Mini-Grant Application for School Year 2019 - 2020

Submitted by: Laura Harris Email: harris.laura@brevardschools.org Grade Level: K - 6 Subject: Science, Math, Reading/ELA
Co-Applicant:Mark Goodman Email: goodman.mark@brevardschools.orGrade level: PreK - 6 Subject: Technology, IT

School: Spessard Holland Elementary School Type: Public Grade Levels:PreK - 6th grad County:Brevard

Approx. Enrollment: 510 Number of teachers:35

School Address:

50 Holland Court
Satellite Beach, Florida 32937

Phone: (321) 773-7591 Principal:Samantha Alison Email: alison.samantha@brevardschools.org

Facebook:
Twitter:


Project Title: MAKERSPACE: An Upside-Down Way to Learn!
Project Dates: November 1-May 29, 20 Grade Levels:

Focus Area(s) :STEAM- Math- Science/Technology - Reading/Language Arts

Abstract:
Welcome to the W.B.E.E. Newsroom! This is a school-wide project designed to provide opportunities for students to create media content aligning with Florida Standards in a wide variety of academic areas, including but not limited to STEAM. While classroom use of video production has decreased, students are increasingly creating content for YouTube and other social media on their own. With educators’ facilitation, guidance and dedicated equipment, elementary students could create and produce educationally rich and valuable content in reading and language arts, science, social studies, visual art, music and theater. This project would allow for skill development in collaboration, communication, responsibility and creative problem-solving - all necessary for 21st century careers. Currently, our school does have one functional camera and a Teleprompter; however we need another digital camera to complete our studio set up. This additional camera will allow our students the mobility to go out into our school and the community. The TelePrompTer is permanently attached to our current camera, therefore making it very cumbersome for elementary students to carry. Such additional technology would allow students to create classroom content and share information, aligning with the “maker” movement, and local and nationally increased focus on STEAM activities and projects. This proposal seeks to create a video production studio comprised of two cameras, TelePrompTer and computer software designed to create video products, such as a daily student-led news program, classroom documentary film projects, or theatrical, language arts or science programs. This portable studio, with the additional camera, could move from classroom to classroom or even outdoors, without the need for dedicated production space. The system is scalable, allowing for additional cameras in the future, for increased flexibility in production. This project would extend to students and teachers valuable learning and instructional tools and opportunities across the elementary and curricular spectrum.

Proposal:

How is your project innovative?   (25 points)
This project to add another camera to our TV production studio will provide ownership to our students in this process of producing a daily student-led morning news show. Our students will be able to move about the school and beyond to broadcast the wonderful learning that is happening in our classrooms, PreK - 6th grade. To this point, students have been able to only broadcast from a computer lab in the back of our school. This project is collaborative by nature, requiring teamwork by teachers, media and information technology (IT) professionals, administration, and even district personnel. This collaboration has been limited to include only those students/faculty who can be physically in the computer lab during production time. With the additional camera, collaboration will be schoolwide and newly innovative for our students and teachers as all will have access to be part of the broadcast as needed.

How will it fit into your curriculum (include standards)? (10 points)
This rigorous project fits into the K - 6 curriculum with an emphasis on literacy. LAFS.4.L.2.3 - Use knowledge of language and its conventions when writing, speaking, reading or listening. This standard concerns improving communication skills for all Florida’s diverse student populations and this project will provide equitable opportunities for all students to show competency or mastery. Student/teacher collaboration in TV production is an opportunity for students to demonstrate their learning at the highest levels of Bloom’s Taxonomy (create). By integrating video production into their lessons, teachers will continue to develop their own technology skills as well as allow students the opportunity to express themselves and demonstrate their content knowledge in a creative manner. LAFS.5.SL.2.5 - Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. We recently conducted a survey of 3rd through 6th grade students with compelling results. The survey asked students whether or not they would like the opportunity to demonstrate their learning through video media and TV production opportunities. An overwhelming 249 out of 275 students responded positively! Through the implementation of this project, it is our intent to engage students in learning through a high interest activity. The introduction of video production as an opportunity to demonstrate student learning seems an excellent means of addressing student individual needs.

