ImagineIT: Final Report
Last summer, I chose to focus on alternate forms of assessment. I have assigned a number of videos projects throughout the year. I assigned them to my Dual Credit 140 class (a College Algebra class) and my Advanced Algebra class. The first assignment I gave was very specific in nature, the second was much more open-ended. I learned a great deal having the students do these projects and will make adjustments for years to come.
Here are some direct quotes from students after submitting videos:
“The process of the video was a lot of fun and it did help with what we were doing for we had to explain it and show it.”
“The process of making a video was the hardest. We realized we needed to prop up the camera enough to make it visible and maintain a serious tone while doing the work.”
“When making the video I found that although I don’t like projects, I found it fairly simple and easy. We knew what we had to do and it was easier because an example was provided. The hardest part was probably having to edit it or having to record all the way through with no mistakes.”
“I completed the video project, but I noticed that one of the problems when making the video is finding a partner and people having enthusiasm to do the project because it was only the beginning of the school year so no one cared about their grades much yet.”
“Making the video was a very interesting experience. It had to make you really understand the problem in order to explain it in video.”
“Making the video made me think about how I should solve out a problem. I took the time to list what I have and write it step by step to my goal.”
“Didn’t make a video.”
I am very pleased with all of these comments because they really capture the take-aways I thought of after assigning and grading the projects. In the coming years I am planning on doing the following as a result:
1. Start off with a very short video where the students are given a specific topic to talk about. This will give them a chance to work on lighting, sound, and presentation. It will help alleviate some of the stress of having to do the project. I will encourage students to work with a partner.
2. Really focus on the mathematics in their explanations. It was fascinating to watch the videos and find recurring themes and some common misconceptions.
3. I am glad that students seemed to enjoy doing the projects. They were not easy to do but I believe there is some lasting value, which was my goal of making lessons stick.
4. I will carefully design video projects of increasing difficulty. They can work on certain logistics in the first few then focus on the more important things in the later videos.
5. It is very important to give the students a time constraint. If not, the students will get too stressed out and the videos will require too much editing.
6. I loved the fact that students who are more reserved in class did a wonderful job in videos. The part of doing it in front of one or two peers allows them to focus on the material, not being nervous.
I feel satisfied with my idea of student videos. I can make necessary adjustments for the future but the foundation is definitely in place. I could not be more pleased by their submissions, their explanations, and their creativity. It is definitely a great component to making lessons stick.
Here are some direct quotes from students after submitting videos:
“The process of the video was a lot of fun and it did help with what we were doing for we had to explain it and show it.”
“The process of making a video was the hardest. We realized we needed to prop up the camera enough to make it visible and maintain a serious tone while doing the work.”
“When making the video I found that although I don’t like projects, I found it fairly simple and easy. We knew what we had to do and it was easier because an example was provided. The hardest part was probably having to edit it or having to record all the way through with no mistakes.”
“I completed the video project, but I noticed that one of the problems when making the video is finding a partner and people having enthusiasm to do the project because it was only the beginning of the school year so no one cared about their grades much yet.”
“Making the video was a very interesting experience. It had to make you really understand the problem in order to explain it in video.”
“Making the video made me think about how I should solve out a problem. I took the time to list what I have and write it step by step to my goal.”
“Didn’t make a video.”
I am very pleased with all of these comments because they really capture the take-aways I thought of after assigning and grading the projects. In the coming years I am planning on doing the following as a result:
1. Start off with a very short video where the students are given a specific topic to talk about. This will give them a chance to work on lighting, sound, and presentation. It will help alleviate some of the stress of having to do the project. I will encourage students to work with a partner.
2. Really focus on the mathematics in their explanations. It was fascinating to watch the videos and find recurring themes and some common misconceptions.
3. I am glad that students seemed to enjoy doing the projects. They were not easy to do but I believe there is some lasting value, which was my goal of making lessons stick.
4. I will carefully design video projects of increasing difficulty. They can work on certain logistics in the first few then focus on the more important things in the later videos.
5. It is very important to give the students a time constraint. If not, the students will get too stressed out and the videos will require too much editing.
6. I loved the fact that students who are more reserved in class did a wonderful job in videos. The part of doing it in front of one or two peers allows them to focus on the material, not being nervous.
I feel satisfied with my idea of student videos. I can make necessary adjustments for the future but the foundation is definitely in place. I could not be more pleased by their submissions, their explanations, and their creativity. It is definitely a great component to making lessons stick.