process as a checklist, but they can also grade themselves, and their peers using the rubrics, but the rubric can also be your way of grading their presentations as well. It might also benefit the students to reinforce the idea that, "Content is king," and to remind them that whatever the eye is drawn to needs to be an essential aspect of the content that the must be learned by the audience. I can't wait to hear about all of your action research in this area!
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Marisabel Olguin
4/3/2018 08:19:16 pm
I automatically think of using what I learned from the readings on my teaching and I think it proves how important it is to see another persons take on what we have learned. I hadn't thought of sharing my knowledge about how to make successful presentation slides with my students. Ha, I guess I always see myself as the student! It is great that you are making your students aware of all the possible tools and strategies available for them to be more purposeful with the work they create.
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Diana Olguin
4/3/2018 08:34:00 pm
I think your idea of incorporating "less is more" with your student presentations will create a higher interest and easier to understand content. How did you become familiar with the use of Flipgrid?
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November 2018
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