Overview:

This weeks reflection was extremally interesting for me to work through. I thoroughly enjoyed the prompt we were given. First I read chapter 9.6 from the book “Teaching in the Digital age: Second Edition” by Anthony William (Tony) Bates. Then in the search bar of YouTube I looked up “Personification explained for grade 4 students.” My groups Interactive Resource topic is on poetic devises. We choose four devises to focus on in our lesson as it would theoretically be one lesson out of a unit. I decided to look for a video on personification as I find that one can be more complicated to explain.

Here is the video I chose to watch:

My Answers to My Chosen Prompts:

In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?

If students were watching this video individually, they would most likely have some sort of activity to go along with it. Because my lessons are aimed towards grade 4 students, I can’t imagine them taking notes. I think they are most likely to have post video comprehension questions or a task to evaluate their learning. An activity my group came up with was having students highlight the device in a poem. This formative assesment would help teachers know how well a student understood the video.

What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

If I had to design an activity for students to complete related to this video I would have two separate ones. The first would be having an interactive part in the video where it pauses for the students to answer a question. In one of my past courses I learner of a technology called HP5 which allows you to take any video and add in this feature. It is easy and free to make! This would help develope student understandment as It forces them to actively think and repeat information hands on directly after learning the material. This also keeps students engeged as they know there will be questions they have to answer. The other activity I would suggest would be the one my group chose. I love the idea of having students work with poetry and identify the devices they are learning. I would have a couple poems ready for the student to highlight after watching the video. This will help the teacher see how well they understand the concept and if they need to re-explain anything. For these activities, students would need access to a technological devices to be able to watch the video and interact with it. This could be a computer, tablet, phone, etc.

How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?

This activity would be very manageable for me as the teacher. Adding in HP5 interactive elements takes only a few minutes, is free, and only needs to be done once. It would also be worthwhile as it would benefit the students. These activities could be done individualy or as a class. This means it can be done for any amount of students.

How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

I personally love videos as they tend to be inclusive. Students can pause, re-watch, slow down, fast forward, and have closed captions on. Students can also turn the volume up or down depending on their needs. These features help make this lesson more accessable. As someone who has educational barriers, I understand how important and helpful inclusive design is. I hope to assist my students however I can to help them reach their full potential. If anyone has anymore suggestions of inclusive design related specifically to these activities please share!

Overall, I love this video and think with the two activities I listed above, it would be a great lesson. Thanks for reading my blog! I can’t wait to hear your thoughts.