OVERARCHING COURSE GOAL
The course will first focus on teaching students the basics of video production, including storyboarding, shooting, and editing lessons.
Once students understand the production process, they will begin working on a series of short videos that can be used as part of a morning routine in early childhood classrooms. These videos will not only help children learn important information, such as the day's schedule and lunch menu, but they will also provide a fun and engaging start to the school day.
FOUNDATIONAL
Learning Goals | Learning Activities | Assessment Activities
LEARNING GOAL:
LEARNERS WILL BE ABLE TO UNDERSTAND AND DESCRIBE THE MORNING ANNOUNCEMENTS.
LEARNING ACTIVITIES:
1.1 The teacher will introduce the morning announcements to the students.
1.2 The students will listen to the morning announcements.
1.3 The students will discuss the morning announcements with the teacher.
1.4 The students will write about the morning announcements.
1.5 The students will create a project about the morning announcements.
ASSESSMENT ACTIVITIES:
1.1 The teacher will ask the students questions about the morning announcements after introducing them.
1.2 The students will answer questions about the morning announcements during class discussions.
1.3 The students will be assessed on their writing about the morning announcements.
1.4 The teacher will assess the projects the students create about the morning announcements.
1.5 The students will take a quiz on the morning announcements.
APPLICATION
Learning Goals | Learning Activities | Assessment Activities
LEARNING GOAL:
STUDENTS WILL BE ABLE TO IDENTIFY THE DIFFERENT PARTS OF THE MORNING ANNOUNCEMENTS.
LEARNING ACTIVITIES:
2.1 The teacher will introduce the different parts of the morning announcements to the students.
2.2 The students will listen to the morning announcements and identify the different parts.
2.3 The students will discuss the different parts of the morning announcements with the teacher.
2.4 The students will write about the different parts of the morning announcements.
ASSESSMENT ACTIVITIES:
2.1 The teacher will ask questions about the different parts of the morning announcements after they have been introduced in class.
2.2 Students will be assessed on their writing about the different parts of the morning announcements.
2.3 The teacher will assess the projects the students create about the different parts of the morning announcements.
2.4 The students will take a quiz on the different parts of the morning announcements.
INTEGRATION
Learning Goals | Learning Activities | Assessment Activities
LEARNING GOAL:
LEARNERS WILL INCREASE THEIR KNOWLEDGE OF WHAT IS HAPPENING IN THE SCHOOL AND SHARE IT WITH THE CAMPUS BODY.
LEARNING ACTIVITIES:
3.1 Share information about upcoming events in the school and community.
3.2 Have students research and present facts about something new each day.
3.3 Share positive news stories from around the world every day.
3.4 Invite special guests to deliver announcements.
3.5 Highlight different aspects of the school or community each day.
ASSESSMENT ACTIVITIES:
3.1 Have students find additional information about topics that were discussed.
3.2 Solicit feedback from students about how interesting/relevant they found the day's announcements.
3.2 Compare social engagement data from pre- and post-implementation.
HUMAN DIMENSION / CARING
Learning Goals | Learning Activities | Assessment Activities
LEARNING GOAL:
LEARNERS WILL LEARN HOW TO MAKE MORNING ANNOUNCEMENTS MORE INFORMATIVE FOR YOUNG CHILDREN.
LEARNING ACTIVITIES:
4.1 Have students help create the content for announcements.
4.2 Deliver announcements in a variety of ways.
4.3 Highlight noteworthy student achievements across the campus student body.
ASSESSMENT ACTIVITIES:
4.1 Have students reflect on what they liked and didn't like about the day's announcements
4.2 Solicit feedback from staff about how engaged their class was during announcement time.
LEARNING HOW-TO-LEARN
Learning Goals | Learning Activities | Assessment Activities
LEARNING GOAL:
LEARNERS WILL LEARN HOW TO MAKE SURE ALL STUDENTS ARE PAYING ATTENTION DURING MORNING ANNOUNCEMENTS.
