CONTENT AREA: ANY

GRADE LEVELS: ANY

Learning to compare and contrast requires high-level cognitive analysis. Comparing

and contrasting is a skill used in many different disciplines at all levels of education. Using an

 document camera can help students practice using different graphic organizers

collaboratively before being asked to use them independently.

MATERIALS

- Document camera

- Projector

- Whiteboard or large [...]]]> COMPARE AND CONTRAST   ————————————————————–

CONTENT AREA: ANY

GRADE LEVELS: ANY

Learning to compare and contrast requires high-level cognitive analysis. Comparing

and contrasting is a skill used in many different disciplines at all levels of education. Using an

 document camera can help students practice using different graphic organizers

collaboratively before being asked to use them independently.

MATERIALS

- Document camera

- Projector

- Whiteboard or large sheet of paper that students can write on

- A drawing of a graphic organizer used for comparing and contrasting, such as a Venn

diagram, double bubble map, or a T-chart

PROCEDURE

BEFORE

1. Decide the compare and contrast topic to assign students.

2. Prepare a drawing of the graphic organizer to be practiced, such as a Venn diagram.

DURING

3. Project the compare and contrast diagram using the  document camera.

4. Call students to the board to complete different areas of the compare and contrast

diagram.

5. Discuss notes as a class, changing and adding as necessary.

6. Have all students copy the collaboratively designed notes.

AFTER

7. After creating notes together as a class, assign an independent project such as an essay

that discusses the topic in depth.

8. Choose a different compare/contrast method of organization to demonstrate to

students each day for several days.

ADAPTATIONS

- Assign a compare and contrast topic and a method of organization. Allow students to

work collaboratively or independently to complete the notes. To review the topic and

check for accuracy, choose student products to project with a document

camera.

- Allow students to choose how they will organize notes for a graphic organizer. After

students have completed their notes, show the class different ideas by projecting

student samples using a document camera.

CONTENT AREA: ANY

GRADE LEVELS: ANY

Use a document camera to peer critique student work. This activity works

very well to show students the difference between low, average, and high quality work, and

to give students an idea of how their work will be assessed.

MATERIALS

- Document camera

- Projector

- Student work with names covered

Using document cameras [...]]]> PEER TO PEER     ———————————————————–

CONTENT AREA: ANY

GRADE LEVELS: ANY

Use a document camera to peer critique student work. This activity works

very well to show students the difference between low, average, and high quality work, and

to give students an idea of how their work will be assessed.

MATERIALS

- Document camera

- Projector

- Student work with names covered

Using document cameras in simple yet effective ways

PROCEDURE

BEFORE

1. Choose a collection of student work. Fold over or otherwise cover student names.

DURING

2. Use the document camera to project an image of student work.

3. Critique as a class, asking questions such as the following:

- Which parts have been completed well?

- What information is missing that was required?

- Which parts of the work could be improved?

- How would you grade this work?

4. Have students write constructive criticism for the work displayed.  Collect the

comments and attach them to the work when it is returned to the student.

AFTER

5. If student work produced for a project generally fell below expectations, have

students re-do the target activity after learning from the critiques of the class.

ADAPTATIONS

- Use a document camera to “publish” superior student work by displaying it for

the first few minutes of class.

CONTENT AREA: ANY

GRADE LEVELS: ANY

It can be difficult for students to follow processes with only verbal directions, and a demonstration is often limited to only a few students who are close enough to see.   

This use if simple but very valuable.  A document camera is a tremendous asset to help students follow [...]]]> SHOW ME HOW ———————————————————

CONTENT AREA: ANY

GRADE LEVELS: ANY

It can be difficult for students to follow processes with only verbal directions, and a demonstration is often limited to only a few students who are close enough to see.   

This use if simple but very valuable.  A document camera is a tremendous asset to help students follow procedures for many three-dimensional processes.

Use this activity to show students how to do a variety of activities, such as using a calculator, protractor, or drafting tools. You can also project images of yourself or a student demonstrating skills such as keyboarding, dissecting, creating a craft project or foldable study guide.

MATERIALS

- Document camera

- Projector

- Item to be used for demonstration

PROCEDURE

BEFORE

1. Decide which steps of the target skill will be demonstrated.

2. Depending on the project, create a series of samples that represent the individual steps ahead of time.

DURING

3. Project the image of the project step by step for students to follow.

4. Allow students to practice.

AFTER

5. On a separate day, “quiz” students on their newly acquired skills by calling them to

demonstrate the target skill for the class using the document camera.

ADAPTATIONS

- Use a document camera to show students how to fill out forms, and you’ll have fewer mistakes due to missed directions.

- Many models of  document cameras allow you to save the images to a computer, so you can keep a file of images to use when you teach the same skill again.

CONTENT AREA: ANY

GRADE LEVELS: MIDDLE AND HIGH SCHOOL

Students can work together to write the complete notes for any given topic. Rather

than only giving a report verbally, a document camera allows students to

collaboratively produce valuable notes for the class.

For any Subject or Content Area

MATERIALS

- Document camera

- Projector

- Paper with subtopic headings listed and [...]]]> JIGSAW NOTES ———————————————————————————–

CONTENT AREA: ANY

GRADE LEVELS: MIDDLE AND HIGH SCHOOL

Students can work together to write the complete notes for any given topic. Rather

than only giving a report verbally, a document camera allows students to

collaboratively produce valuable notes for the class.

For any Subject or Content Area

MATERIALS

- Document camera

- Projector

- Paper with subtopic headings listed and space to write notes in each section

- Index cards or paper cut to a similar size

PROCEDURE

BEFORE

1. Decide which subtopic within a given topic to assign for review, i.e. causes, effects, characteristics, and possible preventions for erosion.

2. Prepare a template paper divided into sections with subheadings listed.

DURING

3. Assign small groups of students to each subtopic of the topic to be reviewed.

4. Direct students to consult their notes, textbooks, and other resources make concise notes for the subtopic assigned to them.

5. Collect each group’s notes, and assemble them together under the  document camera.

6. Project the image of the completed notes, discuss as a class, and direct all students to copy completed notes.

AFTER

7. In addition to preparing written notes for the subtopic assigned to them, have students become subject matter experts by presenting the topic to the class.

ADAPTATIONS

- As a final review of important concepts, repeat the activity, assigning different groups to different subtopics.

Urbans students may still shy away from computer science.  LAUSD’s [...]]]> Only one in two thousand K-12 students in California took the AP test for computer science in 2008.  That’s .o5% … much much less than 1%.   Strange results considering computer science is more relevant than ever and remains amongst the highest categories in employment growth projections.

Urbans students may still shy away from computer science.  LAUSD’s John Landa, Todd Ullah and Diane Watkins are working to change that, along with Joanna Goode, University or Oregon,  and UCLA’s Jane Margolis.   The “Into The Loop” program is officially called the Computer Science Equity Alliance.  

Nerdy Computer Science Stereotype Blown-Away by LAUSD

The program has also helped blow-away nerdy stereotypes for computer science and is being expanded at LAUSD after after seeing an increase in computer science participation by women and “minority” students  by well over 100%, sometimes 500%. 

The National Science Foundation, UCLA and LAUSD have been partnering on the program to increase the number of students in California taking the AP test in computer science.  “Computer science is the iPhone.  It is social networking and downlading MP3s”, Joanna Goode stated in an LA Times article last year.  And leveraging the momentum that students already have in these ubiquitous areas makes computer science more fun and more relevant for todays’ kids as they consider their future careers.

Here is more info on Into The Loop and teacher resources.