I LOVE finding video clips on YouTube and strategically editing them so that students are manipulated (for lack of a better word) into asking a content related question I want them to ask. If they ask it, they OWN it. Usually this process involves strategically trimming a video, perhaps removing the sound, covering up a portion of the video, or some combination of these techniques.
Although an invigorating process, the above protocol can be time consuming and intimidating for new teachers looking to curate video to spark student curiosity, without having to spend time bogged down in the details of various video editing software. Recently, I was struck with the realization that methods for sparking curiosity (see here and here for examples) can be done simply using the editing features in Google Slides.
Step 1: Find a YouTube video that contains a clip, that when highlighted and edited strategically, will provoke questions about content. For example, the below video contains a clip of a slinky falling in slow motion to create a sense of inquiry around why the slinky appears to be suspended despite having been released from the individuals hand.
Step 2: Using the editing tools in Google Slides, insert and trim the video, as well as perform other editing functions such as removing audio, adding shapes to mask content, etc. to show the phenomena, but simultaneously create a riddle/Mystery Box effect. For example, the above video elicits more questions when the moment of drop is featured ONLY and the sound is removed entirely. See screenshots below.
Step 3: Play the edited video (in the slide) for students in presentation mode. Ask them "What are you curious about?". Alternatively, record a Screencast (Screencastify is a great free option), of the slide. This is particularly useful is attempting to spark student curiosity during online learning. See each option embedded below.
During the time of 100% distance learning I gathered my thoughts together and produced the below book for my colleagues at my school site titled "Teaching in the Time of COVID: A High School Teacher’s Rules for Effective Quarantine Teaching". Given how hectic that time was, I never got around to sharing my work with my colleagues or PLN. So I'm doing that now! Although not necessarily applicable to our current situation, I am hopeful that you might find a few helpful tidbits of info. Enjoy!
I was honored to teach an elective class called "Engineering for Social Good" last semester. Our final project in the course was the design of computer controllers for individuals with quadriplegia. Our goal was to create prototypes, and then share the construction process on the site Instructables for individuals to recreate. The entire engineering design process can be seen on our class Padlet shelf here. A final student Instructable can be seen here. See a few images below.
See a video of a controller in action below.
I am teaching physics for the first time in 21 years! Beginning with a unit on conservation of energy by challenging students to create marble roller coasters using cardboard boxes and foam pipe insulator. The entire activity is based on this blog post by physics educator Ben Wildeboer. Click here for our class handbook with activity specifics and follow up inquiry cycle applications. See a few images below.
Much like during distance learning I will be using one Google Doc for each class to serve as an interactive lesson plan. This "view only" document will house not only all learning cycles, including student links, Padlet drop boxes, lab/activity templates, etc., but it will also be the location for links students will use constantly throughout the semester such as the course syllabus, periodic table, past quiz archives, reference videos, etc.
Keeping the above in mind, because a Google Doc is not a website, what I am gaining in ease of editing and student interaction/access, I am losing in lack of access to organizational structures such as drop-down menus, tabs, etc. In order to bridge the gap between Google Docs and a traditional website, I will be including links that students will need to access regularly in the "Header", which is repeated at the top of EVERY PAGE. A simple solution, yet very useful solution.
Click here for an example of an interactive Google Doc notebook for my upcoming chemistry class (note: this document is very much still a work in progress). Additionally, see screenshots below.