FLIP Video Cameras in PE! Kent Hyde, Holbrook Middle School - Lowell, NC

1. FLIP Video Cameras in PE! Kent Hyde, Holbrook Middle School - Lowell, NC Planning Stage - Purpose Statement Results Stage - Evaluation • Standard 1 – data will be collected from Assessment 1 (peer assessments - tasks sheets), teacher observation during game play (rubric), and Assessment 3 (video analysis reflection sheets) to determine student movement skill competency in the forearm pass, set, and underhand serve. • Standard 2 – data will be collected from Assessment 2 (written tests) and teacher observations during game play (rubric) to determine student understanding of volleyball concepts, principles, and tactics. • Sharing data with stakeholders - graphed results of student achievement will be used to inform students of areas of strength and improvement; task sheets, individual video clips, and tests will be available to inform parents of their student’s progress; and I will analyze overall class graphed results to identify trends/tendencies to improve future teaching strategies/learning activities. • To improve student learning using FLIP cameras during a volleyball unit in both Standard 1 and 2. • Standard 1 - Demonstrates competency in motor skills. • Standard 2 - Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performance of physical activity. • Measurable Outcomes - Students will be able to correctly perform three basic volleyball movement skills and score at least 70% or higher on cognitive tests. Planning Stage - Settings and Participants • Holbrook is a middle school of 800 students in grades 6-8. • A co-ed 8th grade PE class of 30 students. • Skill level - students are primarily beginner to some intermediate levels in the game of volleyball. • Technology experience - students may or may not have prior use of the FLIP video cameras. However it is easy to operate. Action Stage - Project Overview Results Stage - Discussions/Conclusions • Three week unit in volleyball with the basic skills of forearm pass, set, and underhand serve to be taught. • Demonstration videos shown to students in lessons when introducing each skill (embedded terms, cues, positions, and movement sequence). • Student technology use through individual and small group filming experiences for feedback with self & peer assessments and through video analysis written tests to check for understanding. • Management of technology- Students will be taught how to operate cameras/ class procedures for use at the beginning of the semester (reminders, hints, cue cards posted at stations). • I expect to see in the results of the assessments that my students learned and achieved both Standards 1 and 2. They will be able to perform all three volleyball skills correctly and score at least a 70% or higher on cognitive tests. • Using FLIP video camera technology in my classroom will create excitement and engage students and give them the opportunity to see their own improvement first-hand as well as provide them positive experiences in working cooperatively with others. • Integration of this technology will allow me to work more individually with students who need additional assistance and help me to better monitor class learning as a whole. • Others can utilize this information through submission of videos to websites such as “School-Tube” and “PE Central” to share professional ideas and collaborate with other teachers. Action Stage - Data Collection Recommendations for Future Use • Assessment 1 - Students working at stations in groups of four will be assigned roles (skill performer, partner, videographer, analyzer). After the task is completed, the video is reviewed, self/peer reviews are conducted, feedback is provided, and the roles are rotated. • Assessment 2 - Students are shown selected video clips on a projection screen from class volleyball game play of correctly performed skills, strategies/ tactics used, and rulings. Then they will respond to short answer test questions (T/F, multiple choice). • Assessment 3 – Students review video clips (volleyball skills progression) of themselves near the end of the unit to self-assess and then write a reflection. • Lesson-by-lesson, dedicated, student “Video Team” responsible for filming class activities and editing footage into a two-minute montage shown at the end of a unit. • Small groups of students filming a dance they created themselves and using a peer evaluation for assessment. • Creating short and funny videos of PE class rules/ procedures to be shown to students at the beginning of the semester. • Creating short video “Activity Breaks” of student-led exercises using materials in a classroom shown on school-wide TV throughout the day in core subject classes. Example Skill Task Sheets