Earlier in the year I came up with my genius idea to have students create their own zeitgeist video. You can read more about that here. (Note: If you haven't seen the Google zeitgeist videos that they create every year featuring their most searched stories they are both linked in that post.) I had all sorts of ideas as to how we were going to pull this off, but nothing was really coming together the way I had envisioned it. I wanted them to create something similar to what Google does in both spirit and in quality. Yea I know we are at a severe disadvantage when competing with Google for the 'cool' factor. We finally got to the point where we had to start actually making something. I tried a lot of ideas, none really fit what we needed. Then someone mentioned the YouTube Video Editor. It makes sense that if you are going to try to make a project like Google that you would use their help.
One of my issues with student projects is that they work hard and the only people who see it are their parents, and the teacher. A few rare, great ones are seen by more. Using this allows for a true worldwide audience. The goal is to create their own video that is good enough to put on display for the world.
Here is why we are using the video editor. Students can create and edit their own videos the way they want to; the project becomes an extension of how they see the world. You can upload your own videos, but most students don't have footage of the Winter Olympics or the Ukraine conflict. This is the real genius of the video editor. You can search the creative commons videos, copyright free, and get footage of what you are looking for. You can also add images (my students have become quite versed in creative commons image search), text, music (the editor allows for copyright free music and has an extensive database), and transitions. One of the nice things about using this is students can work on it at home or where ever they may be. They just log into their Google account and then into YouTube. Changes are saved automatically like on docs or blogger. A true worldwide audience. A project they can be proud of and show off and keep. No worries about using images, video, or music that is copyrighted and they could get in trouble for using.
I spent a day in the computer lab working with each student making sure they knew what they were doing. Some figure it out quickly, some needed more help, all realized how using the video editor would allow their voice to come through and make something worthwhile. They are not due for another month but I feel like we now have the right tool for the job.
FYI each week from now to then they have to write up the events they are adding to their video. Explain what the event is and why they are adding it. Events should reflect what has happened globally since the start of school, with a topics from each region we have covered as well as any local events they feel were significant to the community, school, or themselves. One of the nice things about this project is students will include events like the Olympics, but show it from their perspective. Obviously many events will be in every video, but each student will put their own spin on the event. No two videos will be exactly alike. Each one will have its own voice and individuality.
Showing posts with label geography. Show all posts
Showing posts with label geography. Show all posts
Sunday, April 20, 2014
Saturday, April 5, 2014
Breaking down barriers by connecting world wide
I teach geography, but more than that I love geography. Like any teacher I have my areas of expertise, what I really love to teach and most importantly learn about. My area is Israel/Palestine. There is something about this area that captivates me. I was first introduced while getting my degree at the University of Utah when my teacher asked the class whether or not Israel should be a country. I was taken aback. I didn't know what he meant. The class was full of people from the Middle East and within minutes there was a lot of arguing back and forth. I realized right then and there I needed to know a lot more about the subject. The teacher posed the question to me and I replied that I didn't know enough but hoped the class would help me out. He said "You need to get an opinion, people without opinions are boring." I took that as a challenge and have spent the last 15 years studying the subject out.
Over time I found a documentary "Promises" about the conflict. In the film they highlight the lives of 7 kids living in Israel who live within 20 minutes of each other, but live very different lives. 3 of the kids are Palestinians, 4 are Israeli. I love this film. I think it is so powerful for students to watch other kids their own age dealing with the conflict. The power of the film is in seeing their struggles and the complexities of the issues. You get to see the pain of the conflict and its effect on each of the kids and how they handle it. The students get sucked into the documentary and are captivated throughout the film.
One of the people in film is named Mahmoud, he is a Jerusalem Palestinian Arab. He was nine years old when they started filming, he was sixteen when they finished. He is highly opinionated, passionate, articulate, and makes some changes throughout the film. This past year after watching the film I thought about how neat it would be if I could connect with him or one of the others from the film. So I went to the one spot I thought he might be on; facebook, and found him. He friended me right off and over the course of a year we corresponded back and forth.
After some time we decided to do an interview. I wanted to be able to record it so I could show it when I wanted and have it for future use. We decided to use Google Hangouts as this would allow for that to happen. You can use your phone with hangouts, but certainly a desktop is much easier to do a hangout with, he didn't have a desktop. It took three tries over the space of 30 minutes and I was seriously worried that it wasn't going to happen. Luckily as the saying goes, 3rd times a charm, and it worked. Mahmoud was on his mobile device in Jerusalem at 8 pm while I was using my lunch time in West Point, Utah to do the interview.
