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

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 [...]]]> 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.

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

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 [...]]]> 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.

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: 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

- [...]]]> 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

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 [...]]]> 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

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.

CONTENT AREA: ENGLISH LANGUAGE ARTS, READING

GRADE LEVELS: MIDDLE AND HIGH SCHOOL

Reading strategies such as underlining and taking notes in the margin help students

process texts for high-stakes reading tests. However, students are frequently issued reading

textbooks that they are not allowed to write in, vastly limiting the opportunities to practice

active reading strategies. A document camera [...]]]> ACTIVE READING    —————————————————————

CONTENT AREA: ENGLISH LANGUAGE ARTS, READING

GRADE LEVELS: MIDDLE AND HIGH SCHOOL

Reading strategies such as underlining and taking notes in the margin help students

process texts for high-stakes reading tests. However, students are frequently issued reading

textbooks that they are not allowed to write in, vastly limiting the opportunities to practice

active reading strategies. A document camera can make active reading possible for

any text!

MATERIALS

- Document camera

- Projector

- Text selected for analysis

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

PROCEDURE

BEFORE

1. Choose the text to analyze in class. 

DURING

2. Project the text selected for active reading analysis using the  document camera.

3. Direct students to decide, either cooperatively in small groups or individually, what is

the main idea of the chosen selection.

4. On their own paper, students should write which key words and phrases they would

underline, and what notes they would take in the margin.

5. Choose students to write directly over the projected image which text they have

marked and what notes they would write in the margin.

Help Students Prep for Reading Tests

6. Discuss accuracy as a class.

AFTER

7. Using a document camera, project a text selection that students have not seen

before. As bell work, review, or assessment, have students write on their own paper

which key words and phrases they would underline, and what notes they would take

in the margin.

ADAPTATIONS

- For practice reading poetry, assign students to bring in a copy of appropriate song

lyrics. Project the image of the lyrics and discuss poetry conventions such as

figurative language, meter, and rhyme scheme together as a class.

- Use a document camera to project any text that is being read or referenced

during instructional time. This will help all students, especially students with learning

disabilities or English Language Learners, keep up with the lesson. This will vastly

reduce the number of students who will “get lost” during group reading.

CONTENT AREA: HISTORY

GRADE LEVELS: MIDDLE OR HIGH SCHOOL

A knowledge of chronological order of events is essential for students when

discussing complex causes and events in history. A document camera can provide an

excellent way to interactively practice timelines.

MATERIALS

- Document camera

- Projector

- Drawing of a timeline of the target era with no events listed

- Whiteboard or large [...]]]> TIMELINE      ————————————————————————

CONTENT AREA: HISTORY

GRADE LEVELS: MIDDLE OR HIGH SCHOOL

A knowledge of chronological order of events is essential for students when

discussing complex causes and events in history. A document camera can provide an

excellent way to interactively practice timelines.

MATERIALS

- Document camera

- Projector

- Drawing of a timeline of the target era with no events listed

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

PROCEDURE

BEFORE

1. Draw a timeline with numbers of the target era. Do not include events on the timeline.

History Timeline without the Events

DURING

2. Using a document camera, project the image of the timeline on a surface that students can write on.

3. Assign students in groups to sections of the timeline.

4. Assign groups to find at least five significant events that occurred during the section

of the timeline that has been assigned to them.

5. Have group members come to the board to add their findings to the timeline.

6. As a class, check for accuracy and discuss significance of each event.

AFTER

7. Provide students with a similar blank time line to complete individually as homework or a quiz.

History Timeline for Students to Complete & Discuss

ADAPTATIONS

- As a review activity, allow students to consult notes, textbooks, and other resources.

- To increase the difficulty level, prepare a timeline that has time marked in even

intervals, but does not mark specific dates. Have students work in groups to identify significant dates as well as events to the timeline.

- This activity can also be used to review literature by placing events in a story in

chronological order.