Go Public: A Day in the Life of an American School District,a documentary in which 50 small-camera crews followed a wide-ranging group of individuals who attend, support, and work in the Pasadena Unified School District, a racially and economically diverse district of 28 public school campuses. Screening in theaters during American Education Week and in the coming months. Go Public tells the story of one full day, from sun up to long after sundown.
Here’s a famous scene from the movie Apollo 13 (thanks to Christian Schrock for the suggestion):
Heddi Craft suggest clips from MacGyver. Here are a couple I found on YouTube:
I hope people will contribute more ideas!
This isn’t a video, but I’ve previously posted about this research:
Thinking Outside The Box, With Our Bodies And Our Brains is from NPR and reports on an intriguing study. Basically, some students sat in a big box and others sat outside of it. Both were given tests to measure their creativity. The students sitting on the outside were judged to have developed solutions on the test that were twenty percent more creative than those sitting inside. The NPR writer comments:
As an educator, I enjoy playing with these ideas. Aren’t walled classrooms boxes too? Would my students’ creativity flare to new heights if we met under open skies?
Taking an idea I learned from Heather Barikmo at a New York Times Learning Network post, I’ve begun asking my Beginning English Language Learners to take photos with their phones of signs and/or words they see outside of school but don’t know what they mean.
To paraphrase what was in that Times post, one of the benefits of doing this is that it helps students remember that they need to be intentional about learning English all the time — not just when they’re in the classroom
We’re just beginning, and I’m planning on asking each of them to take three photo each, and then text them to me.
Here’s the first batch. I’m sure there are many apps that would do the job, but I used one called Photo Slideshow Director HD Pro to make a slideshow of the images, upload it to YouTube, and then embed it on our class blog. I was going to use Animoto, but if you pause it, the video shows a big arrow in the middle, so that wouldn’t work.
I figure we’ll show the video all the way through first without having students say anything — that way, they’d have time to see and think about them. Next, we’ll go through them one at a time to see first if other students have any idea what it might mean, and then see if they can identify any clues. Finally, we’ll clarify what it means and discuss where we might see those signs.
Here’s our first video:
Do you do anything like this? If so, how do you handle it?
I periodically post places to find resources that are supposedly the “most popular” of something or other. I might or might not agree with the criteria used to determine that popularity, but I nevertheless find some useful pieces of information.
Readers may or may not know about Tom Lehrer, the mathematician turned songwriter and performer who was particularly popular in the 1960′s (and who is still around today). His satirical songs poked fun at many topical subjects, and I still remember hearing my parents playing his records when they had friends over and laughing uproariously.
Some of his songs are a bit dated now, or perhaps not entirely politically correct. However, many more are still right on target and very funny.
Well, our student teachers and I put the two together this week with our Beginning English Language Learners.
Johnny Doolittle, an art teacher at our school, regularly uses his prep (free) period to help our ELLs, and this week did an art project with them. Along with creating art, our student teachers thought it would be a good time to use some Diego Rivera artwork in the context of a critical pedagogy lesson.
Students followed this sequence with the art:
1. Show a picture or short video clip portraying a national or international problem, or a common challenge your students face.
2. Next, ask students to share what they believe is happening. What is the problem they think is being portrayed?
3. Ask students what they think caused the problem.
4. This is followed by asking students if they, members of their family, or friends have ever experienced a similar problem.
5. Next, students can share how they responded to the problem.
6. The final task is to ask them to talk about other ideas they might have about how to respond to the problem, potentially bringing everything together in a poster to share.
This is where Fotobabble came in — we then took a picture of students with their “storyboarded” answers, and recorded their narration.
It worked pretty well. Here are a couple of example:
Also, students showed the art they created with Mr. Doolittle, and described the steps they took to create it:
My high school students love the Sesame Street videos, which I use as a short “refresher” during the year after we do our initial lesson on self-control.
This one on “The Waiting Game,” though, is the best one yet. In it, Cookie Monster demonstrates each of the strategies that Dr. Walter Mischel recommends that people use (and that he saw children apply in the marshmallow test) to enhance their self-control.
I’ll be showing the video to students and having them identify each of those strategies:
Now, some teachers have done a short video person — unfortunately, without giving credit to John and the original source. But it is pretty funny. And if you go to watch it on YouTube, people have made some pretty nice additions in the comments.
This next video is the best one I’ve Seen On Perseverance & Resilience.
This video is part of a new TED-Ed Lesson titled There’s no dishonor in having a disability. You can see the entire lesson here.
My colleague Katie Hull did a simple and powerful lesson using one of the resources on that “Best” list and I thought I’d share it here.
It’s based on an experiment and video that “Soul Pancake’ did (the video is on that list, but I’ve also embedded again in this post).
Katie gave her students this writing prompt (which is very similar to the question used in the video):
Close your eyes and think of somebody who is really influential in your life and/or who matters to you. Why is this person so important?
She also shared what she had written about her father as a model. After students wrote it, and shared in partners, she showed the video. Then, she encouraged people to to share what they wrote with the person they wrote about — in fact, some students felt they wanted to share it right then by calling.
Diane Ravitch was on The Daily Show last night. Here’s her two-part interview, which includes an “extended” portion that only appeared on the Web. You might also be interested in the previous time she was on the show — see Jon Stewart & Diane Ravitch Knock It Out Of The Park!
I have a “The Best” list called The Best Video Clips Of Sneaky Critters that includes great clips to show to English Language Learners and then have them describe what they see. I also use them in my IB Theory of Knowledge class in a discussion about if animals have ethics. Here’s a new addition: