EDpuzzle
EDpuzzle is a formative assessment tool that allows the user to show a video and add questions to any segment of the video. Students can watch the video, then the recording will pause, and the question will appear on the screen when the teacher sets it to. The student will not be able to continue in the video unless he puts in the effort to complete the questions.
When I created this tool, I logged into an account, watched the tutorial, and practiced on their sample video, then I selected which video I wanted to edit. Once I had the video that I needed, I cut the video so that it was the length that I needed. After this, I added the questions to the video. I opted not to add any voice-overs, or auditory comments, but those would be options if I needed them.
In order to have students use this tool, I would give them the code to log into the course that I set up. I would then get the answers that the students entered as they came up. There would be a section on the teacher home screen for the student answers to appear on. With these results, the teacher would be able to determine what material the students understand, and what the teacher would need to elaborate on.
This artifact fits into Component 3D of the Danielson Framework for Teaching, specifically in the elements of monitoring student assessments, and student self-assessment and monitoring. The students would be able to take theses assessments on their own as they complete the video, and see how well they were doing. The teacher would also be able to assess what the students understood of the video, and what they were not able to gather from the recorded explanation.
This resource worked very well for its purpose. There were no small glitches, and the site worked exactly as the user would expect. Next time I would like to try some of the additional options, such as the voice recordings. I would also be using different videos for different age levels, and experimenting with the best ways to utilize this resource with every learner. If my future classroom includes very young learners, I may try to have them simply type one letter on the keyboard to correspond to another letter, in order to have them recognize the letters, match uppercase to lowercase, and locate the correct letter out of the midst of all of the keys on the keyboard. If my future classroom contains older learners, I would use it as a review of a supplemental video. If I felt that my students did not understand my explanation of the material, I would assign a video as a different perspective, and have the students answer a few select questions to ensure that the video actually was beneficial, and successful in explaining the concepts to the students.
This ties into Foundations of Teaching as it provides ways to involve all types of learners, including audio, visual, and kinesthetic, as well as combinations of all three of those. It ties into Educational Psychology with Gardner’s Multiple Intelligences, as it would be able to reach students with different types of intelligences through different types of videos, capitalizing on different strengths of various types of learners.
EDpuzzle is a formative assessment tool that allows the user to show a video and add questions to any segment of the video. Students can watch the video, then the recording will pause, and the question will appear on the screen when the teacher sets it to. The student will not be able to continue in the video unless he puts in the effort to complete the questions.
When I created this tool, I logged into an account, watched the tutorial, and practiced on their sample video, then I selected which video I wanted to edit. Once I had the video that I needed, I cut the video so that it was the length that I needed. After this, I added the questions to the video. I opted not to add any voice-overs, or auditory comments, but those would be options if I needed them.
In order to have students use this tool, I would give them the code to log into the course that I set up. I would then get the answers that the students entered as they came up. There would be a section on the teacher home screen for the student answers to appear on. With these results, the teacher would be able to determine what material the students understand, and what the teacher would need to elaborate on.
This artifact fits into Component 3D of the Danielson Framework for Teaching, specifically in the elements of monitoring student assessments, and student self-assessment and monitoring. The students would be able to take theses assessments on their own as they complete the video, and see how well they were doing. The teacher would also be able to assess what the students understood of the video, and what they were not able to gather from the recorded explanation.
This resource worked very well for its purpose. There were no small glitches, and the site worked exactly as the user would expect. Next time I would like to try some of the additional options, such as the voice recordings. I would also be using different videos for different age levels, and experimenting with the best ways to utilize this resource with every learner. If my future classroom includes very young learners, I may try to have them simply type one letter on the keyboard to correspond to another letter, in order to have them recognize the letters, match uppercase to lowercase, and locate the correct letter out of the midst of all of the keys on the keyboard. If my future classroom contains older learners, I would use it as a review of a supplemental video. If I felt that my students did not understand my explanation of the material, I would assign a video as a different perspective, and have the students answer a few select questions to ensure that the video actually was beneficial, and successful in explaining the concepts to the students.
This ties into Foundations of Teaching as it provides ways to involve all types of learners, including audio, visual, and kinesthetic, as well as combinations of all three of those. It ties into Educational Psychology with Gardner’s Multiple Intelligences, as it would be able to reach students with different types of intelligences through different types of videos, capitalizing on different strengths of various types of learners.
