Module 6 Reflection


The resources that have been posted in this module were very clear and useful. I utilized Jing ( to create a video podcast, which worked well but I definitely had to do it a couple of times before getting a good take. I am amazed how how many free choices we have available to us in education. It seems like these companies are always encouraging a paid upgrade, but I think  that many teachers could easily get by with the complimentary accounts. In this module, it was interesting to listen to our class’ podcasts to see how all these different teachers incorporated online learning in their various subjects.


I am still having a bit of difficulty with the flexible nature of the MOCP. I understand that we are supposed to have an online presentation, quiz, and discussion, but the instructions say that we are also supposed to have more online content. I’m trying to figure out what is too little, what is thorough and what is over the top. Since there is so much that we can add to an online course, how do we know when we have met the expectations for this assignment?

Showcase Lesson #3

Showcase Lesson Plan #3

Showcase Lesson #3 Reflection:

In this lesson, my high school Video Production class learned about Mini DV tapes and how to use them in our school’s camcorders. I applied Marzano, Pickering and Pollock’s (2001) strategy of “Cues and Questions” by using the author’s examples of questions from “Classroom Instruction That Works”. The questions brought students into a discussion as I held up a Mini DV tape and asked, “What is it? What action does this thing usually perform? How is this thing usually used? What is this thing part of?” (p. 115). I went on to ask students further questions about the tape to get students to think about its purpose. The students seemed to really enjoy answering the cue questions, especially because they were able to draw from what they already inferred about tapes. The students talked about the different qualities of tapes and connected them to film and other media, while also bringing up their similarities and differences. The students also discussed how they thought tapes actually worked and had pretty accurate guesses.  I followed Marzano, Pickering and Pollock’s (2001) advice when they state, “Waiting briefly before accepting responses from students has the effect of increasing the depth of the students’ answers” (p. 114). This motivated students to rely on their own knowledge and critical thinking to answer the cues. It was difficult for me to just stare at the high school students until they started raising their hands and it did create a nice awkward silence. This is something that I should probably get used to because the wait was definitely worth the student’s discussion that followed.

I also applied Marzano, Pickering and Pollock’s (2001) strategy of “Generating and Testing Hypotheses” (p. 104), and this worked but I think that it needs some polishing. In this activity I wanted to students to make guesses about what challenges they thought the Mini DV tapes would present. Many of the students understood what I was looking for them to do, but a large number of students were confused. In the future, I think that it might help to give students better instruction on what I am looking for and examples for them to follow when having the students create hypotheses. While exploring the use of “Generating and Testing Hypotheses”, I found that it was helpful to have the students explain their hypotheses to the class. This supported my reasoning for this activity as I took the idea from Marzano, Pickering and Pollock (2001) as they state, “…the process of explaining their thinking helps students deepen their understanding of the principles they are applying” (p.105).

In the following class where the students did the Mini DV camcorder activity, students did show that they had a good understanding of how to use the technology. After students digitized their footage, they did see the difference with shooting on tape, and even further understood the challenges that I was asking them to look for. The students were able to write these conclusions on their handouts, and I feel that the students now have a good grasp on how tapes have been used in the past and how we can still use them today.


Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction That Works.             Alexandria, VA: Association For Supervision and Curriculum Development.

Music Video Project

The final project for my Junior High Technology class was a music video that was shot on flip cameras and edited on Premiere Elements. I was taken aback by the students’ creativity and story telling skills. These were all things that I had been teaching students about, but it was really rewarding seeing the students applying what they were learning. The main objective for the music video was that there was a clear story and theme to show the relationship between music and film. Below is an example of one of the group’s finished videos as well as the project’s instructions, requirements, and grading rubric.

