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Document Cameras & Projectors: Cool Use #17 “Compare and Contrast”

Smarty — Mon, 20 Sep 2010 19:22:42 +0000

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.

Document Cameras & Projectors: Cool Use #16 “Presentation Time”

Smarty — Mon, 09 Aug 2010 18:09:58 +0000

PRESENTATION TIME ———————————————————————

CONTENT AREA: ANY

GRADE LEVELS: ANY

A document camera allows for all students to develop visual aids for use in

their presentations without the use of any special supplies or software. Students that may not

have access to poster supplies or presentation software will no longer be disadvantaged when

it comes to creating required visual aids for their presentations. This activity can be used

with any activity from elementary school “show and tell” to the more complex presentations

required in many middle school and high school classes.

MATERIALS

- Document camera

- Projector

- Students’ visual aid materials to accompany student presentations

PROCEDURE

BEFORE

1. Assign presentation of selected topic.

2. Show students approximate size of materials that can be projected using a

document camera.

DURING

3. During their presentations, have students project their visual aids for the class.

AFTER

4. Have the class vote silently on the visual aid that was the most creative or well

presented. Count votes and give awards to the “best in show.”

ADAPTATIONS

- Keep a few student work samples from a project to use as examples the next time you

teach the same topic.

Document Cameras & Projectors: Cool Use #15 “Peer To Peer”

Smarty — Tue, 22 Jun 2010 00:41:59 +0000

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.

Document Cameras & Projectors: Cool Use #13 “Up Close & Personal”

Smarty — Wed, 19 May 2010 02:40:30 +0000

UP CLOSE AND PERSONAL ————————————————-

CONTENT AREA: ANY

GRADE LEVELS: ANY

Bring the details of an item to be studied into vivid detail with a document camera. From showing the entire class the details of computer circuit boards or items on a microscope slide, to the details of a fossil, plant, or fingerprint, a document camera allows all students to see target details clearly.

MATERIALS

- Document camera

- Projector

- Item to be studied, such as different types of rocks

PROCEDURE

BEFORE

1. Prepare the items to be studied.

DURING

2. Use a document camera to project an image of the item to be studied.

3. Discuss students’ observations as a class.

4. Direct students to take notes regarding distinguishing characteristics of the item(s) studied.

AFTER

5. Project the image of two or more different items using a document camera.

Have students compare and contrast either in note form or as a complete paragraph.

6. Create a quiz by placing the item(s) discussed under a document camera. Point

to different parts of the item or change items as applicable. Have students identify

each target item on their paper.

ADAPTATIONS

- You can also hook up your document camera to a microscope, allowing all

students to see the item studied in great detail.

Document Cameras & Projectors: Cool Use #12 “Show Me How”

Smarty — Tue, 27 Apr 2010 00:23:40 +0000

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.

Document Cameras & Projectors: Cool Use #11 “Flashcard Review”

Smarty — Wed, 14 Apr 2010 15:52:21 +0000

FLASHCARD REVIEW

CONTENT AREA: ANY

GRADE LEVELS: ELEMENTARY, MIDDLE, OR HIGH SCHOOL

The following activity can be used to review concepts through questions, vocabulary,

or required memorization such as multiplication tables. It is an excellent way to achieve class

participation with students such as beginning level English Language Learners or students

who may be shy to speak during a class discussion.

MATERIALS

- Document camera

- Projector

- Note cards or paper cut in similarly small pieces

PROCEDURE

BEFORE

1. Create a few example flashcards that indicate to students the concepts or vocabulary

to be reviewed.

DURING

2. Direct each student to create several flash cards of the target concepts. Students can

use index cards, or simply use small sheets of notebook paper or printer paper.

3. Have each student come to the projector and place flashcards questions, one at a time,

under the document camera.

4. Direct the rest of the class to answer orally, either by choral response, or by selecting

individual students to respond.

AFTER

5. Choose some of the flashcards to project under the document camera. Have

students copy these questions onto paper. Assign as homework.

6. After sufficient reviewing, select flash cards to include on an assessment.

ADAPTATIONS

- Collect all the flash cards. Choose several for a classroom mock quiz. Have students

write their answers on paper. Check together as a class.

- Collect all the flashcards after the class activity. Choose one flashcard to project each

day as bell work.

- Hold a class competition by dividing students into two teams. Direct each team to

create questions for the opposing team. Students from one team place questions under

document camera, while students from the opposing team must answer the

question correctly.

