{"id":8621,"date":"2016-04-07T08:44:31","date_gmt":"2016-04-07T12:44:31","guid":{"rendered":"https:\/\/edtechteacher.org\/?p=8621"},"modified":"2016-04-08T10:50:50","modified_gmt":"2016-04-08T14:50:50","slug":"video-reflections-visible-thinking-using-recap-in-the-classroom-from-greg-2","status":"publish","type":"post","link":"https:\/\/edtechteacher.org\/video-reflections-visible-thinking-using-recap-in-the-classroom-from-greg-2\/","title":{"rendered":"Video Reflections & Visible Thinking: Using Recap in the Classroom – from Greg"},"content":{"rendered":"

This post first appeared on Daily Genius as “\u00a03 Powerful New Ways to Use Chromebooks<\/a>”<\/p>\n

When Chromebooks first entered into the 1:1 classroom environment, most people viewed the device to be strictly a portal to access Google Drive and the Google Apps for Education suite of tools. \u00a0While there is immense power and potential to create collaborative working environments exclusively within Google Drive, \u00a0Chromebooks have become so much more than just a gateway to Google Drive.<\/p>\n

Student Video Reflections on Chromebooks<\/h1>\n

From the outset, creating video on Chromebooks proved to be a bit of challenge. \u00a0In the early stages of Chromebook video creation, one was forced to use a Google Hangout on Air to record a Chromebook screen. \u00a0With the emergence of Chrome extensions such as Screencastify<\/a> and Snagit<\/a>, screen recording on a Chromebook became increasingly viable. \u00a0Chromebook classrooms can now add a new video creation tool into the mix. With Recap<\/a>, \u00a0students can easily create video reflections.<\/p>\n

From the creators of the Swivl<\/a>, Recap<\/a> is a \u201chigh velocity\u201d video reflection platform that allows students to quickly and easily submit video reflections based on teacher-generated assignments. \u00a0Recently out of limited BETA testing, Recap is now open to all teachers and students. The platform works exceptionally well on Chromebooks.<\/p>\n

Recap allows for quick, easy to create, and timely video reflection. \u00a0The setup process in Recap will feel familiar to students, and the interface is exceptionally easy to navigate for teachers. \u00a0Simply create a class in Recap, enter student names, and provide a class PIN number to the students. The non-email login option is a helpful feature with elementary and middle school classrooms. \u00a0For high school classrooms looking to use recap, there is an option to have students log in with an email address.<\/p>\n

From the student perspective, simply navigate to the student login page, enter the PIN number, and select their name. The simplicity of the platform is Recap\u2019s strength. \u00a0When a teacher creates an assignment in Recap, questions can either be text-based or a teacher-created video. \u00a0A maximum response time per question can be established as well as a due date. \u00a0Once students log in to the class, they will be immediately directed to the outstanding assignment.<\/p>\n

The beauty of Recap is that the front facing camera is instantly activated and students reply directly within the platform. There is no need to download, upload, or share video files. \u00a0When submitted, all student video reflections for the assignment can be viewed directly from the teacher dashboard. \u00a0Without any need to download the video to view student submissions, teachers can quickly view and scroll through multiple student submissions. \u00a0To keep the workflow simple, if teachers want to share student created video responses, there is a unique link provided for each student submission.<\/p>\n

Recap & Visible Thinking<\/h1>\n

With the ability to instantly capture student thinking through video, the most critical question becomes, \u201cWhat do I ask my students to ponder, reflect on, or consider?\u201d \u00a0One place to begin is with a series of Visible Thinking routines from Harvard\u2019s Project Zero<\/a>. \u00a0By combining a Visible Thinking routine with Recap, teachers can end up with a clear insight into not only into the culminating answer to a question, but also the thought process or reflection on how a student ended up at their unique perspective.<\/p>\n

Consider posting the Visible Thinking routine, \u201cI Used To Think\u2026,But Now I Think\u2026<\/a>\u201d at the end of a class and giving each student one or two minutes to reply to each prompt through Recap. \u00a0By pairing this thinking routine with a traditional assignment where the task is for students to answer specific questions based on course content, Recap can allow for insight that is simply not attainable at without using the technology.<\/p>\n

As an alternative, Recap and a Visible Thinking routine can be used to gauge student understanding at the outset of exploring a new concept. \u00a0Consider the \u201cSee, Think, Wonder<\/a>\u201d routine. \u00a0Without any direct instruction, students can reflect via a Recap video assignment by explaining their initial observations (see), their evaluation and analysis (think) and finally their unanswered ponderings or questions (wonder). \u00a0Once submitted through Recap, specific student submissions can be shared back out to the class via a web link.<\/p>\n

Along with reflections and answering questions, Recap and a creativity Visible Thinking routine can be used to help students develop the capacity to think creatively about a scenario, concept or problem. \u00a0While not for the purpose of collecting and evaluating a series of correct answers, pairing this style of routines opens up another potential use for Recap as well as an avenue for students to think creatively about challenging concepts. One particular creative thinking routine from Project Zero<\/a> asks students to explore the following questions:<\/p>\n