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: 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

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.

LEARN TO WRITE ………………………………………………………………………

STORY TIME………………………………………………………………………………..

 Adapted from various sources, there are many wasy to utilize projectors and document camera/visualizers to improve teaching and student retention and understanding.  Here are two ways.

LEARN TO WRITE ———————————————————————-

CONTENT AREA: WRITING

GRADE LEVELS: ELEMENTARY SCHOOL

Learning to form letters correctly is an essential elementary writing skill. Using [...]]]> SHOW ME GREAT LESSONS!      #1 and #2 

LEARN TO WRITE ………………………………………………………………………

STORY TIME………………………………………………………………………………..

 Adapted from various sources, there are many wasy to utilize projectors and document camera/visualizers to improve teaching and student retention and understanding.  Here are two ways.

LEARN TO WRITE ———————————————————————-

CONTENT AREA: WRITING

GRADE LEVELS: ELEMENTARY SCHOOL

Learning to form letters correctly is an essential elementary writing skill. Using a

document camera, you can provide opportunities for students to practice letter

formation on a large scale, with the added benefit of movement for kinesthetic learners.

MATERIALS

-Document camera

-Projector

-One paper with the letters of the alphabet to be practiced clearly written (divided by strokes if desired)

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

PROCEDURE

BEFORE

1. Prepare paper with letter formations to be practiced.

"Learn To Write" using a Document Camera & Projector

DURING

2. Project the image of the letters to be practiced using the Elmo document camera.

3. Have students line up at the projected image.

4. Direct the first student to copy the first letter of the list.

5. After allowing sufficient time to copy the assigned letter, erase what is written and

have the first student rotate to the next letter to the right. The first student begins to

form the second letter, and the next student in line begins to form the first letter.

6. Repeat rotation, continuing until all students have rotated through to finish forming each letter.

AFTER

7. Leave projected image of the targeted letters. Have students work independently to

create the letters on their own paper.

ADAPTATION

-This activity can also be used to help students learn how to form numbers and

geometric shapes.

.

STORY TIME ————————————————————————

CONTENT AREA: READING

GRADE LEVELS: ELEMENTARY SCHOOL

Story time is a classic activity of elementary school. The teacher reads the text on a

few pages, and then turns the book around to face the students so they can see the pictures.

One disadvantage is that we never seem to hold the pictures up for long, and students who are not sitting near the front often do not see the images very well. Story time can be transformed forever using an Elmo document camera, with projected images of pictures and text large enough for all students to see.

MATERIALS

- Document camera

- Projector

-Book that has been selected to read as a class

PROCEDURE

BEFORE

1. Choose the book that is to be read together as a class.

Elmo document camera for "Story Time"

DURING

2. Project the image of each page of the book that is being read using the Elmo

document camera.

3. Call attention to target words and illustrations as desired.

AFTER

4. Quiz students verbally about elements of the story.

5. Have students draw additional illustrations for certain parts of the book.

ADAPTATIONS

-A document camera provides an excellent way to “publish” original student

stories. After students have written and illustrated their own story, allow students to

share their stories with the class by projecting them with the help of a

document camera.

-When you find supplementary printed materials on an instructional topic, but it is

not feasible to purchase or reproduce the material, use a document camera to

project the image for the class to see.