Capcut video
Click this link to watch this video I made using CapCut: https://youtu.be/rX6ddnPIYvU
You will be working in groups of 2 or 3 (depending on class size).
You're going to film a video teaching sometime how to do something. You could choose to teach the viewers how to draw a cat, dog, car or flower. You could teach the viewers on how to use a skateboard or how to safely cross the road.
You need to make a plan that labels the steps you will take and the resources you will use.
You need to be able to explain the outcome. What are you teaching and what are your viewers learning?
Instructions:
Step 1: Download Capcut on the Ipads which is available on both google play and the app store.
Step 2: Open up your camera and film your chosen subject.
Step 3: Upload the video onto caput.
Step 4: Add text explaining the instructions.
Step 5: Add some effects and transitions.
Step 6: Click Publish and save your video.
Note: Students can plan for their video by using paper, brainstorms, brainstorming apps, discussion or reading to help gather ideas and support all learning types.
You will be working in groups of 2 or 3 (depending on class size).
You're going to film a video teaching sometime how to do something. You could choose to teach the viewers how to draw a cat, dog, car or flower. You could teach the viewers on how to use a skateboard or how to safely cross the road.
You need to make a plan that labels the steps you will take and the resources you will use.
You need to be able to explain the outcome. What are you teaching and what are your viewers learning?
Instructions:
Step 1: Download Capcut on the Ipads which is available on both google play and the app store.
Step 2: Open up your camera and film your chosen subject.
Step 3: Upload the video onto caput.
Step 4: Add text explaining the instructions.
Step 5: Add some effects and transitions.
Step 6: Click Publish and save your video.
Note: Students can plan for their video by using paper, brainstorms, brainstorming apps, discussion or reading to help gather ideas and support all learning types.
This activity has been made accessible to all students by providing options to connect to the software. Students can download the app which is available on both google play and the app store. I have also designed the lesson to allow for my students to brainstorm and plan for their instructional videos using other apps, brainstorming websites or paper which caters for all learner needs. While designing this lesson I made sure to incorporate all elements of the UDL framework which are multiple means of representation, action and expression, and engagement. I have ensured that this activity has multiple means of representation because students can view the task from this website no matter where they are. Students could be at home, at school or anywhere with a computer or phone to access the task. I have also included multiple pictures for the students to understand the activity and what is required of them. Students are given multiple means of action and expression by making this task open to creativity, where the students can create their own instructional video about a subject of their choosing. This offers many ways that they can then take action and create this video as well as many ways they can express themselves. Students are given the opportunity to engage with this task from their own perspectives and environments, meaning they are able to engage with this task at any point. By designing this lesson to cater for student interests, I am also making sure the activity supports bicultural, inclusive and differentiated learning needs.
This activity connects to the level two technology achievement objective, planning for practice. Students are required to develop a plan that identified key stages and resources and record this as an instructional video. They must be able to explain the outcome they are developing and describe what attributes it would have. Students will work on creating an instructional video on capcut where they will type out some steps for the viewer to follow as well as describe what the outcome will be at the end of the video (Ministry of Education–Te Tāhuhu o te Mātauranga. 2007). Students need to create an instructional video to teach the viewer how to get to the outcome. Students need to be able to articulate the requirements that the viewer needs to be able to do in order to be successful. Connections are made between the nature of this activity and the New Zealand curriculum's key competency of thinking and relating to others. Students have to use cognitive skills to be able to process and construct a plan to carry through to make the instructional video. Students also need to be able to relate to each other as they will be working together to create the finished product. Therefore, students will also be making connections to the key competency of participating and contributing in order to get the task done (Ministry of Education–Te Tāhuhu o te Mātauranga. 2007)
Reference list:
Carrington, S., MacArthur, J., Kearny, A., Kimber, M., Mercer, L., Morton, M., & Rutherford, G.
(2012). Towards an inclusive education for all. In S. Carrington & L. Carrington (Authors),
Teaching in Inclusive School Communities (pp. 3-38). Wiley.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? The Journal of Education, 193(3), 13-19.
Ministry of Education. (2007). The New Zealand Curriculum. Ministry of Education.
Ministry of Education. (2011). Tātaiako: Cultural Competencies for Teachers of Māori learners.
Ministry of Education.
Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. SAGE Open, 6(4), 215824401668068. doi:10.1177/2158244016680688
This activity has been made accessible to all students by providing options to connect to the software. Students can download the app which is available on both google play and the app store. I have also designed the lesson to allow for my students to brainstorm and plan for their instructional videos using other apps, brainstorming websites or paper which caters for all learner needs. While designing this lesson I made sure to incorporate all elements of the UDL framework which are multiple means of representation, action and expression, and engagement. I have ensured that this activity has multiple means of representation because students can view the task from this website no matter where they are. Students could be at home, at school or anywhere with a computer or phone to access the task. I have also included multiple pictures for the students to understand the activity and what is required of them. Students are given multiple means of action and expression by making this task open to creativity, where the students can create their own instructional video about a subject of their choosing. This offers many ways that they can then take action and create this video as well as many ways they can express themselves. Students are given the opportunity to engage with this task from their own perspectives and environments, meaning they are able to engage with this task at any point. By designing this lesson to cater for student interests, I am also making sure the activity supports bicultural, inclusive and differentiated learning needs.
This activity connects to the level two technology achievement objective, planning for practice. Students are required to develop a plan that identified key stages and resources and record this as an instructional video. They must be able to explain the outcome they are developing and describe what attributes it would have. Students will work on creating an instructional video on capcut where they will type out some steps for the viewer to follow as well as describe what the outcome will be at the end of the video (Ministry of Education–Te Tāhuhu o te Mātauranga. 2007). Students need to create an instructional video to teach the viewer how to get to the outcome. Students need to be able to articulate the requirements that the viewer needs to be able to do in order to be successful. Connections are made between the nature of this activity and the New Zealand curriculum's key competency of thinking and relating to others. Students have to use cognitive skills to be able to process and construct a plan to carry through to make the instructional video. Students also need to be able to relate to each other as they will be working together to create the finished product. Therefore, students will also be making connections to the key competency of participating and contributing in order to get the task done (Ministry of Education–Te Tāhuhu o te Mātauranga. 2007)
Reference list:
Carrington, S., MacArthur, J., Kearny, A., Kimber, M., Mercer, L., Morton, M., & Rutherford, G.
(2012). Towards an inclusive education for all. In S. Carrington & L. Carrington (Authors),
Teaching in Inclusive School Communities (pp. 3-38). Wiley.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? The Journal of Education, 193(3), 13-19.
Ministry of Education. (2007). The New Zealand Curriculum. Ministry of Education.
Ministry of Education. (2011). Tātaiako: Cultural Competencies for Teachers of Māori learners.
Ministry of Education.
Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. SAGE Open, 6(4), 215824401668068. doi:10.1177/2158244016680688