Collegiate+Classroom+Activity+2


 * Collegiate Classroom Activity Record**


 * Lesson 2**

- Ensuring students explain what they have learnt during the session in a specific reflection time.
 * Professional Focus for Learning Activity**


 * Weekly Learning Focus**
 * -** Creating a digital story.

//Thus far in this unit of work, students have explored digital stories to gain an understanding of what the are, written a script for their own digital story and have compiled music and a narration for their digital story. They are now at the stage where they need to begin compiling all of this information using Imovie, a program available to them on their macbooks. In order to polish their work to a high standard the aim of this lesson is to demonstrate the ins and outs of Imovie such as making credits and titles, inserting audio, video and music, and exporting their movie once it is complete.//


 * Lesson Objective**
 * -** For students to have an understanding of Imovie that allows them to compile their digital story including titles and credits.

- Some can add titles and credits where appropriate to their digital story - Few will have completed their digital story and have exported it as a movie file.
 * Success Criteria**
 * -** All can import their garageband track, narration and photos into Imovie


 * Outline of planned learning activity**

Whole class introduction: The introductory part of this lesson is to model to students how to use Imovie to complete the final aspect of their digital story. Students are at slightly varied positions of their digital story, but will all need this knowledge to complete the last portion of the task. Some students have dabbled with imovie previously, but the use of this program has never been explicitly taught to this group.

In line with following the 'gradual release of responsibility' I will begin by modelling to the students how to manipulate this program using an overhead projector. For the students to have a sound knowledge I need to explain the following aspects of the program.

- Starting a project - Importing from Itunes - Importing images from photobooth or from a folder. - adding titles and credits - exporting a movie once completed.

During this modelling process students will have their laptops on their laps. This will allow me to demonstrate a step and then have students attempt it themselves. This will make the session mostly one of modelling and shadowing, but it ensures that all students understand how to complete each step. It could be the case that it students were only exposed to the model, when they went to attempt using Imovie in a few days they may have forgotten. Having them complete the task ensures they will understand what to do. Given some students are quite gifted with Imovie, it also allows them to peer-teach during the hands on aspect as required.

At the end of modelling what is listed above, I will ask students for any input with regard to other areas of assistance they require on Imovie.


 * Independent Task**

This will run simultaneously with the modelling, where students are completing each stage of the process after it has been modelled to them to ensure they have a grasp of what is required. Having the projector will be handy in this part as I can re-model to the students how to complete a part of the task. Students will all have a very short completed movie at the end of this task.


 * Reflection:**

As a recap, I will ask students to re-explain the steps in the process required to make an Imovie. This may be an opportunity to screenshare and have students model to the class (time pending) or, it may take the form of being a verbal explanation to refresh the memory of the class. It is important that students are able to explain how to complete the steps in Imovie.

I thought this lesson worked really well. When I thought up the format of delivering this lesson I was nervous as to how the students would handle it, but it was a very effective way to teach these concepts to the kids. Concepts were re-inforced in that students would immediately copy what had been modelled in line with the gradual release of responsibility. In a way it was more like a series of mini gradual releases because a concept would be modelled, tried by students and then I would then model a new concept. It was also effective because while there was a lot of content to get through, it was well broken up because the modelling session was completely hands on for the kids.
 * REFLECTION ON TEACHING:**

To have kids become masters of their laptops is something I am passionate about. Having them articulate their procedure like we did at the end is a powerful learning tool for students. Peer teaching is something we have regularly engaged in with the laptops across year 7.

Did the students take in these new concepts? Samantha suggested that there was possibly too much content to get through in one session. Remembering that all students have had some minor (some major) experience with Imovie, and given that little (or no) re-teaching was required to students when working independently on polishing their pieces, I'm not convinced it was. Viewing students digital stories, the used credits and many of the features Imovie offers to add great polish to their work.