I've got to say that this in one of the high points I have had in education. Here I was interviewing a Palestinian from Jerusalem who had been in a documentary that my class was going to watch about the Arab/Israeli conflict. This moment had taken a lot of persistence on my part. In all honesty it had taken the better part of a year of me somewhat bugging him to do this. We attempted once before only to have his schedule conflict at the last minute. After months of inquiring here we finally were, having in my opinion a seminal moment.
The interview lasted 40 minutes during which time Mahmoud expressed his feelings about being part of the 'Promises' documentary, the current conflict in Israel, his ideas for a solution, and what it is like being a Palestinian living in Jerusalem. He also gave a personalized message to my class imploring them to search for truth and to become critical thinkers, to not believe what the media or others say about others, but to look at it from different perspectives. It was a great thought for all, but was extremely powerful coming from someone who's life they got a sneak peek at, someone they had come to have a connection with, someone with different beliefs and from a much different part of the world. It was a highlight for all the students, Mahmoud, and especially for me.
I believe that it is my responsibility to be the lead learner in the class. I need to show my passion, my drive and determination to learn and understand more about the world to my students. If I don't show that how can I expect them too? This was a project that took a long time to complete. It took more persistence than I ever thought it would, but in the end it became as worth it as anything that I have ever done. I am glad I was able to share this with my students and show them what is truly possible. Here are a few stills of Mahmoud from the film and our interview.
at 9
at 16
at 26 today
Over time I found a documentary "Promises" about the conflict. In the film they highlight the lives of 7 kids living in Israel who live within 20 minutes of each other, but live very different lives. 3 of the kids are Palestinians, 4 are Israeli. I love this film. I think it is so powerful for students to watch other kids their own age dealing with the conflict. The power of the film is in seeing their struggles and the complexities of the issues. You get to see the pain of the conflict and its effect on each of the kids and how they handle it. The students get sucked into the documentary and are captivated throughout the film.
One of the people in film is named Mahmoud, he is a Jerusalem Palestinian Arab. He was nine years old when they started filming, he was sixteen when they finished. He is highly opinionated, passionate, articulate, and makes some changes throughout the film. This past year after watching the film I thought about how neat it would be if I could connect with him or one of the others from the film. So I went to the one spot I thought he might be on; facebook, and found him. He friended me right off and over the course of a year we corresponded back and forth.
After some time we decided to do an interview. I wanted to be able to record it so I could show it when I wanted and have it for future use. We decided to use Google Hangouts as this would allow for that to happen. You can use your phone with hangouts, but certainly a desktop is much easier to do a hangout with, he didn't have a desktop. It took three tries over the space of 30 minutes and I was seriously worried that it wasn't going to happen. Luckily as the saying goes, 3rd times a charm, and it worked. Mahmoud was on his mobile device in Jerusalem at 8 pm while I was using my lunch time in West Point, Utah to do the interview.
I've got to say that this in one of the high points I have had in education. Here I was interviewing a Palestinian from Jerusalem who had been in a documentary that my class was going to watch about the Arab/Israeli conflict. This moment had taken a lot of persistence on my part. In all honesty it had taken the better part of a year of me somewhat bugging him to do this. We attempted once before only to have his schedule conflict at the last minute. After months of inquiring here we finally were, having in my opinion a seminal moment.
The interview lasted 40 minutes during which time Mahmoud expressed his feelings about being part of the 'Promises' documentary, the current conflict in Israel, his ideas for a solution, and what it is like being a Palestinian living in Jerusalem. He also gave a personalized message to my class imploring them to search for truth and to become critical thinkers, to not believe what the media or others say about others, but to look at it from different perspectives. It was a great thought for all, but was extremely powerful coming from someone who's life they got a sneak peek at, someone they had come to have a connection with, someone with different beliefs and from a much different part of the world. It was a highlight for all the students, Mahmoud, and especially for me.
I believe that it is my responsibility to be the lead learner in the class. I need to show my passion, my drive and determination to learn and understand more about the world to my students. If I don't show that how can I expect them too? This was a project that took a long time to complete. It took more persistence than I ever thought it would, but in the end it became as worth it as anything that I have ever done. I am glad I was able to share this with my students and show them what is truly possible. Here are a few stills of Mahmoud from the film and our interview.
Wednesday, August 28, 2013
Zeitgeist 2013-14: The essence of geography
Many of you are familiar with the Google Zeitgeist videos. If not, I have added them in at the bottom.
I have taught just about every subject and grade level. I have enjoyed teaching most subjects. For the past six years I have exclusively taught World Geography. For five years previous I taught Geography but it was at-risk and not quite what I am doing now. I love teaching Geography. I find it to be the easiest of all the social studies to teach because it's current, salient, and interesting. Sure history can have its fun moments to teach, but geography is about what is happening now. Plus with technology you can talk and work with other countries, which makes it even cooler.
