The focus of this blog post is to share the process of using YouTube for visible learning and thinking.
After researching, reading, analyzing the text and determining important facts in relation to their inquiry of the science expectations, the students organized their information in a graphic organizer focusing on synthesizing the information.
- Uploading images on Google Photo Slides.
2. Students could choose slide duration, slide effect, and transition.
3. Video is uploaded to Youtube to add annotation from the reading organizer.
4. Enhancing video for slow motion for reading annotations.
5. The students also added a video from Youtube for further discussions by using Spotlight. More focusing is needed to make sure the spotlight is visible and to add a comment where to click and when to start the video link as well opening in a new window.
6. A screencastify of a student's collection of evidence on the eportfolio.
7. The students also used video notes to reflect on their drama video presentations while focusing on the criteria. I was able to add comments as notes as well.
Grade 6 students used YouTube video slides and annotation to explain the biodiversity of Canadian animals and to analyse the positive and negative human impacts. The extra step that the Grade 6 students added was using the Snagit images about the classification of the animal in their photo slides.
Technology has amplified students' voices by emphasizing on the evidence of their learning in line with the co-constructed criteria, curriculum expectations through video slides and annotations on YouTube. The students' voice was also evident by reflecting through video notes about their drama presentations. We will be posting all of the cross-curricular evidence on a Thinglink for access to all about the visual art, drama and explaining human systems for Grade 5 and biodiversity for Grade 6. Technology is important for students' voice to strengthen their learning experiences and their importance of being at the centre of learning. Through technology the process of learning becomes visible to capture students' experiences. I continue to reflect: how can students' voices and thinking be evident for all?