VIDEO AS AN ASSESSMENT TOOL
Learning Objective Three: Students will display their ability to incorporate different learning styles and multiple intelligences in their own class by creating a video lesson in their content area with at least 80% accuracy according to the rubric provided.
Activity: Many faculty teach the way they were taught, which is primarily a lecture format. The students at our college tend to have not had success with this style of learning. After taking several self-assessments that identify their own learning style and intelligences, students (faculty) will have an opportunity to take one of their own class lessons and modify it so it appeals to multiple learning styles and intelligences. Prior to this activity students will brainstorm activities in the discussion board to practice the concept of incorporating multiple learning styles and intelligences. Bloom's Level: Evaluating
Example: If you’re teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?"). http://www.thomasarmstrong.com/multiple_intelligences.php
Upon completion, videos will be uploaded to our media server and students will have an opportunity to view each others videos to offer feedback.
Assessment Tool: Students will use a flip camera (available for check-out at the College) or a web cam to videotape themselves presenting a short class lesson from their content area. The lesson the students present will incorporate multiple learning styles and intelligences. See below for a short video on how to make a video with a flip camera.
Some of the benefits of using a flip camera or web camera include:
Diversity: This activity appeals to audio, visual and kinesthetic learners, as it is very interactive. It allows for creativity on many levels.
Plagiarism: There is little room for plagiarism in this activity as each student is videotaping themselves teaching their own lesson.
Activity: Many faculty teach the way they were taught, which is primarily a lecture format. The students at our college tend to have not had success with this style of learning. After taking several self-assessments that identify their own learning style and intelligences, students (faculty) will have an opportunity to take one of their own class lessons and modify it so it appeals to multiple learning styles and intelligences. Prior to this activity students will brainstorm activities in the discussion board to practice the concept of incorporating multiple learning styles and intelligences. Bloom's Level: Evaluating
Example: If you’re teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?"). http://www.thomasarmstrong.com/multiple_intelligences.php
Upon completion, videos will be uploaded to our media server and students will have an opportunity to view each others videos to offer feedback.
Assessment Tool: Students will use a flip camera (available for check-out at the College) or a web cam to videotape themselves presenting a short class lesson from their content area. The lesson the students present will incorporate multiple learning styles and intelligences. See below for a short video on how to make a video with a flip camera.
Some of the benefits of using a flip camera or web camera include:
- Relatively easy to use
- Available for checkout, so no purchase is necessary
- Allows for students to share what they know
- Brings in a visual component to the class
- Some students may be intimidated by using a flip or web cam
- Quality is not great
- Microphone on flip cam is not high quality
Diversity: This activity appeals to audio, visual and kinesthetic learners, as it is very interactive. It allows for creativity on many levels.
Plagiarism: There is little room for plagiarism in this activity as each student is videotaping themselves teaching their own lesson.