Wow! What a great response! There are nearly 50 of you taking this class (and over on the Elementary version, there's another 50). Way to be a life-long learner! If you haven't checked out people's comments from last week, you should take a quick look at the huge variety of participants' backgrounds and interests. We've got a great group. One clarification, some of you indicated that you thought you would be learning about blogging in this class. Indeed, you will learn a little bit about blogging since we're using one. But while there will be at least one or two posts specifically related to blogging, our real goal is to expose you to a whole variety of tech tools and resources. So, in that vein, let's get started with this week's topic.
Last week I mentioned the folks at Common Craft and their Plain English videos. One of the things I find so intriguing about their product (simple explanations) is that the technology they use to make their videos has been around for decades. Twenty years ago, if you had some dry erase markers, a white board, paper, scissors, and a video camera (and a clever mind, of course), you too could have made similar videos.
Last week I mentioned the folks at Common Craft and their Plain English videos. One of the things I find so intriguing about their product (simple explanations) is that the technology they use to make their videos has been around for decades. Twenty years ago, if you had some dry erase markers, a white board, paper, scissors, and a video camera (and a clever mind, of course), you too could have made similar videos.
This week I’d like you to do two things:
1. Visit the Common Craft site and do some self-directed learning. Want to know more about Twitter? Watch Twitter in Plain English. Want to really understand how the Electoral College works? Watch Electing a U.S. President in Plain English. Or, perhaps you’re new to social networking—check out Protecting Reputations Online in Plain English.
2. Consider how the simple explanations that Common Craft produce actually require some fairly high-level thinking. In order to produce a simple explanation for a general audience one needs to have a thorough understanding of the concept and the ability to tease out its essential components, an understanding of people’s background knowledge, possible misconceptions, etc. Sounds like complex thinking to me.
Now for your prompt: How might you capitalize on the thinking required to make such videos? What possibilities exist in your class for students to demonstrate their understanding of a concept by making a “plain English” video? Share a concept from your content area that you could ask students to demonstrate in this manner. Then, identify one criteria you would want to include in a rubric if you were actually going to assign and grade a project like this. (Essentially, I'm asking you to offer characteristics of what makes a good "plain English" explanation.)
37 comments:
At the high school the current student buzz is about revamping the current dance rules and expectations. As you might guess, the most vocal students want no regulations of dancing. To respond to the issue, students could create a "plain English" video about the controversy. Even better, the students could create a persuasive video modeled after the "plain English" style.
In terms of a rubric, audience would be an important consideration. Is this for the community? parents? administration? peers? A rubric line like "clearly aware of intended audience" would be a goal.
One way I could use this is in our Protist unit. We have students create comics using factual information about the protists and create a comic. Instead they could do a "plain english" video in place of the comic. In terms of the rubric I would want to make sure that the videos are funny (corny) but are based around factual information the students have been given.
The question: What characteristics make a good Plain English explanation? Well I think it needs to be very basic and simple. The video needs to be broken down into basic steps one at a time. All of the Plain English videos were simple and with a topic that only had one general question. Example
1. What is twitter
2. Electing a President
3. Protecting your reputation
Not one video had multiple questions or topics. The drawings were simple and the speaking voice was clear. I learned by having fun too. My students would love to do this... of course I would need to know how to do the Plain English site. ~ Marie Page
I've seen a couple of the videos before (the zombie video is a favorite among my friends). The first idea that popped into my head was to use this type of project to break down complicated grammatical structures (like the imperfect tense or past tense). It would be a fun, creative way to create something for other people to use as a learning reference. I would focus on the simplicity of the instructions and the quality of the finished product.
First of all, I'd never seen the Zombies video - very funny. I also liked the Computer Hardware in Plain English video.
I absolutely love the idea of "Plain English" videos to demonstrate understanding of concepts. I immediately started to think about different possibilities I could use in class - "The Hero's Journey in Plain English," "Theme in Plain English," or even "Grammar in Plain English" (which Hilary stole from me before I even thought of it!). I like the possibilities that this sort of project offers, in terms of both assessment and creativity.
Theme is one of those concepts my 8th and 9th graders struggle with, so I could envision having them, either individually or in groups, "Theme in Plain English, " or more specifically focus on the theme in a particular novel or story. They would use words and images to communicate what a "theme" is in literature to a younger audience, include a couple examples that help show what they're saying, and do it all in just a couple of minutes. This would be a great activity for Reader's Workshops and lit circles.
