When+They+Know+More+Than+We+Do.....

= What Happens When They  Know More Than We  Do.... = =[[image:don['t_panic.jpg width="288" height="432" align="left"]] =

=It Empowers All  of Us =

Kids make movies and post them on YouTube for fun.
==Podcasting and screencasting may seem revolutionary for teachers, but it's fairly mundane stuff for many students.    The partnership of a teacher expertise in content and students with expertise with technology equals the power dynamic <span style="color: #000000; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">allowing engagement <span style="color: #000000; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">for disenfranchised students. <span style="color: #000000; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;"> <span style="color: #000000; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">[|Assessment for the 21st Century] ==

[|Podcasting in the Classroom] [|Podcasting in Math] [|YouTube- Audacity Podcasting Tutorial] [|How to Podcast] [|Sample and Resource - All in One\] [|ThePodcasting Underground - Tips and Tricks] [|The Education Podcast Network] [|Grammar Girl Podcasts]

== ﻿<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Podcasting, and closely related screencasting/capture, asks to students to demonstrate evidence of their knowledge and skill in the "language" in which they are most fluent - images and sound. ==

[|Ideas for Podcasting in the Classroom] [|Podcasting for science classes] [|News Hour - Podcasting for Social Studies, History, Journalism Classes]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Screencasting takes podcasting the next level, by adding images to audio narrative, without the full complexity of movie making.
<span style="font-family: 'Comic Sans MS',cursive;">[|Voice Thread] <span style="font-family: 'Comic Sans MS',cursive;">[|Jing]  <span style="font-family: 'Comic Sans MS',cursive;">[|How to Use Jing]  <span style="font-family: 'Comic Sans MS',cursive;">[|Museum Box]  <span style="font-family: 'Comic Sans MS',cursive;">[|SketchCast]  <span style="font-family: 'Comic Sans MS',cursive;">[|How to Use FotoBabble]  <span style="font-family: 'Comic Sans MS',cursive;">[|Teacher Training Videos] ==<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Both podcasting and screen casting/capture allow teachers to access a powerful tool for assessment. Consider ways that students can use audio and video tools to show their understanding of new skills and content.

==

==<span style="color: #800000; font-family: 'Comic Sans MS',cursive;">1. Consider the unit objectives/desired results from your current unit of study. == ==<span style="color: #800000; font-family: 'Comic Sans MS',cursive;">2. Select the thinking skills from the Bloom's Digital Taxonomy that work towards your unit objective/desired results. ==

<span style="color: #800000; font-family: 'Comic Sans MS',cursive;">Bloom's Digital Taxonomy
==<span style="color: #800000; font-family: 'Comic Sans MS',cursive;">3. Identify a particular concept or skill you want to assess, either as a formative or summative assessment. ==

<span style="color: #800000; font-family: 'Comic Sans MS',cursive;">6. Repeat the first two steps designing a written or traditional quiz/test assessment of the concept of skill.
==<span style="color: #800000; font-family: 'Comic Sans MS',cursive;">7. Compare the level of engagement and depth of understanding evidence by students, particularly for unmotivated, uninterested studentsPost a reflection, inthe audio/video assessment and the written/quiz-like activity. Consider also appropriate use of both methods of evaluating student understandings. ==