Instructions, Requirements and Grading Rubric: Music Video Project

Module 5 Reflection


This week’s module had clear information on how quickly online learning is progressing. I read about the pros and cons of what online learning provides and creates. Online learning is an exciting resource to have in the classroom because it expands teaching time since each student can interact with the resources online rather than being limited to one teacher for an entire classroom of students. However, online learning still has many challenges that need to be overcome for it to be an effective learning tool in the classroom. The lack of face-to-face time does impact the depth of student learning and work still needs to be done on online assessments of student understanding.
It is clear that online learning will continue to have more of an impact in education. It is exciting how online learning expands the walls of education and makes learning more accessible. The question is then, how can quality still be maintained with online learning? I think that this is something that we will continue to explore as educators because there is still so much room for education to grow in this area. The tools are being made available and we just need to figure out the best way to use them. I am going to start by using Jing ( to create a video of my computer screen for my Video Production Class. If this resource works well, it would be so helpful to have a step-by-step video for students to refer to rather than me answering the same question over and over again. There are still a few items that are unclear for the MOCP mainly because I do not see the structure for it yet. Are we supposed to make the project fit our diverse situations in our classrooms or is there a structure that we should instead follow to make sure that it will be assessed correctly for Networking and Telecommunications class? I am trying to figure out how to start on this project, but I don’t want to work ahead and then realize that I went in the wrong direction. I guess I need further clarity on the gray areas that have yet to be discussed about this assignment.

Showcase Lesson #2

Showcase Lesson Plan #2


I began this high school Video Production class by applying Marzano, Pickering and Pollock’s (2001) strategy of “Summarizing and Note Taking” (p. 30). Since this was a new semester, I wanted to make sure that students understood how I wanted them to take notes in my class from here on out. I used a spin off a summarizing exercise that was an example from Marzano, Pickering and Pollock’s “Classroom Instruction That Works” where students had to select the most important parts of a paragraph (p. 31). This exercise was a bit bumpy at first but ended up being effective. Students did not fully understand how the summarizing activity applied to the class’ objectives, which is why it took extra time to get students going with this activity. The reason that I wanted to first give students practice in summarizing was because the cinematography presentation had a lot of notes for students to take and I wanted it to be done effectively. Marzano, Pickering and Pollock (2001) explain, “Verbatim note taking is, perhaps the least effective way to take notes” (p. 43). The summarizing activity ensured that students would not digress into just typing as quickly as they could word-for-word rather than really processing and digesting the information. However, it felt like I might have tried to fit too much into one class period. In the future, it would probably help to give better explanation for this exercise and possibly devote an entire class period to learning how to summarize.

Marzano, Pickering and Pollock’s strategy of “Identifying Similarities and Differences” enhanced my lesson because it encouraged students to process information together in a discussion. My approach aligned with Marzano, Pickering and Pollock’s (2001) first generalization where the authors state, “Presenting students with explicit guidance in identifying similarities and differences enhances students’ understanding of and ability to use knowledge.” (p. 15). Once students understood that I was going to give them guidance but not the answers, they engaged in an open discussion not only about how some of the cinematography examples were similar but also what made them different. Through this dialogue, students were able to recognize that the components that made the clips different were also what separated the good cinematography from bad cinematography, which helped students reach one of the objectives for the lesson.

The students’ discussion helped me assess their understanding of good cinematography, however, I later realized that this assessment did not give me thorough and in-depth data. After further thought, I also discerned that the summative assessment video project did indeed assess students’ understanding of quality cinematography but not soon enough. The students worked on their video projects for the next three days of class, and my feedback on their understanding of cinematography would have been helpful for them during this period. However, feedback was given to students after they finished their projects. For this reason, I think that it would work well in the future to ensure that my assessment of student understanding has a quick turnaround time in order to maximize student learning.

Finally, Marzano, Pickering and Pollock’s strategy of “Reinforcing Effort and Providing Recognition” worked very well with my class because this was a long period class where students were asked to be actively engaged for eighty minutes during the last period of the day. The students who put forth effort the entire time needed to know that it did not go unnoticed. Since this Video Production class is project driven, students already know that a portion of their grade will be effort and ability to stay on task. The authors (2001) explain that, “students can learn to change their beliefs to an emphasis on effort” (p. 50). This was a precedent that I had already laid down on earlier projects, and that is why it was beneficial to incorporate this into the lesson because it reminded students that they were still held to the same expectations. I could see a change in the student’s motivation when I verbally praised them for their involvement in the lesson’s activities. By the end of the lesson, I think that the students did learn the five basic shots and most of the students were beginning to understand the characteristics that make good cinematography.



Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction That Works.             Alexandria, VA: Association For Supervision and Curriculum Development.