As far as criteria go, I'd probably assess them on their understanding of theme (one of our reading targets), Thinking and Communicating with Clarity and Precision (a HoM), Summarizing and/or Synthesis (Thinking Skills).
I would like to have students create their own unique Graphic Organizer (GO) for writing (Titled "Essay Elements in Plain English"). For years I have used a pyramid GO (tip = Thesis, next layer = Topic Sentences, etc). By students creating their own GO, they will need to understand the elements of writing first, then their audience, and finally how to disseminate their knowledge for the most understanding. Two key Thinking Skills would be Sequencing and Finding Patterns, both of which are necessary for optimal implementation of the GO. The Rubric should include these skills so students understand why they are doing what they are doing (Metacognition).
Understanding the Principles of Art is always difficult for my kids. Specifically, Unity could be explored to explain what is meant by a oneness and wholeness and how it is achieved. Visual representations and examples would be key to conveying understanding.
This "common" format demands the presenter to grasp the basic concepts before planning their own "common craft."
However, am not sure how easy it would be for students to learn the tech part (or for me to teach it).
Since I'm currently teaching Lord of the Flies (pretend the title is italicized, please) in sophomore English, the topic that popped into my mind was symbolism. Students often have trouble looking deeply enough at the content to recognize that something is a symbol. If it's pointed out to them, they can usually identify connections, but they just don't recognize symbols on their own.
In order to show that they understand symbolism, a rubric for a "simple English" presentation would have to include three levels: (1) common symbols, such as a wedding ring for eternal love and an olive branch for peace, (2) symbols we talk about in the novel, such as Piggy's glasses and the conch, and (3) a more detailed explanation of the symbolism of the character they have been asked to follow throughout the novel (Ralph, Jack, Piggy, or Simon). Given the fact that there is so much information available on the web, I would probably add a fourth segment requiring students to identify a symbol in a book they have read for outside reading or a movie they have seen, thus taking it to a level that they might not be able to research.
In 7th grade Social Studies, we spend a fair amount of time studying the feudal system from the Middle Ages. I could see the students creating "fedualism in plain english" The idea would be that they have to take each level of the feudal system and identify the 3-4 most important characteristis of that group and create a video or storyboard explaining the whole system.
On a rubric, I would look for clarity of explanation: Are the different levels clearly defined, are the chosen characteristics unique to that level, and does the presentation make sense as a whole?
I think this sort of activity would force the students to examine the feudal system first in the different parts, then as a whole- hopefully leading to a better grasp on the concept!
I love the ideas that have been coming from all of you- several of these will work wonderfully with what we are doing in 7th gr LA.
At the beginning of the school year, the 7th graders are given basic lessons during 6th period on half of the Habits of Mind (6th gr does the other half). I think it would be great to break up the kids in each class into small groups and have each group do a different "Common Craft" presentation of a specific "Habit of Mind". We could even film these and have a "movie" to share with new students that come in later in the year, to teach them about the habits of Mind. This would force kids to really understand each "habit" and then teach other.
I agree, Renee; great ideas so far! You get extra credit for suggesting that they do one for a Habit of Mind. I hope we'll get to see some of these. :)
I am ready to have students create an MIP - Most Important Practices - Poster for their home (and in class) concerning Safe Food Handling. Students have a difficult time transferring the details from the Working Healthy book to principles for the home kitchen.
As I write this, I am considering how to use the ideas Kimberly presented today from Common Craft to change the format of the assignment or perhaps more importantly: how to help students consider a lot of information and conceive of ways to distill it into a simpler format.
The rubric that I made last semester says: “The Poster demonstrates analysis of Food Safety requirements and synthesizes a set of practices for the home, and the student is able to explain their thinking as they created their safety practices for the home.”
Now I need to make that simpler and come up with ways to help students distill lots of info into principles or rules that their 8 year old sibling could understand and remember. The struggle I have is coming up with ways to help students “make it simple” without doing the work for them. My 9th graders want to copy the book.
I appreciate the thoughts previously presented.
B Gholston TMS
The 7th grade Language Arts students could use “Simple English” for several of their projects both in reading and writing. The concept used for “Simple English” would promote the use of analyzing and synthesizing information to create a less complicated presentation of information. Students would be able to use “Simple English” in place of PowerPoint. Other students would better understand the information that the students are sharing because of the simple presentation. Also, this would be the perfect opportunity to integrate the Habits of Mind into simplifying the information for the students to use in their project.
