2. H OW CAN VIDEO LESSONS BENEFIT MY CLASS ? Video Lessons are the perfect example of how to apply 21 st Century Learning goals in your classroom. Teachers can tape either short or long lessons in order to display in class. Multi-media presentations help further student understanding and enhance the quality of student work. Video Lessons allow the teacher to display previous examples of student work. This helps students further their understanding of successful vs. less successful projects. Video Lessons help engage a student’s attention Enhances focus on specifics involved in analyzing and solving problems…resulting in better finished projects. Students will be able to provide better solutions concerning classroom problems and projects.

3. H OW CAN I UTILIZE VIDEO LESSONS IN MY CLASS ? Lessons can be as simple as explaining how to solve a chemistry or math problem. Or they can be more complex and explain how to create an ideal student project or demonstration for class. Video Lessons are ideal to utilize in order to enhance student understanding in difficult areas for students. Short video examples in solving math, chemistry, and language problems are common issues addressed by teachers involved in this program. Teachers can utilize their own creativity to personalize instruction and come up with their own Video Lessons. Video Lessons are perfect to prepare for a substitute to utilize while filling in for a permanent teacher’s class.

4. H OW LONG IS THIS PROGRAM AND WHAT WILL THE PROGRAM NEED FOR SUPPLIES ? This program is designed as a professional development for teachers. The program is scheduled for 6 sessions lasting 2 hours per session. Teachers will be broken into collaborative learning groups containing two students per group. Each group will need a Macintosh OSX computer, Imovie 2011 Software (Should be Preloaded in all Macintosh Computers), Flash Memory Card, and a Kodak ZI10 camera.

5. H ANDS - ON L EARNING A. Basic Camera Operation (WEEKS 1 &2) Task 1:Pick an object in the room and film it at 2 different angles. Bring shot back for instructor critique. Task 2: Now finish the assignment by filming the object in the room we are standing in at 5 different angles. Post film on YouTube for review of classmates. (Rough Draft, Peer Critique Utilizing YouTube) Task 3: Film an object in the room we are standing in at 5 different angles. Post film on YouTube for review of classmates. (Final Draft)

6. H ANDS - ON L EARNING B. Non-Linear Editing (WEEKS 3 &4) Task 1: Messing about (provide ongoing/formative assessment) Take the 5 clips from the object in the room and capture that footage into Final Cut Pro for editing. Once in the edit make each clip 6 seconds long and place a graphic explaining the camera angle. Place the Rough Cut on YouTube for class and instructor critique. Task 2: Guided inquiries (provide ongoing/formative assessment) Take film from assignment 1 and add narration and copyright free music explaining the object that you filmed. Make this cut of the film 45 seconds long and post on YouTube for review of classmates. Task 3: Culminating performance (provide a rubric) After reading and receiving feedback re-edit original film this time cut your film for 30 seconds duration. Post film on YouTube for review of classmates

7. H ANDS - ON L EARNING C. Create a one-minute video on a learning lesson (WEEKS 5-6) Task 1: Teachers will write down 5 ideas for lessons that they would like to work on with students. Task 2: Teachers will pick 1 lesson and create a short video 15 seconds long. The video will only contain text and narration. Task 3: Teachers will then expand on this video by adding video, text, narration and music culminating in a 1 minute video lesson.

8. R EFERENCES A.L.P.S. Education with New Technologies: Network Learning Community. Retrieved April 2, 2011 from http://learnweb.harvard.edu/ent/home/index.cfm http://learnweb.harvard.edu/ent/home/index.cfm Blythe, T., & Associates (1998). The Teaching for Understanding Guide. San Francisco: Jossey-Bass. Nguyen, T. (In Press) Teaching In an Open World: Adopting a Business Model. Rubistar. Create Rubrics for your own Project-Based Learning Activities. (2000- 2008) Retrieved April 3, 2011 from http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=3#03http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=3#03