Daniel SanGiacomo

aka Daniel Aktas


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When watching a video in class

Tools for using video in the classroom

Be specific about instructions when watching videos to encourage active viewing.

Ask students to:

    • Jot down a reflection when an even occurs
    • Raise their hand during a specific event or quote
    • Be prepared to respond to a specific¬†prompt at the end of the video
    • Talk about what active viewing looks like

Augment the video by:

    • Pause the video and asking specific questions
      • Check for understanding
      • Do you guys check that out? What does that mean?
    • Pausing the video and ask students to talk about what just happened with a partner
      • Not 10-minute just a quick 2-minute conversation
    • Playing the video twice and explain that you will be watching it twice
      • For short videos
    • Hiding the video and only showing the audio of the footage
      • Listen to this artist and tell me what you think the work looks like
    • Turning off the audio……
      • What do you think they are saying?

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Contined Reflection

Reflection is a huge part of my art education pedagogy. Reflecting as a teacher and asking students to reflect on their own understandings.

A very simple reflective practice to use in the art classroom is to continually ask students their definition of art. Asking students this question throughout a course provokes students to mindfully reevaluate their understanding of art and its function in society.

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Teach me in 2 minutes!

Again this is another awesome activity I learned first hand at graduate school. This is a great opportunity for students to feel empowered and to build community in the classroom.

  1. Give students the day before or give them 3 minutes to think of something they can teach a classmate in 2 minutes. Verbalize examples like learning a word in a different language, drawing a specific object, making a paper boat, or a tap dance move.
  2. Ask the students to move around the room and find someone they do not know very well and then start the clock. At 2 minutes ask the students to switch off the teaching role.
  3. Ending with a discussion rounds out the activity. Ask students what they learned and how they felt during the activity.

 

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