Creating Commercials--Video Self-Analysis—Blog 2
Identifying What’s
Important
In the video segment I am giving the students written and oral
instructions on how to write their commercial.
I tried to emphasize that quality
not quantity was important in
their clip. A step-by-step process was
given on the promethean board. The
students were to do the following: (1)
Name the product. (2) Describe the product. (3) Explain why one would like/need
the item. (4) Select a setting. (5) Identify the characters. (6) Write the
script. (7) Think of possible props.
Students are given choice throughout this assignment. They could even make up an item to sell. No restraints were placed upon their creativity.
Making Connections
For several weeks we have been working on various aspects of
Brian Robeson’s journey to survive in Hatchet. Students have researched various chronic
illnesses, made a nutritional chart, researched tornadoes, written an interview
about the anguish Brian’s parents endured, etc.
Now, for this video segment, they must have thirty second to one minute
commercials such as they have seen for the past eleven years on
television. The students are extremely
excited about performing and do give their best at preparing for this
performance in one week.
Incorporating
Contextual Knowledge
Truthfully, I thought the students would perform better if
they were able to work with their friends.
From the videos I submitted onto google drive, I feel certain that
allowing student choice in this area was a plus. The students were creative, excited, and
willing to work enthusiastically. Only
one group had to be addressed and changed. Students were allowed “voice and
choice.”
Drafting Next Steps
The students began working on their commercials November 10th. On November 17th most of the
commercials were performed in the drama teacher’s room. They were recorded and will be used in the
news cast. I would like to do this PBL
next year and I plan to record everything in my room. Mr. Timmon’s was fantastic; however, he had
to give up two days of his lunch to record us.
I think/know that I can do that in the future. Also, I plan to allow time for retakes.
I love how organized you laid out the project, but still allowed the students to be creative in their choices. Allowing students to work with their friends creates a more positive classroom environment.
ReplyDeleteHi Sarah,
ReplyDeleteI enjoyed viewing you and your students in action with their pbl and appreciate the time you put into reflecting on what worked and what could be targeted for improvement. It is clear in the video that you provide in your instruction clear guidelines for what students need to include in their commercial and also the opportunities for choice embedded in the assignment. I am glad that students were able to apply what they were learning in real world written products that were authentic in nature such as the nutritional charts, the interviews, and the commercials. You shared in your Contextual Knowledge section of the analysis that you were glad that you provided students with the opportunity to choose their groups so they could work with peers they had connections with. You explained that it was clear from the videos that students were engaged in their work and appeared to enjoy collaborating with their peers. I am glad that students were able to record their commercials in the drama teacher's room but how you feel more confident in the recording process so that next year you could record them. **Sarah, what will you do next instructionally with your students this semester? What skills did they grow in, and what did you learn they need more support with? What will you teach them next and why?
Thanks,
Dawn
I love how you allowed students to have voice and choice and that you saw positive impacts in students work due to that! Way to go!
ReplyDelete