Screencasting: Pick the Right Tool for the Job

Screencasting is an integral part of my flipped classroom as I can record videos for a variety of purposes that include (but certainly not limited to) informing parents and students about class expectations, providing answer key videos, documenting directions and the steps of a project, and informing support staff of technical glitches, but I recognize that I am not a Hollywood cinematographer. So, the screencasting tool I choose depends on the type and length of video I need to create.

Screencastify

Screencastify is a Chrome extension that I use for quick recording of videos that are saved to my Google Drive or uploaded to YouTube. As editing capabilites are limited in the free version, I record quick, raw videos on the fly with Screencastify. If I need to quickly record the steps for using a specific edtech tool or need to record a quick video documenting a technical glitch, I will use Screencastify and share the Google Drive link to the video in an email, Edmodo post, or support help ticket. While I can upload Screencastify videos to YouTube, it is quicker and easier to just send the videos to Drive for fast distribution.

For screencasting with students who use G Suite for Education and for schools that block YouTube, Screencastify is the easiest edtech tool for students to use to create their own screencasts as the video can remain in the walled garden space of Google Drive and shared with those who need access. Videos can be embedded in Google Slides or the links turned in to assignments for quick assessments.

Screencast-O-matic

I love Screencast-O-matic for making longer demonstrations or informational videos that are under 15 minutes. To mitigate the need for post-production editing, I will have open on my desktop or browser all materials I plan on recording.  Every video will begin with a title slide and a short introduction ("Hi, this is Mrs. Baker and today I will show you..."), and as I record, I will hit the pause button and switch tabs as needed. The video may conclude with a closing slide or a simple statement, "Thanks for watching! Please contact me if you have additional questions." Videos are uploaded to YouTube and later pulled into Edpuzzle, Actively Learn, or posted in Edmodo and Google Classroom. 

Camtasia

If you are serious about video production and need advanced editing tools, then Camtasia is worth the $$$ investment, but be ware, videographers, that post-production editing can take up more time than the actual filming. There are some great flipping educators out there who can quickly whip up a screencast with cool transitions and special effects, but I haven't built up that level of proficiency with using Camtasia.

Interesting in Learning More?

Recognizing that we do not have Hollywood's budget nor the equipment to create a blockbuster screencast, I created this self-paced lesson embedded below which is modeled off of the Explore-Flip-Apply instructional method of Flipped Learning. Navigate through the slides, examine the examples provided, accesss the resources, and take a spin at creating your own. If you send me your creation, I'll add it to examples provided.

Groupwork Protocols for Blended & Flipped Learning

I am inspired by Catlin Tucker and her Station Rotation model, but in a 43-minute period, I struggle with how to effectively implement the rotation piece with my ninth grade students. Every second in our 43-minute period is precious. No matter how well I train my students, the transition time for station rotation is problematic. So I thought, "What if the stations rotate to the students?" And with that, my Group Agenda Protocol was born!

Protocols & Procedures

This protocol for a class routine is designed to promote student accountability and efficacy, shifting the role of the teacher from the “sage on the stage” who is tethered to the front board to the “architect of learning” who creates structure for learning to occur and the “guide on the side” who facilitates student learning by circulating through the room as students work. While similar in design to a station-based model, students do not move from their seats, but rather complete tasks listed on the agenda in a set amount of time.


Set-up Quick Steps:

1. Set up the room. 
2. Determine the agenda and copy/paste the chosen agenda format to a new document and fill in with appropriate information. 
3. Print agendas and organize materials for each group. 

The teacher sets up the room to create four groups of six students for a 24-student class or five groups of six in a 30-student class. Students may choose their group or the teacher may assign students to a group.

Each table configuration is identified by a number, taping a sign to the wall near the group. The agenda and group roles are printed and placed in a basket or bin on each table. Materials needed for the class period are also placed in the bin/basket.

The group roles are designed to maximize student accountability and to allow for every student to participate within a group of 6 students. If there are fewer or more than 6 students in a group, they can double up on responsibilities/roles.

The Group Agendas

There are three versions of agendas that can be customized as needed with specific directions, links, and tasks. To add additional tasks to the agendas below, simply insert a new row into the table for v.1 or a new column (then merge cells to get rid of extra spaces) in the task area for v.2 and v.3 agendas. It is recommended that you keep an ongoing document on which you compile the agenda for each day. This document can be shared with students and administrators. To see an example of a month’s worth of agendas following v.1 format click here, and to see examples of v.2 and v.3, click here.

Agenda v.1 is designed with all groups completing the same tasks at the same time in a 43 minute period. Think of this as a common playlist of tasks. The class period begins with a Do Now, bell-ringer activity, then progresses through three tasks, and concludes with an exit ticket. During the class period, the teacher circulates through the room, helping students and groups as needed.

The number of tasks can be increased when following Agenda v.1, but be mindful of the decrease in time for each additional task. One way to manage tasks is to break up a big assignment or a worksheet into smaller chunks. For example, a four page packet of activities could be separated into four tasks, one page per task. This will allow students to practice pacing and makes a large assignment seem less intimidating for struggling learners.

Agenda v.2 is designed with all groups completing tasks via a rotating schedule so that the teacher can meet with each group at a designated time to check work or give a mini-lesson to the group. The class period begins with a quick Do-Now and then progresses through 4 non-sequential tasks of equal duration. The 4 tasks are completed in 8 minutes each, but can be completed in any order. Each group rotates through tasks using the provided sequence listed on the agenda. The period concludes with a 3 minute Exit Ticket.

Agenda v.3 is designed with a rotating schedule of 3 non-sequential tasks of varying duration (2 short tasks, 1 longer task). The 2-1 duration tasks are completed in two 8 minute blocks and one 16 minute block. One of the 8 minute tasks is spent meeting with the teacher. Each group rotates through tasks using the provided sequence listed on the agenda. The period concludes with a 3 minute Exit Ticket.

When following v.2 and v.3 of this group protocol, it is recommended that the number of groups be kept at four so as to maximize the amount of time the teacher visits each group. Included with the agenda templates is a version of Agendas v.2 and v.3, designed for groups of 5. If the number of groups and tasks are increased to five, then the time for each task and the time the teacher has to meet with each group is decreased from 8 minutes to 6 minutes per in a 43 minute class period. This may affect the quality of the meeting with the group, the work students are completing and may impact the type of tasks they are directed to complete in such a short time.

All Do Nows and Exit Tickets should be recorded in a student’s notebook, serving as an ongoing record of activity. The class tasks can be completed in the students’ notebooks or on teacher-provided handouts or digital files as appropriate.

To minimize the time spent by the teacher accounting for student completion of work, the Quality Controller should be recording the progress of each group member throughout the period on the provided chart located under the agenda, noting the completion of each task by each group member. Rather than collecting all papers for each group member and handing the papers to the teacher, students should keep evidence of the task completion in their notebook, which can be produced upon request.

At the end of the period, the Agenda page is turned in to the teacher. The Agenda is kept on file as documentation of student participation and behavior. The teacher can award participation points to each student based on the number of tasks completed. For example, if Biff Bifferson only completed 3 out of 5 tasks, a grade of 3 out of 5 can be recorded in the gradebook for that day’s participation. The teacher can follow up with each student and verify the authenticity and accuracy of the completion of work in a quick and efficient manner. If the student makes up the INC assignments, the teacher can easily update the gradebook.

Folks who attended FlipTech East Coast and Rewire conferences got to experience the Group Agenda Protocol first hand. Below are the slides for the session.

The Group Agenda Protocol is a method for maximizing the precious time we have in class and for promoting student efficacy and autonomy in a structured learning environment.

Digital Dashboard Document

This year I am trying a more transparent and strategic approach to my technology integration.  I've always been mindful of the purpose of the tool, but I wonder if I've consistently conveyed that purpose to my students and colleagues.  I have a plan. I know what I'm doing, but do others see it?

So, to get things started, I created a Digital Dashboard Google Document on which my students will see what sites we will be using consistently, the rationale for using that site, and an area in which they will type in login information---not their actual password, but hints or clues in case they forget. There are important class links to district sites, as well as extra rows for students to add additional sites they may choose to frequent.