I attended the OSPI WALT meeting last week and several uses for Twitter in the classroom were shared. These teachers used Twitter to promote reading and sharing opinions and commits about what the students were reading. I would want to learn more on procedures and how to have control over the content being shared before using this technology in a classroom. It helped watching Twitter Made Simple.
I must say the zombie video was quite entertaining. I really like the simplicity of the Electoral College video and suspect that something like that could be very beneficial for my special education Civics class as that concept has been hard for them to understand completly.
In my math classes the students are currently learning about area and circumference of a circle. It would be great to have them make videos like these. These videos could really help me assess if they are actually understanding the concepts. One of the rubric areas of assessment might be around the ability to use simple communication to demonstrate each step.
A concept I could use from health and fitness in my current basketball unit would be to discuss and show zone defense. I could then ask students to demonstrate the defense in practice situations. One criteria I would want to include in a rubric if you were actually going to assign and grade a project like this would be 1. does the student guard an area or the ball?. 2. Can he/she allow for teammates to pick up the ball or an offensive player moving in or out of their zone.
i can't beleve that i had to figure out all over again how to post a comment. how frustrating and how short my memory was for this.
when i was talking to kimberly during the tech day last monday we discussed students making videos to explain a technique. also, i would like the students to be able to use the commoncraft method, in groups, by drawing and showing how clay is formed in the earth. Or show some creative ideas as to how clay can be used for something new.
I immediately thought this would be great way for students to learn how to find the area of triangles, rectangles and irregular shapes.
They could break it down into very simple directions. The visual would be a resource for them at home as needed and hopefully it would help them remember the formulas for area.
On my rubric I would include: The student throughly showed all the steps needed to find area of ______________. Also, the student worked well with their group (since I would have them work on this in groups).
Now, I am starting to look at things a little differently. I never thought about using the ideas behind "common craft" in this way before although I use their videos to teach about technology.
In Global Academy students research different global issues and apply systems thinking tools to help them better understand how to identify the leverage action to solve the problem. Students could create a Plain English video to explain the system that surrounds their global problem specifically highlighting the feedback loops that are generated by the system. One criteria might be that the video clearly illustrate the relationship between the different elements in the system. Another criteria might be to end the video with a persuasive call to action for the audience--a "What can you do?" element.
The simplicity of the topics on the website is so interesting...they seem like such common sense topics that everyone should know but I learned something on each one I watched (two for example...building an emergency kit & using search engines). I like how the videos say the key words and immediately give a visual for it. I can still see the picture the visuals from the common craft videos I watched. In my classes now, I am spending more time working on practice problems for the HSPE. I sometimes will give the rubric in advance to the students that has the topics and strategies that are scored on a specific problem. Students could make a video based on one of the problems paying close attention to the key aspects of each problem. If a formula is required...they could show the formula. If a problem needs to be broken into pieces, they could show that. Common student errors could also be shown with a big red X thrown over it.
I love these Common Craft videos--if it weren't so beautiful outside, and if I hadn't left this until the last day, I would sit and watch a bunch more.
I know the question wasn't how to use Twitter, but I'm thinking that a fun assignment for Pre-AP Literature would be for them to write Twitter entries (do you call them Tweets or is that something else?) for Gulliver as we read Gulliver's Travels. It would be entertaining, but would also show that they understood his adventures. Almost any literary character could become a Twitter fan, and students could submit the log of comments.
I'm also thinking that a Common Craft video assignment could be for Pre-APers to take a poem and answer the question, "What does it mean, and how do you know it?"...although that might be too much. Perhaps, instead, the question should be to demonstrate a literary device that furthers the theme, which is a common AP Lit. question.
My English 10 kiddos might be able to create a Common Craft video on the elements of the persuasive essay (whoa, boring!)or on characterization strategies for their Reader's Workshop title or for their Buff project. Ooh, the Buff project really sounds fun. Now I just have to get Kimberly to teach me how to make a Common Craft video. Kimberly?
