|
 |
||||||||||||||||||
 |
|||||||||||||||||||
|
|||||||||||||||||||
 |
|||||||||||||||||||
|
|||||||||||||||||||
 |
Observation Experience
The observation will focus on the major indicators addressed in
the state standards for the Technology Applications certification.
Observe one or more of the TA Standards at each recorded observation.
Add your observations to the Comments section under the observed
standard. Be sure to address in your comments the learning activity,
real world application, and or teaching method as it applies
to that standard. Indicators for each standard are listed below
the standard for your reference. You may wish to attach an accompanying
sheet for further comments.
Your observation could be education centered by observing other TA
teachers or real world application by observing a TA related industry/business
in action. You could even combine both as long as the total amount
of hours for observation equals 3 or more hours.
Observations have always been fun to do and have done. They provide a new perspective on what you are doing that is working and highlights those actions and attitudes that have become blind spots. As a student observer, I was a "low tension" participant in the class and was given the opportunity to help students when it seemed appropriate. TEKS were incorporated throughout all three classes that I observed, with Foundations, the "searching and appraising" elements, and design principles most prevalent.
Northwest
High School, Justin, TX
Northwest ISD
Wayne
Day, Multimedia
Steve Speers, Multimedia/Video Technology
Paula Railsback, BCIS
Photograph taken from the Northwest ISD web site
http://northwest.k12.tx.us
Wayne Day, Multimedia
The multimedia class was reviewing previous work and updating current assignments. Kids were working as individuals and groups. In most cases, the groups were focused on a single element of their assignment: color, layout, Microsoft Movie Maker problems, etc. Groups were also using the Internet to find examples to bolster their arguments within the group. The groups were using search capabilities and also engaging in discussions using correct terminology for digital graphics and multimedia about layouts, presentation, and other elements and principles of design that needed to be added to or enhanced in their presentations.
Steve Speers, Multimedia and Video Technology
This class was moved to the cafeteria to create an video interview. Steve discussed the ideas of screen shots (head, over-the-shoulder, fills, wide) and the camera angles desired for each of those shots. The criteria for the output were limited:
- At least 1 minute, but not more than 90 seconds.
- Topic to be decided by the groups
- All discussed camera angles must be used.
- Interview format
Steve walked the class through the creation of scripts and storyboards. Groups were assigned of 3 to 4 students each.
The students were very enthusiastic about storyboards; some great artists are growing at Northwest HS. Also, groups combined to determine a subject appropriate to an interview, a script for the interview, and assignment of roles (interviewer, interviewee, producer, cameraman). Once taping began, students were free to use cafeteria tables or elements as props. One group moved to a small stage in the area that contained a table, chairs, and flags, which were needed to enforce their more serious topic.
This lesson was a good balance of direction and freedom. The interviews were very good and followed the storyboards and scripts as much as possible for high school students.
Paula Railsback, BCIS
This class was oriented towards obtaining the needed materials to create a resume with Microsoft Word. Paula discussed the the fact that a resume for a retail position has a different focus (audience) than a resume for a construction firm. Different examples were available in the handout given to the class. The class was instructed to use the newspaper and Internet to identify the target jobs that needed their resumes. Once the students had at least 2 jobs, then Paula walked them through creating a list of skills and elements that were needed in that job and building a personal profile that would help them create the correct entries on the resume for that particular industry. The students were introduced to the resume templates at the end of the class and discussed why the templates were formatted the way they they were and how the students could use them in the future.