Both Edmodo and Google Classroom give users the ability to generate an editable copy for each student with the file name and sharing permissions, so in the event that someone does not remember his/her password, the student can access the doc or I can offer clues.  Many of the tools we will employ in class allow the teacher to reset passwords, but I want students to be responsible for their accounts before I access my dashboard.

If you like this design, go ahead and snag a copy, customizing it for your students. In the comments for this blog post, please share how you convey the purpose of technology integration to your staff and students.

How to Flip Back to School Night

In a previous post I shared about the results of flipping Back to School Night. Today, I'm going to show you step by step how I used blended learning to achieve those results.

The first few days of school:  (Nothing crazy here)  Have your Class Expectations typed up on either a Gdoc or Word document, photocopied and distributed to the students.  I also include an area on the document for student and parent signatures.  Give your students a few days to obtain the parent signatures.

I do not read the expectations document to the students in class because all teachers in all other classes are doing the same thing and my expectations will get lost in the shuffle.  I do tell the students that they are to read the document carefully before signing.

So what do students do instead of passively sitting listing to me drone on about the course expectations? We are jumping right in to learning activities: icebreakers, group work, problem solving,  etc.  For the 2017-18 school year, I'm going to start with an editable Escape Room / Break Out activity created by Nouvelle ELA. I don't normally purchase items from Teachers Pay Teachers, but not being experienced in creating my own breakouts yet, I thought this was a worthy investment, and at less than $6, a real deal!

Recording & Delivering the Video:
There are a few simple steps for recording your video and making it interactive for parents and students.

1. Prepare your recording space by adjusting the lightning, background props, and alerting others that you don't want to be interrupted. Since you are providing an overview of your course, it is important to record your video in your classroom space. I put a sign on the door stating that I'm recording and do not want to be disturbed. 
2. Create a title slide for your video using Google Slides or PowerPoint. Keep it open on your desktop.
3. Have open your Course Expectations document.
4. Open Screencastomatic or Camtasia, and select recording a portion of your screen and have the picture in picture on. You want folks to see and hear you. So don't be camera shy! You will size the frame so that it captures the slide first. Tip: you don't need to put your slide in present mode, simply have the recording frame capture the area of the slide.   
   
5. Record a quick introduction stating your name and the course. Hit PAUSE on the recording. 
6. Switch to your course expectations document, resize the recording frame, and hit record.
7. As you talk through the expectations, you will slowly scroll through the document. Try not to read from the document verbatim, and do not ramble!  This video must be kept under 15 minutes. 
   
8. If you plan on importing the video into EDpuzzle or another interactive video tool, strategically pause after important moments so that you will have spaces to insert the questions which will check for understanding while watching the video.
9. After you have finished talking through your course expectations, pause the recording, switch back to the title slide or create a slide that includes your contact information, resize the recording frame, and record a brief closing message. This will give your video a more polished feel by capping the ends with an opening and closing slide.
10. Create a handout of questions to accompany the video. If using an interactive video tools such as EDpuzzle, insert the questions to check for understanding. 
11. At least two weeks prior to Back to School Night, assign the video lesson as homework, the student and parent must watch it together! The two week time frame allows parents to work around their schedules.
12. So as to prevent tech issues from occurring, provide multiple avenues with which parents and students can access the video and reinforce that all answers are to be written on the question handout page. No matter the hardware, EDpuzzle allows for folks to view either by signing in to their account or through Guest Mode, so parents can experience the tool along side their student, but you don't have to worry about the student not completing the assignment if they have trouble logging in to their account at home. 
13. As students turn in the questions page, review the responses and make note of any patterns: if many got the same question incorrect, then you need to address the issue on Back to School Night and follow up with the parent individually in an email.

After the Video: Following up with parents after the video is important for community building and creating an open dialogue with parents.  All parents should be sent an email thanking them for their completion of this task and inviting them to Back to School Night.

If your Back to School Night is anything like mine (9 minutes per class with 5 minutes between each), it is impossible to do a deep dive and convey all of the information about your course to parents. Also, due to work schedules and such, not all parents attend Back to School Night, so rather than thinking of this event in terms of information delivery, focus on how to let the parents in the room experience your class with a short learning activity. Let the video be the information delivery mechanism, as you can ensure all parents and students take the time to view it and answer the corresponding questions.