Embedded Files
Teachers: Ms. Egan, Mr. Eure, and Ms. Olson
6/15 Updates: Visit the "Live" page to see Senior Talks shared by Ms. Egan and her students in English 12. Thanks to Ms. Egan for including these excellent presentations! Each page of projects will also do away with the period-by-period separation and list students alphabetically. BHS students, faculty, and staff can continue to leave feedback through the provided forms until June 25.
About the Project
About the Project
This is the current "exit ticket" for seniors in English 12. The project draws on the ELA skills expected of a graduate — critical thinking, collaboration, research-driven writing, and more — as seniors produce Senior Talks that are presented live or pre-recorded.
The instructional post embedded here also links to the initial and final guides given to students. This year's pandemic led to several adjustments, as you might expect.
Links
Instructional Post: http://sisypheanhigh.com/malachite/?p=3795
Original Guide: https://tinyurl.com/sisyphus-tedx
Final Guide: https://tinyurl.com/2021-final-guide
One goal of this presentation is to share student ideas and insights with others. That is the tagline: What is your idea worth sharing? It is also the reason we considered options beyond the traditional live presentation. The best way to share work with an audience depends on many factors.
Below are links to student presentations. Each page also links to a form through which BHS students can offer direct feedback to the student presenter. This is the "stuff of growth," as we study it at the start of our time in the makerspace.
This is listed in the revised, final guide as a TED-Talk-inspired presentation or an Ignite presentation. Students were given the option of filming this timed, live presentation.
This option is for students who can perform well in front of an audience, who plan to work or study in a field that requires live presentations, or who want to challenge themselves with public speaking.
This is almost exactly the same as a live, in-person presentation, down to the use of multimedia slides and screens. The main difference is that students have permission to film that presentation and hand in the video when the deadline arrives.
One of the resources given to students for this option was Panopto, which has excellent free resources.
This is the kind of presentation you find in the world outside of TED highlights and Ignite archives. It is a digital video made up of various elements, from voiceovers to special effects. It is built to be shared online.
Below is a copy of the explanation from the final guide to presentations.
Digital video presentations are the kind of presentation you find in the world outside of TED highlights and Ignite archives. It is a digital video made up of various elements, from voiceovers to special effects, that is built to be shared online.
Each digital video, in school or in the real world, is a different length, which is one of the benefits of this option. It is possible to use multiple takes, segments, and styles. Some videos have scripted addresses directly to the camera; others feature voiceover work alongside data and images.
Perhaps the biggest advantage of a digital video presentation is that it can be given to an audience outside of the classroom. The video can be shared widely through social media, exactly as intended. It lives in an authentic space where the feedback is based not on an assignment but on the quality of the work itself.
The disadvantage of a digital video presentation is that it requires the student to learn a new set of skills, including how to work effectively with film, sound, and editing software. It requires a good camera and probably a good computer.
The short video included in the general feedback on statements of purpose is an example of how digital presentations can look. Most of this creator’s work uses the same insightful style — and while a student might not have the ability to emulate her effects, transitions, etc., the style and structure can be copied.
This was an opportunity for students to use the makerspace to make something unique and lasting. Digital videos are designed to be shared, so they answer the project's tagline — What is your idea worth sharing? — in an actionable way. Presentations like these are part of an online and interstitial discourse — and that is importantly different from academic discourse.
Real-world models of digital video presentations are available through the guide to choosing a topic and the post on project-based learning.
Each digital video, in school or in the real world, is a different length, which is one of the benefits of this option. It is possible to use multiple takes, segments, and styles. Some videos have scripted addresses directly to the camera; others feature voiceover work alongside data and images.
Perhaps the biggest advantage of a digital video presentation is that it can be given to an audience outside of the classroom. The video can be shared widely through social media, exactly as intended. It lives in an authentic space where the feedback is based not on an assignment but on the quality of the work itself.
The disadvantage of a digital video presentation is that it requires the student to learn a new set of skills, including how to work effectively with film, sound, and editing software. It requires a good camera and probably a good computer.
The short video included in the general feedback on statements of purpose is an example of how digital presentations can look. Most of this creator’s work uses the same insightful style — and while a student might not have the ability to emulate her effects, transitions, etc., the style and structure can be copied.
This was an opportunity for students to use the makerspace to make something unique and lasting. Digital videos are designed to be shared, so they answer the project's tagline — What is your idea worth sharing? — in an actionable way. Presentations like these are part of an online and interstitial discourse — and that is importantly different from academic discourse.
Real-world models of digital video presentations are available through the guide to choosing a topic and the post on project-based learning.
To the right is an example of a student-created digital video presentation. It highlights what is only possible through this format.
Student: Chadwick Otto
Senior Project Focus: Storytelling
In this project, Chad talks about the power of storytelling, from its historical origins to the way we tell stories in our daily lives. He then tells stories from his own life to demonstrate the concept.
Give Feedback: Period 2 Form
P2 Digital Video — Otto, Chadwick (6/4/21).MOVPage updated
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