Flashcards become a truly communal experience

LAUSD School Choice Reform Board Decision Results

Smarty — Wed, 24 Feb 2010 16:29:06 +0000

February 23 2010

The tally:

NEW CAMPUSES (24 )

-19 teacher-district proposal

-4 Charters

-1 Mayor’s Partnership for Los Angeles Schools

____________________________________

EXISTING SCHOOLS (13)

-10 teacher-district proposal

-2 Mayor’s Partnership for Los Angeles Schools

-1 Youth Policy Institute

-0 other charters

____________________________________

1. There was an election, involving parents, students, community members, employees.

2. Superintendent Cortines made his recommendations

3. Board made final decision

____________________________________

Challenges for Charter Management Organizations:

Vernerable charter organizations, Green Dot, ICEF, Alliance proposals not approved.

Charter parcel tax, and Proposition 39 issues remain.

____________________________________

We wish the best to all!! Innovation is afoot!

New KCLS Series: The Teacher’s Hour: Response to Instruction and Intervention

Smarty — Wed, 24 Feb 2010 16:15:02 +0000

ANNOUNCING the NEW KLCS SERIES!

The Teacher’s Hour: Response to Instruction and Intervention

The first broadcast is tomorrow night, Wednesday, February 24, 2010,
beginning at 7:00 p.m.

Tune in to your local KLCS station to view best practices happening all
over LAUSD!

This Wednesday’s show features Cienega ES, Van Nuys MS, South Gate HS
and how they are addressing students’ needs through a multi-tiered
framework of instruction.

During the show:

Call in to ask questions at: 1-800-527-8839 or 1-800-LA-STUDY
or
Submit your questions and/or comments at:
http://sites.google.com/site/lausdrti/

Won’t be near a TV? The show may also be viewed live by webstream at:
http://sites.google.com/site/lausdrti/

Mark your calendars for the next three The Teacher Hour shows:

       March 24, 2010, 7:00 p.m. Topic: Problem-Solving Process
       April 28, 2010, 7:00 p.m. Topic: Data-Based Decision Making
       May 26, 2010, 7:00 p.m. Topic: Academic Engaged Time

Document Cameras & Projectors: Cool Use #9 “Jigsaw Notes”

Smarty — Wed, 24 Feb 2010 05:09:19 +0000

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.

Document Cameras & Projectors: Cool Use #8 “Proofreading Analysis”

Smarty — Fri, 12 Feb 2010 16:49:41 +0000

PROOFREADING ANALYSIS ————————————————-

CONTENT AREA: ENGLISH LANGUAGE ARTS OR FOREIGN LANGUAGE

GRADE LEVELS: MIDDLE OR HIGH SCHOOL

Evaluation requires a high level of cognitive processing. The following activity can be used to teach a specific grammar skill, as a review activity, or to reinforce the value of proofreading.

MATERIALS

- Document camera

- Projector

- List of sentences with mistakes to proofread

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

PROCEDURE

BEFORE

1. Create a list of sentences that have strategically placed mistakes related to an instructional topic, i.e. spelling, punctuation, subject verb agreement, informal word choice, run on sentences, or other target forms. Decide how many mistakes to put in each sentence based on the students’ level. Write or type the sentences in a large, clear font.

DURING

2. Begin by teaching /reviewing a specific skill, such as how to punctuate direct and indirect quotations. Create sample sentences that contain mistakes with the target skill.

3. Using the document camera, project the sentences onto a white board or a large piece of paper that students can write on.

4. Have students copy the sentences on their papers and work independently or collectively to make corrections.

5. Choose several students to come to the board/paper with the projected sentences.

Have students cross out mistakes and write their corrections directly over the image of the projected sentences.

6. Review student corrections as a class. Discuss target points as necessary, and have all students make proper corrections on their papers.

AFTER

7. Allow students to work independently on other sentences containing the target skill.

8. Assign homework related to target skill.

9. Assess students on target skill.

ADAPTATIONS

- Instead of creating sentences for the exercise, use student sentences from submitted writing. This adaptation generates added interest among students because they feel ownership of their own writing. Re-write or type selected student sentences if necessary for legibility. Omit personal information such as names. Even without identifying information, some students may nonetheless feel comfortable enough to volunteer, “That’s my sentence! I can’t believe I made that mistake!”

- Five sentences work well as bell work to focus students at the beginning of class while completing administrative tasks such as attendance or passing out graded papers.

- As scaffolding, write the number of mistakes in each sentence to the side of the sentence. To make the activity extra challenging, do not indicate to students how many mistakes are present.

- To increase difficulty level, include sentences that do not contain mistakes with sentences that contain mistakes. This is much like evaluation activities found on some college entrance exams.