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GCSS: Using Primary and Secondary Sources to Teach GPS and CCGPS
Transcript of GCSS: Using Primary and Secondary Sources to Teach GPS and CCGPS
GPS and CCGPS Do Videos
Fit In The
Framework? Why use
in the Class?
Why GPS? How do
videos in class? Contact
Information: The research on video clips shows evidence of multimedia learning (Mayer, 2001) and dual coding...
Gardener's Multiple Intelligences states that videos can tap into verbal/linguistic, visual/spatial, and musical/rhythmic intelligences (Gardner, 2000; Veenema & Gardner, 1996)... 1. Grab Student's Attention 2. Focus Student's Concentration 3. Generate Interest in Subject 4. Engergize or relax students 5. Improve Attitude Toward Content 6. Increase Memory of Content 7. Foster Deeper Learning 8. Inspire and Motivate Students 9. Decrease Anxiety and Tension about Unfamiliar Topics 10. Create Memorable Visual Images. What is the Instructional Framework?
1. Appetizer: Opening
2. Main Course: Work Session
3. Dessert : Closing Appetizer Main Course Dessert Make I.S.S. Positive:
1. INTRODUCTION: introduce the video
2. STANDARD: understand the standard
3. SUMMARIZE: summarize how the video
fits the standard.
Be sure to pause... for questions or maps/geography Disclaimers 1. Excess Use- build videos into lesson
not lessons around videos.
2. Videos- can be but do not have to be
used everyday to be effective.
3. Don't allow multimedia to be your
"BE ALL END ALL." as a teacher.
4. Be cognizant of district video policies.
5. Make sure you are making I.S.S. positive. Websites Discovery:
Contents Inspiration Don Jenrette: email@example.com
firstname.lastname@example.org The multimedia selected needs to be relatively short.
Attention grabbing if possible.
Opens the floor for discussion.
Something that can lead the class into a work session. Multimedia selected can approach 10 minutes in length. (not much more)
Full of standard focused information.
The multimedia answers questions for the students instead of posing questions. Multimedia selected needs to be relatively short.
Should summarize information covered in the work session.
Most of the times these videos show the outcomes/effects
instead of causes. Goleman's (1998) emotional intelligence is also tied to videos. For example intrapersonal and interpersonal emotions may be evoked when watching a media source...
Video clips change up the teacher’s delivery method, focuses on visual/auditory learners...
The literature also shows many possible outcomes for videos in the classroom (Berk, 2009)... Attention spans are limited, usually limited to about
20 minutes (Cornish and Dukette, 2009)...
Video clips (4 minutes or less) are not terribly invasive on
Georgia Performance Standards are essential to student success
on EOCT's and the GHSGT... Is this your classroom at times? SSWH18 A SSUSH 3 SSUSH 7 Who has used videos in the classroom? What comes to mind when you think of
videos in the classroom? Positive/Negative? What has limited your use of videos in classroom? CCGPS and Primary Sources What is CCC? The CCSS demand a more complex level of reading, thinking, speaking, and writing for all students. The standards set the criteria to ensure that every student is college and career ready.
http://www.successforall.org/CommonCore/?gclid=CMy9pMiLiLMCFQsGnQodAnEAzA What is a Primary Source? Why use Primary Sources for CCGPS? David Coleman, one of the authors of the Common Core Standards, noted that “a student’s ability to comprehend a primary source” is usually indicative of his or her overall reading achievement. HOW DO YOU USE THEM IN THE CLASSROOM? Main Goal:
Is Deeper Understanding and Mastery of the Standards through two means: A primary source is a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event Some types of primary sources include: ORIGINAL DOCUMENTS (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records http://www.princeton.edu/~refdesk/primary2.html http://www.princeton.edu/~refdesk/primary2.html THIS IS WHERE THE RUBBER MEETS THE ROAD!!!!!!! "Encouraging students to grapple with the raw materials of history, such as:
photographs, newspapers, film, audio files, government documents, and economic data,
provides opportunities for them to practice critical thinking, analysis skills and inquiry."
http://www.loc.gov/teachers/tps/journal/common_core/article.html 1. Student Engagement 2. Help develop critical and analytical thinking skills. 3. Helps students to develop knowledge from reasoned conclusions. 4. Facilitates student-driven inquiry instead of teacher-driven instruction CREATIVE WORKS: Poetry, drama, novels, music, art
RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings "Primary sources have the potential to produce a broader, more balanced sense of history." http://tps.nl.edu/TPSJournalIWU22.htm 1. Analysis
2. Writing Table of Contents