At TJH we have been looking at ways to make it easier for parents to understand how to use the SWIFT websites in conjunction with Skyward becasue many parents seem confused that these are two different tools. It seems that creating a Common Craft Video and posting it to the school website would be one way we could help parents. Because of the simplicity of the videos it would force us to keep our instructions simple and easy. I was also thinking a fun way to use Common Craft Videos would be to have students create one for new students on subjects like Negotiating the Hallways at TJHor Things for teenagers to do in Maple Valley.
Making a video like this would be a great way for my stats students to create a simple lesson to the class on one of our topics. The concepts can be complex so my students would have to really understand the material to be able to explain it in a very basic video. The rubric would need to include some kind of check that the other students in class learned the material
Glad to see that I wasn't the only one to space out with this beautiful weather. I actually watched several of the common craft videos before break and thought they were well done.
In our special education writing class we have just started Persuasive writing. I try to show them a variety of commercials and there is lots of classroom discussion. But as we all know, what is persuasive to some is not necessarily persuasive to others. I would like to see each of them develop their own short videos sharing with the audience just what is persuasive verbage that they understand and use.
For a rubric, I would grade on their knowledge and understanding of an expanded vocabulary.
I forget who it was but I also like their idea of having the students express the format of writing an essay. Mine know the steps but it would be neat to hear and see how they would explain each point to those around them.
Thanks for a great idea! (next year)
Rmacklin
CRMS
I've been fortunate to have been tuned-in to the Common Craft videos for awhile now; I'm pretty sure I even showed my 7th-graders the one on wiki's the first time we used them a couple of years ago! It would be a terrific project for students to demonstrate their understanding of many concepts in Social Studies this way. I agree with the idea that Laura B. shared on feudalism, but also I'm thinking that we could use them in our "water" unit at the end of the year. After studying environmental sustainablity and the importance of protecting our water resources, how cool would it be for students to create Public Service videos around what they have learned, like "How to Conserve Water in the Bathroom in Plain English" or "Why the Cedar River Watershed is Important in Plain English".
Definitely, one aspect of assessment here would be on the accuracy and thoroughness of the information. Just like doing a pre-write for an essay, creating a properly sequenced storyboard would be essential. Another angle on this could reflect being a Community Contributor. Maybe our videos would be something we could share with Seattle Public Utilities or the watershed Education Center!
I love these videos, especially when they can have high-level applications (not that zombies aren't high-level, but I digress...)
When we teach our students in LA about concepts like the hero's journey, character archetypes, binary oppositions or any literary theory, it really helps to boil it down to a concrete example in plain language.
Using simple videos/animations like this would be an ideal in road to these advanced concepts.
In my class having the students make a video of how to make a simple recipe would be good. They would be able to show their other classmates how to make something and then their classmates could make that same recipe.
Making a video like Common Craft ones, I think, would be especially helping with students in my special ed classes. Having a video to show them on words to NOT use in their writing, how to go about writing specific kinds of paragraphs and writing good supporting details, etc would be very beneficial. In a rubric for any of the above ideas I would need to include concepts from the district writing rubric, which would be a great way to tie in language they are familiar with already.
Common Craft video's are very useful to my ELL's (verbal language, written word, and pictures). The media allows my students to actively manipulate the English language in a modern way. I vision my students using this method to illustrate a story (new to English students may use pictures with one word description, Level 2 a sentence, Level 3 and 4 the complete process). This method of teaching will engage students and keep them motivated to learn.
One of the hardest concepts to understnad and master when learning a foreign language is conjugating. Teaching First Year students, I really emophasize their "because it sounds right" approach to the verbs. Once we get to the real explanation I try and use metaphors to show how you can modify the look of something but it still remains the same. Having students make a "plain English" video to use a metaphor and explain the concept of conjugation would be a great tool. My rubric would include the metaphor itself. What have they chosen to use as a medium to their explanation? Also, did it include the form changing but the meaning/essence remaining the same? I hope that makes sense. Using plain English is harder than it looks but it is the essence of what we do as teachers: explaining a difficult concept in a way that ALL students can understand it, explain it and apply it.
I can envision having students create Common Craft-like videos about the whys and wherefores of documenting sources. Often times, students don't understand the logic of the MLA process, especially parenthetical documentation. One grading criteria in a rubric could be whether students clearly demonstrate a connection between the parenthetical citations in a piece of writing and the works cited page.
