{"id":323,"date":"2015-07-07T12:11:39","date_gmt":"2015-07-07T16:11:39","guid":{"rendered":"http:\/\/espace.bsu.edu\/akhouck\/?page_id=323"},"modified":"2015-07-07T12:11:39","modified_gmt":"2015-07-07T16:11:39","slug":"lrs-video-response","status":"publish","type":"page","link":"https:\/\/espace.bsu.edu\/akhouck\/artifacts-rationales\/teacher-data-dashboard\/lrs-video-response\/","title":{"rendered":"LRS Presentation Video Response"},"content":{"rendered":"
\"Screen
Opening slide of LRS presentation.<\/figcaption><\/figure>\n

Michael K. and I teamed up to present current information on opting out of standardized testing, both nationwide, as well as in Indiana. \u00a0Together, we used learning response systems, Promethean Activote “clickers,” to gain real-time data to drive our presentation and relate our small data sample size to a national poll. \u00a0The result of our efforts were recorded and then analyzed.<\/p>\n

We were long on the uptake in getting the clickers to work, and spent several days tinkering with them. \u00a0In the end, it was worth it as the data generated was seamlessly integrated into our PowerPoint presentation through a software download Michael found.<\/p>\n

\"Screen<\/a>
Polling slide from LRS presentation.<\/figcaption><\/figure>\n
\"Screen<\/a>
Polling comparison slide from LRS presentation.<\/figcaption><\/figure>\n

I was a bit unnerved being recorded for a project, and was mostly focused on using good inflection and slow, steady speech, while avoiding “ummms” and nervous laughter. \u00a0Upon review of the footage, I only stumbled over my words once, said umm a handful of times, and made one silly face when I was flustered. \u00a0Otherwise, my speaking used good inflection. \u00a0 I did rely on my notes on the NCLB slide, as I wanted to be sure to get the wording “just right” on what I was attempting to convey.<\/p>\n

\"Screen
Screen capture of LRS presentation.<\/figcaption><\/figure>\n

In relation to co-teaching, \u00a0I liked that I stepped out of the frame to allow Michael the stage when he was speaking. I think this is a good technique to allow the dominant speaker to have the floor for full attention of the students. \u00a0I need to be sure to look engaged in a co-teaching situation and remember that students’ eyes are also on me even if I’m not speaking, as\u00a0I looked tuned out once while Michael was speaking. \u00a0My eye contact with the audience was strong, in particular when Lauren K. asked me a question.<\/p>\n

I feel our content followed the rubric with its requirements of graphic and template use and transitions. \u00a0Engagement in our presentation included two sources, clickers and iPads, as well as adequate wait time for understanding. \u00a0The iPads served as our handouts. \u00a0I felt that my movement was fluid, stepping into the frame of the screen when needed to showcase a point. \u00a0Our run time for the presentation was over 15 minutes, but under the maximum of 20 minutes. \u00a0Both\u00a0of us were professionally dressed that day.<\/p>\n

I think that this LRS presentation best serves HLP 14 \u00a0and InTASC 6 as the clickers allowed for us to gauge understanding and areas of concern in regards to the topic that we presented as well as\u00a0\u00a0acting as a means of informal assessment.<\/p>\n

Utilizing this technique would be a viable way to keep a class engaged and offer\u00a0me instant feedback of understanding on topics. \u00a0Alexandria has a 1:1 with iPads and I hope to use the Nearpod app as a means of a LRS this year while I am there.<\/p>\n","protected":false},"excerpt":{"rendered":"

Michael K. and I teamed up to present current information on opting out of standardized testing, both nationwide, as well as in Indiana. \u00a0Together, we used learning response systems, Promethean … Continue reading LRS Presentation Video Response<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":10,"featured_media":0,"parent":102,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-323","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/pages\/323","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/users\/10"}],"replies":[{"embeddable":true,"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/comments?post=323"}],"version-history":[{"count":0,"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/pages\/323\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/pages\/102"}],"wp:attachment":[{"href":"https:\/\/espace.bsu.edu\/akhouck\/wp-json\/wp\/v2\/media?parent=323"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}