EDpuzzle is a formative assessment tool that allows the user to show a video and add questions to any segment of the video. Students can watch the video, then the recording will pause, and the question will appear on the screen when the teacher sets it to. The student will not be able to continue in the video unless he puts in the effort to complete the questions.
When I created this tool, I logged into an account, watched the tutorial, and practiced on their sample video, then I selected which video I wanted to edit. Once I had the video that I needed, I cut the video so that it was the length that I needed. After this, I added the questions to the video. I opted not to add any voice-overs, or auditory comments, but those would be options if I needed them.
In order to have students use this tool, I would give them the code to log into the course that I set up. I would then get the answers that the students entered as they came up. There would be a section on the teacher home screen for the student answers to appear on. With these results, the teacher would be able to determine what material the students understand, and what the teacher would need to elaborate on.
This artifact fits into Component 3D of the Danielson Framework for Teaching, specifically in the elements of monitoring student assessments, and student self-assessment and monitoring. The students would be able to take theses assessments on their own as they complete the video, and see how well they were doing. The teacher would also be able to assess what the students understood of the video, and what they were not able to gather from the recorded explanation.
This resource worked very well for its purpose. There were no small glitches, and the site worked exactly as the user would expect. Next time I would like to try some of the additional options, such as the voice recordings. I would also be using different videos for different age levels, and experimenting with the best ways to utilize this resource with every learner. If my future classroom includes very young learners, I may try to have them simply type one letter on the keyboard to correspond to another letter, in order to have them recognize the letters, match uppercase to lowercase, and locate the correct letter out of the midst of all of the keys on the keyboard. If my future classroom contains older learners, I would use it as a review of a supplemental video. If I felt that my students did not understand my explanation of the material, I would assign a video as a different perspective, and have the students answer a few select questions to ensure that the video actually was beneficial, and successful in explaining the concepts to the students.
This ties into Foundations of Teaching as it provides ways to involve all types of learners, including audio, visual, and kinesthetic, as well as combinations of all three of those. It ties into Educational Psychology with Gardner’s Multiple Intelligences, as it would be able to reach students with different types of intelligences through different types of videos, capitalizing on different strengths of various types of learners.
EDpuzzle is a formative assessment tool that allows the user to show a video and add questions to any segment of the video. Students can watch the video, then the recording will pause, and the question will appear on the screen when the teacher sets it to. The student will not be able to continue in the video unless he puts in the effort to complete the questions.
When I created this tool, I logged into an account, watched the tutorial, and practiced on their sample video, then I selected which video I wanted to edit. Once I had the video that I needed, I cut the video so that it was the length that I needed. After this, I added the questions to the video. I opted not to add any voice-overs, or auditory comments, but those would be options if I needed them.
In order to have students use this tool, I would give them the code to log into the course that I set up. I would then get the answers that the students entered as they came up. There would be a section on the teacher home screen for the student answers to appear on. With these results, the teacher would be able to determine what material the students understand, and what the teacher would need to elaborate on.
This artifact fits into Component 3D of the Danielson Framework for Teaching, specifically in the elements of monitoring student assessments, and student self-assessment and monitoring. The students would be able to take theses assessments on their own as they complete the video, and see how well they were doing. The teacher would also be able to assess what the students understood of the video, and what they were not able to gather from the recorded explanation.
This resource worked very well for its purpose. There were no small glitches, and the site worked exactly as the user would expect. Next time I would like to try some of the additional options, such as the voice recordings. I would also be using different videos for different age levels, and experimenting with the best ways to utilize this resource with every learner. If my future classroom includes very young learners, I may try to have them simply type one letter on the keyboard to correspond to another letter, in order to have them recognize the letters, match uppercase to lowercase, and locate the correct letter out of the midst of all of the keys on the keyboard. If my future classroom contains older learners, I would use it as a review of a supplemental video. If I felt that my students did not understand my explanation of the material, I would assign a video as a different perspective, and have the students answer a few select questions to ensure that the video actually was beneficial, and successful in explaining the concepts to the students.
This ties into Foundations of Teaching as it provides ways to involve all types of learners, including audio, visual, and kinesthetic, as well as combinations of all three of those. It ties into Educational Psychology with Gardner’s Multiple Intelligences, as it would be able to reach students with different types of intelligences through different types of videos, capitalizing on different strengths of various types of learners.