Who Am I?

Who Am I is a great activity for students.  This activity requires students to synthesize their learning into several concise statements which build upon one another.

The result is an activity for one of their peers to solve too.

Try this creative way for students to demonstrate what they have learned.

How?

Decide how many clues the students will provide in the presentation.  This will be the number of slides needed.  The presentation should have a  solid colored (usually white or black) background.  The picture selection comes next.  Take advantage of the DE image search!  Obviously this could be Who Am I?, Where Am I?, What Am I?, or When was it?

The image should be placed on the first slide.  Now, create a box, edit it to have no border and the fill is the solid color of the background.  Make the box cover a section of the image.  Create more boxes, moving them around to cover the image completely.  If you have five clues, you will need five boxes.

Once you have one slide with an image hidden under boxes, copy the entire slide and paste it for the number of clues (and boxes).  Finally, add a text box to each slide with a clue, and remove one box at a time for each clue and slide.  The final slide should show the answer, the full image, and add the citation form your image.

See the full example here.  Go to View and Present to see as a presentation.

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Screencasting

If students have a digital device, there’s a good chance they have a way to record themselves for a screencast.  Screencasts are valuable because students can present their topic, project, etc. “live” but in an asynchronous environment.  So much class time is used presenting projects.  A screencast posted makes viewing possible anytime- like for homework.  If the post is within a discussion forum they can provide valuable feedback and/or reflection as well.

Personal favorites are Jing and Screencast-o-matic.  There are many other free options to choose from.

What might students screencast?

  • Describe artwork for design principles (Art) or using adjectives (English) or listing symbolism (English)
  • Read aloud from home to practice for vocabulary and fluency
  • Critique qualities of a webpage – content specific or for Net literacy
  • Solve math problems using a paint program to diagram as they talk through the steps to solve the problem
  • Present project
  • Read a poem while showing artwork or symbolic pictures
  • Practice dialog in foreign language
  • Demonstrate understanding of a process – student outlines process by talking with a visual aide
  • For younger students learning about the citation process, allow them to screencast it list of their resources. This can be with our without a scripted explanation