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Two Day Session

Day One — Tuesday 8 August 2000

Idea Book - Show how video works in drawings and words.

Show an example of how you have used (or seen someone use) video in drawings and words.

Zoetrope

What makes things look like they are moving?

Why do we record movement?

A zoetrope is a vintage animation device that starts with creating a sequence of events in a set of frames on a strip of paper. The completed strip is put within a spinning zoetrope that produces an animated event. The participants will create a zoetrope strip that requires making a ‘storyboard’ sequence to produce animation. This will provide a link to using video (motion) while developing the concept of storyboarding. The storyboard parallels a flow map and a multi-flow map.

What is Video - thinking map (circle/frame) of video to set the stage for purposeful exploration of video as a foundation for distance learning. The format of the circle frame map will be:

examples of video > what made it work/interesting? > how was the video made?

Camera Terminology – building a common language – we will briefly revisit camera vocabulary introduced at the previous session.

Developing vocabulary with students could include dancing definitions or other ways of vocabulary development.

Using the Video Camera — introduction of the video camera through familiarization with camera parts. Introduction with leadership academy and students are both in a collective manner to assure comfort, provide modeling, and proper use of the equipment. Sitting in a circle we will pass the camera around several times to:

• learn how to pass it
• turn the video camera on and off noting what lights tell us this
• learn other functions
• initial short video (several seconds)

The initial video will be based on greetings. In a circle we will exchange ways of saying hello. We will then pass the camera around one at a time with one person filming another saying hello. Each greeting must be different. The camera person will not look through the viewfinder. We will then watch the video.

Video Exercise — one person with the camera and one ‘actor’ will collaborate on a mini production. The actor will sing or recite a poem while turning in position with the camera person following the action without looking through the viewfinder. The purpose is to have subject and camera person working together in a collective rhythm. Additionally, taking risks not looking through the viewfinder will produce many different dynamic results. With everyone sitting in a circle the first video will be done by the teacher and a student. The results will then be viewed. Two students will then do a collective rhythm followed by watching the video. Then the other pairs will all do their short collective rhythms followed by watching all the videos.

Creating a Short Video — the goal is to build a collective spirit while creating very short videos (approx 30 seconds long) that starts with observing and participating in a modeled example(s). Initially the participants will observe a small group in action. The small groups (approximately four people) will include a camera person, actor(s), sound effects, lighting and director. When appropriate, participants can assume two roles within the group. The initial modeling and first small group videos will be based on watching a short 30 second video that includes a problem/solution (e.g. bad eyes, get glasses), sound effects, lighting, and edits. With the model group we will storyboard our own problem/solution video. This will be followed by determining roles, practicing from the storyboard, and filming of the short original video.

Problem/Solution — we will develop a Circle/Frame Thinking Map for problem / solution ideas in small groups. After the mapping, each small group will select one problem/solution and develop a storyboard. They will then determine roles of each person in the small group. Any needed props will also be determined and found or created. The general format for working in each small group will be video idea, storyboard, determine roles, practice the video, collaborative creation of the video, and present the video.

Reflection — what important things were learned with video and how are they important to you.

Standards of a Distance Learning Session - using a thinking map the participants will determine what is a dynamic distance learning session and what are the elements of the successful distance learning session. The format of the circle frame map will be:

examples of distance learning > what are the key elements? > how is or can this be a dynamic experience?

This will build a foundation to set standards on using distance learning in a dynamic manner. After reviewing the mapping we will determine key elements of a dynamic distance learning session. We will revisit the mapping and list of key elements after building template ideas to test the concepts as well as refine the standards.

Templates for a Distance Learning Session - the five distance learning templates follow a general format of briefing-action-debriefing. They are generally one hour in length with 15 minutes before and after to test and close the equipment. The distance learning sessions will be interactive between two schools. The five templates include:

1. INTERACTIVE OBSERVATION provides an opportunity to observe a lesson with students. The lesson can be presented by a teacher(s) and/or consultant(s). This will provide a platform to observe both strategies, the art of teaching, and students. Also an excellent opportunity to implement peer coaching and observation techniques.
   