All that being said I think it is a misunderstood subject. Many students come in thinking it is a math class (geometry) or that all we do is maps. Sure maps are part of it, but there is so much more to it than that. I had been trying to think of a good, fun way of introducing geography. In the past I have shown the Google Zeitgeist video for its geographic content, today I decided to make a slight adjustment and to this and found the best way I have ever introduced geography to my class.
For the record Zeitgeist means "the defining spirit or mood of a particular period of history as shown by the ideas and beliefs of the time". I showed the 2011 version then had students brainstorm about what they would include in the 2012 version. They were at a disadvantage not having a device to use and having to rely on their neighbors, but in the end they did a nice job and hit the major events like the London Olympics, the Presidential election, the Red Bull space jump, world wide protests, Hurricane Sandy, among others. It was fun to see how much they got right and then realize how much more they had forgotten or didn't even know about it.
The magical moment came in the wrap up when I announced that these videos were the essence of geography. This class is about life in every part of the world. It is about people and how they live. It is about how we interact with one another and the environment. There are events that earth shattering like a vicious natural disaster. There are movements where people work together to make their lives better and remove corrupt governments through protests and revolutions. There are small moments as well as monumental ones, but all change the face of the earth in some way.
All of this led to the beginning of our new project. Making our own Zeitgeist production for the 2013-14 school year. This of course is in the embryonic stages of development. I think I am going to have students add events every week or two and maybe do mini productions at the end of each term or semester. Regardless how I decide to make this work in the end we will have a wonderful product that showcases all the events and learning from the entire school year.
My genius hour piece would be that students would take a part that interests them, after we have a substantial, comprehensive list, and go into detail on that particular piece.
Funny how one good idea can totally change everything. A week ago I thought I had a handle on how things were going to go this year. Halfway through the first week of school I have an idea that may change the entire year.
I will do my best to keep updates as to how we are progressing and in what direction this takes us. Gotta love the 3 G's: Google, a good idea, and geography.
Here are the videos: 2012
2011
I have taught just about every subject and grade level. I have enjoyed teaching most subjects. For the past six years I have exclusively taught World Geography. For five years previous I taught Geography but it was at-risk and not quite what I am doing now. I love teaching Geography. I find it to be the easiest of all the social studies to teach because it's current, salient, and interesting. Sure history can have its fun moments to teach, but geography is about what is happening now. Plus with technology you can talk and work with other countries, which makes it even cooler.
All that being said I think it is a misunderstood subject. Many students come in thinking it is a math class (geometry) or that all we do is maps. Sure maps are part of it, but there is so much more to it than that. I had been trying to think of a good, fun way of introducing geography. In the past I have shown the Google Zeitgeist video for its geographic content, today I decided to make a slight adjustment and to this and found the best way I have ever introduced geography to my class.
For the record Zeitgeist means "the defining spirit or mood of a particular period of history as shown by the ideas and beliefs of the time". I showed the 2011 version then had students brainstorm about what they would include in the 2012 version. They were at a disadvantage not having a device to use and having to rely on their neighbors, but in the end they did a nice job and hit the major events like the London Olympics, the Presidential election, the Red Bull space jump, world wide protests, Hurricane Sandy, among others. It was fun to see how much they got right and then realize how much more they had forgotten or didn't even know about it.
The magical moment came in the wrap up when I announced that these videos were the essence of geography. This class is about life in every part of the world. It is about people and how they live. It is about how we interact with one another and the environment. There are events that earth shattering like a vicious natural disaster. There are movements where people work together to make their lives better and remove corrupt governments through protests and revolutions. There are small moments as well as monumental ones, but all change the face of the earth in some way.
All of this led to the beginning of our new project. Making our own Zeitgeist production for the 2013-14 school year. This of course is in the embryonic stages of development. I think I am going to have students add events every week or two and maybe do mini productions at the end of each term or semester. Regardless how I decide to make this work in the end we will have a wonderful product that showcases all the events and learning from the entire school year.
My genius hour piece would be that students would take a part that interests them, after we have a substantial, comprehensive list, and go into detail on that particular piece.
Funny how one good idea can totally change everything. A week ago I thought I had a handle on how things were going to go this year. Halfway through the first week of school I have an idea that may change the entire year.
I will do my best to keep updates as to how we are progressing and in what direction this takes us. Gotta love the 3 G's: Google, a good idea, and geography.
Here are the videos: 2012
2011
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