The audio didn’t record right- I think it was something to do with my mic set-up.

  • Reflections on whether you think including H5P tools would potentially be a useful tool at the grade level you hope to teach (or not).
    • This week we examined the H5P tools and the interactive videos for use in Pedagogy. Please see my Bloons Tower Defense 5 Ultimate Guide to get a sense of what I’m talking about. (apologies my audio didn’t record right)
    • I think the H5P tools would be useful for formative assessment in my area of Social studies. The interactive components can give me real-time check-ins with the students, and check their understanding of a required video, a recorded lecture, or whatever else is used. H5P is just another one of those supplemental tools and should not (like all technology) be used to replace effective instruction. 
  • Describe how you could use video or audio editing as the assignment medium for the subject and grade level you will be teaching (if at all), and what you could do to make the assignment as engaging as possible.
    • Students could create a podcast to describe a historical event for grade 9 Social Studies. In this assignment they are discussing the 1864 Quebec Conference, and the different view points that surrounded the question of Canadian Confederation. The students could take polls from the listeners as well as have little questions for the listeners to check their understanding.  
  • Describe how Multi-media Learning Theory can help us create more effective instructional videos and tutorials.
    • This tool fits in with the Multimedia Learning Theory in which multiple means of engagement are used to present information. The basis for this theory ties into the dual coding theory in which information in the brain is more effectively encoded and accessed when presented in multiple ways such as providing a picture as well as a verbal explanation. That being said there is a point of diminishing returns as providing too much information at once can cause sensory overload. 
    • This theory reminds us as educators to not just rely on voice or slides but look at many other means of presenting our lesson material. While this does add a level of multi-modality to the lesson, I think it would require some practice to implement effectively. Being sure to not over-stimulate the students and effectively chunk information like narration, visuals, graphs, etc. would take some getting used to. 
  • Describe what a flipped Flipped Classroom teaching model could look like at the grade level you’d like to teach along with some of the strengths and weaknesses of this approach for your grade level.
    • The Flipped classroom teaching model is an approach in which students become the teacher in a way. This student-led approach has the class prepare before class and perform different activities. This approach would be great for Social Studies and a chance to prepare for an inquiry style unit. For example, in grade 9 Social Studies, a major theme is Revolutions of the 18th and 19th centuries. Students would each choose a revolution and teach the class about their revolution. This would give students the freedom to choose what they want; also, this is an opportunity to give the students responsibility and autonomy in how they approach learning. The problem might be in preparation or buy-in if the topic is not interesting to them. Furthermore, some students might be too nervous to present or lack the maturity to take on this responsibility. Another challenge is providing information with enough depth to the standards of the class.