Every year, I highlight which Webby nominees I think are useful to educators (and which I haven’t already shared on this blog already). You can see my past picks here.
Here are my choices for this year:
Storybooth shares short, animated stories from young people. Kids record their stories, submit it to the site, and they decide which ones they’ll animate. They would be excellent listening exercises for English Language Learners (and the subtitles seem pretty accurate – it looks to me like they manually add them). Here’s an example:
I use games a fair amount in the classroom, and they’re always good-natured, low-stakes, and students are divided into teams. Those seem to fit that definition of generating “excitement” and not “anxiety.”
I’m just wondering if readers have any other thoughts on how competition is, and can be, constructively used in schools in other ways?
I began my ELL teaching career thirteen years ago working with pre-literate Hmong refugees. Since that time, however, I haven’t had a student who was not literate in their home language – until this year.
This obviously creates many challenge, including the fact that most online ELL resources require some degree of literacy.
Here are a few online resources that seem to have been helpful and accessible to my student – let me know if you have other suggestions:
Lyrics2Learn is a music video program to teach early readers. It feels to me something like a StarFall (the famous site for early readers) put to music. You can create a virtual classroom with it, and can try it out for a month. Then you have to pay $150 per year (you can also pay a monthly charge, instead). I’ve been having a few of my lowest English-proficient and least engaged Beginning ELLs use it, and it seems to be going well.
However, I didn’t realize how large the quantity of their resources really spanned until this week – they’ve got tons of high quality (with a few exceptions) materials available for free download after a quick registration. Language teachers all over the world contribute what I hope are their own creations (with luck, none are uploading the work of others). I was looking for a few supplemental materials one of my peer tutors could use with a few students, and was very impressed.
Mary Stokke, a very talented student teacher, has “taken the ball and run with it” recently while she has taught a group of Intermediate English Language Learners (my classes are often comprised of multi-level ELLs and, when possible, student teachers work with small groups of them).
Here’s a guest post from her where she talks about initial experiments viewing virtual reality videos and photos to student creating their own. It’s now leading to ELLs teaching mainstream media classes in the school how to create virtual reality videos of the school.
Note that she has some questions for readers at the end of the post. Please contribute your responses in the comments section if you can help.
Mary Stokke Vides is a new English and Social Science teacher, studying at Sacramento State. She was union organizer for 8.5 years:
I have been working in Larry Ferlazzo’s Intermediate English class for seven months. It is a great opportunity to try out new methods and be creative, because it is a very small class (it started with three students and has grown to seven). Larry purchased durable VR headsets months ago, and we attempted to view 360 videos with them, but had a poor wifi connection and frankly hadn’t yet put a lot of time into figuring out how using the headsets added value to our instruction.
Later this year, our school’s innovative Digital Media teacher John Hull lent us our school’s only RICOH Theta S 360 degree camera to help us create our own images. We have been excited for the potential of this technology and looking for opportunities to try it out (and not waste Larry’s money). I thought that a good chance to do this again would be in our Persuasive Essay unit, as VR lends itself to taking a perspective.
Below you will find descriptions of the lessons that I created, and some of the results. There are some challenges to making this technology accessible to students through school, so feedback from technically inclined readers in the comments would be greatly appreciated!
Persuasion Lesson Plan Using 360 Technology
Evaluating & Creating 360 Photos
Students wrote a prediction about what they thought the qualities of a good 360 photo would be using a graphic organizer.
Students viewed 360 photos on the app Roundme. We explored the map function of this app and students played around with different photos before we examined this photo together.
Students then revised their predictions based on what they saw.
Next, students shared what they wrote and created a list of what makes a good versus a bad 360 photo.
Next, we created our own photos. I borrowed some clothing props (hats, jackets, a bathrobe) from our drama teacher, Mr. McElheney and students had fun going out to the school stadium in their new attire.
Students created 360 photos that we uploaded via Google Street View. Here’s a sample:
Results: Students enjoyed going outdoors to take photos. They debriefed their results as “good” or “so-so” because their pictures had an interesting background and people doing things, but as one student said, you don’t know what the people are doing, and some parts of the picture are blurry. If I did this again, I’d give students more specific prompts for the elements of the story they are trying to tell. Some words or captions would also be a good way to get students to write during this assignment, and make the purpose of the photo more clear to the audience.