LEARNING ACTIVITIES:
5.1 Observe someone giving morning announcements.
5.2 Visit the Career Center to talk to high school students in the field.
5.3 Read a book or article about strategies for maintaining students' attention.
5.4 Practice strategies for maintaining students' attention.
ASSESSMENT ACTIVITIES:
5.1 Students will share what strategies they learned to get and keep students' attention.
LEARNING ENVIRONMENT & SITUATIONAL FACTORS TO CONSIDER
Specific Context of the Teaching/Learning Situation - How many students are in the class? Is the course primary, secondary, undergraduate, or graduate level? How long and frequent are the class meetings? How will the course be delivered: live, online, blended, flipped or in a classroom or lab? What physical elements of the learning environment will affect the class? What technology, networking and access issues will affect the class?
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There are 20 students in the class divided into teams of 5 all consisting of the following roles producer, director, writer, cinematographer, and lighting technician.
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Implementing video-based morning announcements is a primary learning level course designed for early learning.
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The class meetings will be daily and last 45 minutes to an hour.
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The class will be delivered both in a flexible seating classroom setting and in a lab environment.
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Physical elements that will affect the class are the size of the room or space where the class is held, the number of students participating in the class, the age of the students in the class, and physical disabilities or limitations that any of the students in the class may have, the number of windows, the type of furniture, and the amount of noise pollution within the room.
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Technology, networking, and access issues that will affect the class is having adequate equipment for every student to use. Having sufficient bandwidth available for supporting multiple video streams. The schools not having a budget for buying equipment or software needed for the course.
General Context of the Learning Situation - What learning expectations are placed on this course or curriculum by: the school, district, university, college and/or department? the profession? society?
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Identify the main objective of the morning announcements.
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Identify the main segments of successful morning announcements.
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Identify the software and hardware needed to put together morning announcements.
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Identify the components of a script.
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Write a finalized script.
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Record a show from start to finish.
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District administrators may specify the general context of the learning situation, such as the age range of students participating or the setting where the announcements will take place.
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District administrators may specify what content should be covered during announcements and how often they should occur.
Nature of the Subject - Is this subject primarily theoretical, practical, or a combination? Is the subject primarily convergent or divergent? Are there important changes or controversies occurring within the field?
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The morning announcements course is a combination of both theoretical and practical applications.
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The morning announcements course would be classified as divergent because there is no right way to conduct them. Different teachers may use various techniques or emphasize other things during their announcements.
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The content creation field constantly evolves as equipment advances, the software adapts, and, most importantly, the platforms to present content continually evolve.
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Characteristics of the Learners - What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional goals)? What prior knowledge, experiences, and initial feelings do students usually have about this subject? What are their learning goals and expectations?
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I usually have a range of students between the 2nd and 5th grades from 7 to 11 years of age.
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Most students come with little to no experience with creating content. Those that do are typically students in the 5th grade who host their own YouTube channels centered around gaming.
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Students are expected to learn how to produce video-based content with the ability to post a finished product to Microsoft Stream and share it with the campus community for consumption.
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Characteristics of the Teacher - What beliefs and values does the teacher have about teaching and learning? What is his/her attitude toward: the subject? students? What level of knowledge or familiarity does s/he have with this subject? What are his/her strengths in teaching?
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I believe that teaching and learning should be engaging and motivating for all students. I think collaboration is essential for teachers and students to create an innovative learning environment. Lastly, I value lifelong learning and believe that it is important for everyone to continue growing and developing their skills throughout their lives.
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When it comes to creating engaging and motivating video content for early childhood learning, I'm all for it! I think it's a great way to get kids excited about learning, and it's also a great way to get them collaborating and thinking creatively. I think it's an innovative way to teach, and I'm all for anything that gets kids excited about learning.
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I have a very optimistic attitude when it comes to students in an early childhood learning environment. I believe that every child is unique and has the potential to succeed. I feel that iI play a role in creating a positive learning environment where all students can thrive.
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I think that it is important for students to feel comfortable in their learning environment. They should feel safe to take risks and explore new ideas. I want all students to know that I am here to support them and help them grow as individuals.