How will it encourage long-lasting change in your classroom, school or community? (20 points)
Kindergarten students will benefit from (and likely participate in) weekly/monthly news programming (Early Literacy). Creating and delivering live and recorded video content provides opportunities to speak publicly and receive feedback, thereby managing anxiety and building confidence (Emotional Support) through guided self-exposure to a very common childhood fear (e.g., social anxiety). Communication skills are gained behind the scenes and in front of the camera. Writing the script reinforces the writing process learned in the classroom, giving students real life application of research skills, editing, and grammar (Early Literacy). Just as important as applying the mechanics of writing, students learn the importance of an engaging introduction to ‘hook’ the audience and a clever ending to make their story memorable. The anchors learn expression and fluency, valuable oral communication and reading comprehension skills. Students on the production staff gain first-hand media literacy and technology skills. Students in elementary school go on to middle and high school and very often become involved with communications and media production. Production staff must be present at rehearsals, meet deadlines, and follow through on designated tasks. As important as taking responsibility for individual roles, the production staff has to collaborate to produce a quality show. They must listen to their peers, learn to offer and receive feedback in a positive manner and be a team player. With the additional camera, these experiences and responsibilities will be shared throughout the entire school and will increase actual hands-on experiences for students and staff exponentially.

How will technology be utilized?  (20 points)
Once the camera for video production is purchased, students, teachers and media and IT professionals will learn how to incorporate it into our existing production setup. Today’s live-streaming and web-cast software is designed to facilitate quick and easy editing of content. Teachers would design opportunities for students to incorporate the use of video production as a formative and/or summative assessment of student learning. Media and IT professionals would facilitate student learning of safety and ethics of video production and students would incorporate these and a wide variety of FSA standards in the development of their video presentations. The Florida State Standards for Speaking, Listening and Writing incorporate a variety of appropriate standards for this project. In the first cluster, “Comprehension and Collaboration,” students must “engage in conversations and collaborations with diverse partners to build on their own ideas and the ideas of others;” and to “integrate and evaluate information presented in diverse media forms.” The second cluster addresses “presentation of Knowledge and Ideas,” which exemplifies the finished product of video production. Standard 4, “present information, finding and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style that are appropriate to task, audience and purpose;” and Standard 5, “make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations,” ensure that students have ample opportunities to participate in activities that support the development of presentations. Embedded within these Speaking and Listening standards are a variety of ELA and foundational skills, as well as writing standards.

What evidence will you collect to show student gain?   (10 points)
Schools often urge students to turn the TV off, but when you put kids in charge of production, television becomes a teacher. This is the case for both the students involved in the production of the show and those viewing the morning news. A preliminary survey of student attitudes regarding the creation of video-based products as a mean of demonstrating mastery of content was conducted and revealed that 249/275 3rd - 6th grade students are interested in video production as an instructional strategy. A post-project survey will also be conducted with K - 6th grade students to assess satisfaction with this modality. Completed student products (e.g., creation, writing, editing, content delivery, films, “quiz shows,” classroom broadcast opportunities, Living Biographies, news programming, etc.) would serve as evidence of successful implementation of this project.

How will participants share your project results with the community?  (15 points)
Our students will share this project with our community through many venues and opportunities. We will meet with news crews from the neighboring middle and high schools to learn new techniques and to collaborate on joint projects for our community. We have a special connection to our City Hall manager’s office and she has offered to have us video record and produce a City Hall meeting to be shown on a local TV channel. We will also interact with IT and media specialists at the district level by involving them in our projects as we will now be able to broadcast remotely with the addition of the new camera. Students will be “reporters on the go”, interviewing people throughout our building and beyond to bring positive events that are happening into our school for all to see and hear.


Budget:

Service/ Item Description Cost
1 - HXR-NX100 Digital HD Camera CV. HDMI 1498.00
Total Cost of Project 1498.00
Total Requested from TERRA 1498.00
If matching funds identified list source: 0.00
Donated Goods/Services: 0.00

I, Laura Harris, certify that the application is complete and final, AND I verify that I have received permission to apply for these funds from Samantha Alison,the Principal of Spessard Holland Elementary School and any other individuals required by my school district.

RETURN