Facebook now allows you to post and view 360 degree photos. There are some amazing images of man-made and natural wonders on the page 360 Photos that would be great for geography classes. The great thing about this site, and Roundme (used in the plan above) is that the images can be viewed well in a VR viewer or right on your desktop or tablet.
My English students read the book about a young teen who joins a gang, called “It Doesn’t Have to be This Way/No tiene que ser asi” by Luis J. Rodriguez. After reading, they wrote a brief essay evaluating why some people say gangs have positive or negative consequences, and then explaining their own opinion about the consequences of joining gangs. I thought a great way to expand this lesson to give students chances to listen, speak, write, and collaborate was to figure out how to create 360 degree skits about questions related to gangs.
My lesson plan with links to different scaffolding documents (Storyboard, setting, dialogue, etc.) to help students prepare sketches is here.
Here are two of the videos that they came up with:
If they look strange on your browser, you will have better luck viewing them on your phone through the YouTube app.
Results: Students were highly engaged in this activity. They were creative, and had fun. They were motivated to write the elements of their videos, plan their props, practice their acting, and help one another record.
Here are the notes students typed up as we debriefed the lesson as well as the agenda we created for teaching other students about the lesson.
Frontload some vocabulary activities before making the video and ask students to use some of those words in their skit.
Use a microphone and teach students to add captions on YouTube (I did it this time) so they get practice creating videos that are more engaging and comprehensible to an audience.
Students are going teach what they learned to Mr. Hull’s yearbook class to inform an experiment with creating a 360 digital yearbook to go with the print copy.
Technical Practices for 360 photos and video
The Google Street View app is a great tool for this. An important thing to do is pair your smartphone with your RICOH Theta S before you take photos. That way you can use the photo editor. Make sure to hit the wifi button on your camera and then go to your phone setting and select the camera’s wifi connection as your wifi source. It will be a name that includes the word “ricoh” or “theta” and a lot of digits. Once you do this, you can go to Google Street View on your smartphone, select the camera icon, and as you take photos with the Ricoh camera, you’re able to view them on your phone, make edits, and upload the photos.
The great thing about the Street View app is that it can detect faces and blur them out for anonymity.
Uploading photos on the Theta S smartphone app also allows you to blur photos, but as far as I can tell, you can only share photos to Facebook, not save them to your phone or another location.
Shooting, editing and uploading videos:
360 videos need to be uploaded to spherical format in order to appear on Youtube to be compatible with Google Cardboard or other VR viewers. This format also makes it possible for you to watch the video on your desktop in Youtube on a flat screen where you can drag the cursor in order to navigate to different views within the video.
The RICOH company offers a variety of applications for editing and sharing photos and videos for phones and desktops. However, the desktop doesn’t seem to allow you to do a spherical conversion. As a result, I had to download 2 smartphone apps from the company, the “Theta S” app and the “THETA+ Video” app. First, I had to upload a video from the camera to the Theta S app (by connecting through the device’s wifi as by hitting the wifi button on the camera and then selecting the camera’s wifi connection as my wifi source). Then, I had to open the THETA+ Video app and select the video format 360 video in the app. In this app you can add filters and trim the video or edit it’s frame speed. Finally, you can upload this video to your Youtube account.
In YouTube, you can add captions to your video by going to the “Subtitles/CC” tab in your editing settings. Happily, the captions carry over into a VR viewer like Google Cardboard.
In it, I discussed how I was trying to build a classroom culture in my Beginner ELL class where everyone would feel they had a responsibility to be a teacher. It’s early, but has gone very well, and some of my colleagues have already begun to replicate it in their classes.
On Friday, I tried a next step to the strategy. I created a simple form listing the actions the class had determined they could do as “teachers” and had them glue it in their notebook. You can download it here.
I explained that each Friday, they would grade themselves on how they had done in that area during the previous week, but that I would not look at it. I would ask that they would share their grades with a partner of their choice and also identify one – just one – area they wanted to improve on in the coming week. I would ask that they share that goal with the entire class.
Students approached it eagerly. Then one student came up to me and said she wanted to show me her grades. They were accurate, and also not very good. I publicly praised her for her honesty and then everybody wanted to show me their grades. Everyone, and I mean everyone, was brutally honest with themselves. Here are a couple of examples:
Students liked sharing with a partner, and then everybody picked an area for improvement. And just about every student picked the area that I would have chosen for them!