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I have a good understanding of the technical aspects of video creation and a keen eye for detail when it comes to editing. My strengths lie in my ability to create engaging and visually appealing videos and my knowledge of the latest trends in social media.
FORMULATING SIGNIFICANT LEARNING GOALS
A year (or more) after this course is over, I want and hope that students will be able to have a better understanding of the complete body of work that goes into creating meaningful content. I hope they go on to take up a course within our district's Career Center for a personal YouTube channel. I believe that everyone has something valuable to share with the world through video and the potential to make a real difference in the world.
My Big Harry Audacious Goal (BHAG) for the course is: The intentions of this course will be to first focus on teaching students the basics of video production, including storyboarding, shooting, and editing lessons.
Once students understand the production process, they will begin working on a series of short videos that can be used as part of a morning routine in early childhood classrooms. These videos will not only help children learn important information, such as the day's schedule and lunch menu, but they will also provide a fun and engaging start to the school day.
Foundational Knowledge
What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future? What key ideas (or perspectives) are important for students to understand in this course?
As video content creation becomes an increasingly popular way to communicate, students need to understand the key concepts and principles involved. Here are four key things that students should keep in mind when creating videos:
Purpose: What is the purpose of the video? Is it to inform, entertain, or both? Keep the purpose in mind when planning and creating the video.
Audience: Who is the target audience for the video? What interests them? What will they find engaging? Keep the audience in mind when planning and creating the video.
Content: What information or story do you want to communicate in the video? Ensure to include all the important details and facts while keeping the video exciting and engaging.
Production: Creating a high-quality video takes time, effort, and planning.
Application Goals
What kinds of thinking are important for students to learn? Critical thinking, in which students analyze and evaluate? Creative thinking, in which students imagine and create? Practical thinking, in which students solve problems and make decisions? What important skills do students need to gain? Do students need to learn how to manage complex projects?
Students will be shown existing content to analyze and evaluate the video's structure, organization, purpose, audio, and visual errors.
Students must brainstorm, problem-solve, and create original ideas and interpretations of the video content sorted by segmented scripting.
Students will be given topics from various entities within the campus to present to the campus body in video format. Students must use prior course knowledge to understand what questions to ask and how to break the topics down to determine the best implementation workflow.
Integration Goals
What connections (similarities and interactions) should students recognize and make…: Among ideas within this course? Among the information, ideas, and perspectives in this course and those in other courses or areas? Among material in this course and the students' own personal, social, and/or work life?
Students should understand how different aspects of the morning announcement within our campus affect them personally.
Students should gain confidence in their presentation abilities.
Students should gain troubleshooting and problem-solving
Students should learn time management by understanding when the Announcements are shown during their day.
Human Dimensions Goals
What could or should students learn about themselves? What could or should students learn about understanding others and/or interacting with them?
Each student should learn about their strengths and weaknesses. They should also be able to identify areas in which they need to improve in content creation and work in a collaborative, creative environment.
The importance of listening to others and taking turns when speaking.
How to show empathy towards others, including active listening.
What makes people feel comfortable or uncomfortable in social situations.
Tips for making new friends and maintaining existing friendships.
Dealing with conflict through collaborative problem-solving.
Caring Goals
What changes/values do you hope students will adopt? Feelings? Interests? Values?
I hope the students that attend this course will leave with a new perspective of the world around them and have unique insights into the people within their community and their lifelong objectives toward education and their career field.
"Learning-How-to-Learn" Goals
What would you like for students to learn about:
How to be good students in a course like this?
How to learn about this particular subject?
How to become a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it?
To be successful in a course like this, students must be organized, stay on top of deadlines, participate in class discussions, and take active notes. Additionally, it is important to develop a strong understanding of the subject matter by doing additional research outside of class or discussing concepts with classmates. Lastly, self-directed learners are often able to set their own learning agenda and plan for mastering the material; This includes identifying areas that need improvement and seeking out resources (such as tutoring or supplemental readings) to help close any gaps in knowledge.