This weeks reading has really made me go back and think about my powerpoints. This weekend, I recreated my Figurative language powerpoint for students to be able to understand the points better than my powerpoint on Friday (introduction). Today I split slides so that there was only a few bits of information that they would need to know and then I made them more active so that they would be interesting to students.
We then watched a Brain Pop video (like video streaming) so that students were given the exact same information in a different format. The students then took the quiz (online as a class) which allowed me to see immediate feedback on how the students were understanding figurative language.
Last the students were required to write an onomatopeia poem. My honors students had laptops and were able to create thier own poem and put it in a powerpoint slide to make it nice and creative.
I liked this level becuase it allowed students to use powerpoint, but in a way that was still easy for me to grade. Students then submitted to blackboard. I was then able to show them to the class at the end of the period.
I would do this again, but give more time on the computer for the students to be able to be more creative.
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I also watch for the linguistic elements of those Brainpop videos... they sort of teaching proper English in addition to their content matter, don't they?
ReplyDeleteAnd I've used Brainpop extensively since 2006, so I have that lesson down to an exact science. I teach 9th graders, and at the high school level, almost EVERYBODY has their own pair of head phones.
So when we're doing a Brainpop lesson, the students watch the video for themselves instead of as a class. That way, everybody watches the video at their own pace. The students will have a double-sided worksheet to complete that coordinates with the video, so it's a great assignment that both my students and their teacher (me) prefers.
But this idea may not work well for you since your students don't all have laptops!