   The format is:
   a. Briefing — description of the lesson and focus for peer coaching/observation.
   b. Lesson — actual lesson with observers discussing and taking notes.
   c. Debriefing — discussion of observations. Format is highlights, questions, and what you will take away from the observation.
   
   Extensions include recording on video for future use and additional schools observing the two interactive schools.
   
   
2. COLLABORATIVE DEVELOPMENT provides an opportunity to work collaboratively on professional development between different school sites.An example might be how to integrate NUA strategies and techniques within an established reading program (e.g. Open Court). Another example is how to implement assessment techniques such as DRA (could incorporate live work with a student or video footage to observe and discuss).

   The format is:
   a. Agenda — briefing of the outline of the session and goals.
   b. Interaction — development of ideas.
   c. Debriefing — discussion of observations. Format is highlights, questions, and what you will take away from the observation.

   The Collaborative Development format would benefit from a follow-up session(s).

3. VISITING DYNAMIC CLASSROOMS provides an opportunity to visit dynamic classrooms with a mobile camera. Goals include seeing and learning from different classrooms, observe and discuss between different educators and schools, and facilitate growth with the art of teaching and different classroom environments.

   The format is:
   a. Briefing — meet the person and room. Develop observation focus(es).
   b. The Visit — includes room overview, room in action, and observations through discussion and notes.
   c. Debriefing — discussion of observations. Format is highlights, questions, and what you will take away from the observation.

   The Dynamic Classroom model provides an opportunity to put the picture is worth a thousand words philosophy into action.

4. SHARING EXPERTISE is an opportunity to share a specific expertise while building an interactive session/model between the two participating schools. The ‘expertise’ could originate at one of the two schools (or both), or from another location (e.g. an art museum). One (or more) person takes the lead on sharing an expertise.

   The format is:
   a. Briefing — outline of the session including goals.
   b. Expertise — the specific expertise is presented in a multi-dimensional format that provides understanding with examples. The presenter would actively engage all participants.
   c. Debriefing — discussion of session. Format is highlights, questions, and what you will take away from the session.

   A goal of the Sharing Expertise sessions is bringing together ideas that work (expertise) with those who wish to develop a deeper understanding of the topic. This will tie in with the online leadership academy participants database.

    

5. PROFESSIONAL DISCUSSION provides a structured forum to discuss specific topics based on an article(s), book(s), passage from a publication, or other sources. Preparation will include reading and learning about the topic prior to the distance learning session.

Template Examples

Working in five small groups — one for each template — leadership participants will develop examples, description of the process for each example, and why it is purposeful (how distance learning enhances the experience). These will be done on large rolls of butcher paper hanging on the walls. Will initially model an example for several of the templates.

Everyone will then take a gallery walk adding comments with sticky notes (ideas and questions).

Day Two — Wednesday 9 August 2000

Distance Learning Projects - developing distance learning projects to put into action. Recommend working in groups representing two schools who might collaborate during the school year. They will take an idea from the previous day (or synthesize a couple of ideas) to storyboard into an actual project. We will share and model actual implementation. As ideas are developed we will explore (and implement) ways to post online so other leadership academy participants can access distance learning projects that have already been refined.

Distance Learning Equipment - actual use of the distance learning equipment. We will incorporate what we’ve learned from our video work the previous day. We will also develop outlines of what is needed leading up to each distance learning session and effectively using the equipment.

Video Portfolios - using short clips of students in action as part of the distance learning session. This will include what and how to capture students in action. Will include how to have the students collectively do filming and observation. The students will work in groups of three for the video. One will be doing (e.g. telling a story), one will be the camera person, and the third will direct and light (if needed). After they all video each other (changing roles), they will observe each of the short videos. After seeing one video they will share positive observations and questions.

Vision Athena — we will access the Vision Athena website and view the programs they have to offer. We will share our findings, followed by developing ways to incorporate into our distance learning templates.

Databases Online — includes schools, leadership academy and initiative participants. The participants will work with each of the databases online to see what is in them and what they could contribute to further develop the databases. We will build an understanding of how to effectively use the databases with an eye to potential applications. We will develop ideas of projects to add and refine information and data in the databases including how to collect and use the information and data.

Communication — we will develop formats and collaborations for the NUA/IPS leadership academy newsletter and listserv .

Leadership Academy

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The Collective

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