As I was looking at the Common Craft videos, I had several ideas come to mind. One idea I had with The Great Gatsby (taught in 11th grade American Expressions) was to use it to explain the various symbols (there are 20+ in Gatsby). Currently, I assign each student one symbol and they do a watercolor painting (either abstract or literal) showing what they believe the symbol represents (lesson courtesy of Anne Hobson!). They then present their painting/findings to the class. I was thinking it would be fun to have them demonstrate their findings instead by creating a short video. Then, the visual component would still be there, and students would be incorporating technology.
Another thought I had was in Reader's Workshop groups. As a Language Arts department, at least at the 11th grade level, we've been trying to come with ways students can demonstrate what they've learned/read in their book groups - while still incorporating the accountability factor. I haven't yet thought about HOW they might make a video, but it might be a cool way for students to share some sort of concept/idea for their group's novel.
During our 7th grade Plate Tectonics unit, students draw divergent, convergent and transform plate boundaries. They then write about what is happening in these interactions. Next year, we could have students create a common craft-like video of the interactions.
I can also see where students could create videos on the rock cycle.
The rubric would be based around the scientific accuracy of their videos.
I already use something similar to this in my classroom but I hadn't thought about the prospect of a sharing blogs for specific projects.
Since all of my students are tearing down engines and they are all working at different paces and experiencing different problems. It would be nice to know what other individuals are doing and how they are overcoming the issues they come up against. Requiring a posting each session: asking for help, explaining procedures, directing specific questions to the instructor.
I like it!
This will serve to let me know where I need to direct my seminars and place emphasis as well.
I can see it as a time saver. Answering questions and directing their individual and group activity before the next class even begins.
“Plain English” videos would be a fun and worthwhile project for 6th graders, especially in demonstrating their burgeoning understanding of the elements of a story – they could do some pretty cool literary analysis, breaking down how a character changes, or what the conflicts were in a particular novel, and how it informed the plot… I just wonder, as I often do with respect to all these cool ideas, about the logistics of it all. First off, there’s the ever-present challenge of how does one fit it in to the curriculum; how much time would be necessary to devote to a project like this? Does Tahoma already have a site license for Common Craft videos? How do we go about making these videos? There’s a lot of info on the site, and I’m getting bleary-eyed…
On a rubric, I’d probably be looking at synthesis and higher level thinking – pertaining to whatever the actual prompt would be, I’d want to see kids using this video format to demonstrate that they understand what’s going on in the story, pursuant to the introductory literary analysis skills that we’re teaching them…
I really enjoy watching the simplified videos! For a person who does not have a ton of tech savvy it makes it seem so simple. I would love to take such an idea and use it in my flag fball unit for basic play patterns or even for the components of fitness. I like the whole simple and quick way of teaching something. I think pictures with limited lecture = an engaged student.
As I watched the videos, my mind began ticking of how this might look in my Math classes. As most commented, it would be a great way to see if students really understand a subject/topic/concept. I can also use that information to evaluate how I may need to adjust my teaching in specific areas.
I am going to use this format as soon as I can make a few videos of my own. I think my first video will need to be “How to use Plain English to show what you know,” the next one “Creating a Storyboard” and a third one, “The video.” Once I am sure I can create short videos that work, I’ll be able to see where any snags are. Then after a guided lesson, I should be ready to let my students loose. That’s my plan….
The math curriculum we are using has great small group chapter wrap ups at the end of every chapter. Right now each student group creates a poster for one of the key concepts in the chapter. Then each group shares the poster with the class—to show what they know and present, in “their” language, ideas other students can hold on to—use to remember the concept . A Simple English video will be much more exciting and while accomplishing the intended purpose, also give them practice with writing in the content area, creativity, perseverance—oh, just about all of the Habits of Mind.
Assessing the video rubric style will give students a strong guideline for what is important. Top on my rubric list will be inclusion of expected content, but creativity and conciseness of presentation will be there, too.
I like the idea of using the common craft video for review of major concepts, either math or science. I also thought the above post about using them with ELL students was an excellent idea. I have an ELL student currently who is really starting to grasp English but obviously, there are still struggles, particularly in math. I do believe that the more you understand something, the easier it is to break it down into a simple explanation.
For middle school students, I think one focus of a rubric (for making a common craft video or something similar) may be including specific vocabulary words that must be defined within the video, either directly or indirectly. That would help the instructor know if the students really understand the material. And as also already mentioned in this blog, the more focused and specific the concept, the more chance of a successful, clear outcome.
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