Great Teaching Ideas

video project

What Is The Great Teaching Ideas Video Project?

"You can speak a thousand words with one picture." That's the idea behind the Great Teaching ideas Video Project, SuccessLink is currently videotaping a select number of lesson plans and placing them online in a "streaming video" format to compliment the text version of the lesson. The video-clips are approximately 3 - 4 minutes long and contain footage of teachers and students interacting in the classroom. To view a sample video clip click here.

Lessons which have an accompanying videoclip display a "video-clip" icon at the top-right of the page. To view the video lessons you must have Windows Media Player 8 or higher installed on your computer. For the best results, we recommend Windows Media Player 9. To download the free version of Windows Media Player, click on the button below.

For users with a dial-up connection (28.8kb/ps, 33.6 kb/ps or 56.6kb/ps) it may take approximately 30 minutes to download & install the player application.

If you have contributed a lesson plan and would like to participate in the Great Teaching Ideas Video Project or you have questions or comments about streaming video you can contact Georgi Forman at 888-636-4395 or send an e-mail to gforman@successlink.org

Records 21 to 30 of 30

• Lights On Conservation

  The students will work in cooperative groups to investigate how the use of Compact Fluorescent Lamps (CFL’s) can help reduce carbon emissions. They will write and graph linear equations, develop a spreadsheet, and create a poster and flyer.

• The Earliest Americans (Beginnings to 1607)

  Introduce peoples who once lived in and explored the Americas. Research the life and civilization of the Mesoamericans, Southwestern peoples, and Adena-Hopewell people

• Blood Unit

  The unit on blood gives students the ability to understand the different types of blood and how they play a role in transfusions. This unit also helps the students to understand the process used by lab technicians when it comes to finding illnesses.

• What's This Career All About?...Exploring Roles, Responsibilities, and Requirements for Different Jobs within the (6) Career Paths

  Through the use of technology, students will learn where and how to obtain information about the world of work and post secondary training/education. They will also use this information to learn to compare and contrast the the roles, responsibilities, training/educational requirements for jobs within the (6) career paths.

• Ancient Civilization Success

  Introduction As 6th graders you have become expert historians! You have thoroughly studied the following ancient civilizations: Mesopotamia, India, Egypt, China, Greece, and Rome. The curators of the Missouri History Museum need your help deciding which civilization should be their next big display. Task Your job is to decide which civilization was the most successful. You will do this by deciding which contributed the most to society and our world today.You will use your prior knowledge and complete some research to help you make your decision. You will type an essay stating your findings and then as a class we will have a debate to determine which civilization should be the next big display at the Missouri History Museum! Process 1. Using your prior knowledge of the ancient civilizations, narrow down your decision to two civilizations. 2. Complete your research using the internet sources below. You may also use GOOGLE. Make sure to take notes in your Social Studies journal and cite your sources. 3. Complete an online Venn diagram comparing and contrasting the two civilizations.Print your finished diagram. 4. Using your Venn diagram, make your decision as to which civilization you believe was the most successful. 5. Complete the online interactive essay map in order to organize your thoughts. 6. Print out your essay map once it is completed. 7. Hand-write a rough draft of your essay. 8. Have at least 2 peers edit your rough draft. 9. Have your teacher edit your rough draft. 10. Revise the rough draft. 11. Type your essay in 12 point font, double spaced. Remember to use quotes when needed, and cite your sources. Please include a reference page. 12. Jot down some key points from your essay that you can use in the debate (your essay map could come in handy as well). 13. Submit your Venn diagram, essay map, rough draft, and final draft of your essay.

• Exploring in the Age of Exploration

  Students work both independently and cooperatively to extend their learning about the Age of Exploration. The class would have already done the textbook reading & correlating assignments, so they would have some prior knowledge about the history of the period.

• Same Old Shoe

  Students will learn how to create repetition using a variety of designs.

• Recipe For Success

  This unit is designed to introduce third grade students to the important life skill of setting goals for themselves. The unit allows the students to explore and discuss what goals are, what components make a great goal, and what kind of goals other people set.

• The Human Comedy: Connections in Literature and Life

  This unit is presented early in AP Literature study. Basically, it builds on early efforts to develop the mindset of: How does author method support message? Later in AP Lit study, we highlight various literary concepts one by one and speculate on how their choice drives story impact. Now, before that close study, we take larger, more well understood literary components in a highly approachable novel, The Human Comedy, by William Saroyan, and explore how character and plot are deliberately built to build larger author intention. Understanding plot and character in The Human Comedy is pretty straightforward. Helping students gain confidence in making those connections runs hand in hand with helping students gain new confidence in understanding the structure of one of the two types of essay questions they will encounter on the AP Literature credit qualifying test, the Open Question. In the Open Question, students are asking to consider a given concept, illustrate where that concept occurs in quality literature of choice, and connection those specific concept illustrations to larger author intention. This unit, then, takes students through exploration of concepts of comedy and tragedy to later justify connection or contrast to story title to discussion of the work and early development of close reading skills. Students will work in groups to explore the structure and expectations of the Open Question and will be guided through writing one with The Human Comedy as its subject. Students will begin their yearly study of how the Open Question is graded. Final assessment in the in-class writing of a choice of Open Question prompts with The Human Comedy as its subject. In the real spring exam, students must quickly choose about what novel to write: for this assessment, students have choice over question prompt. In addition, this unit helps students learn how groups function in the new teacher's classroom. Please see lesson for resources.

• Books have VIPs Too - Very Important Points, That Is!

  The comprehension strategy Determining Important Ideas should be taught over an average of six weeks. The components in this unit focus on the concept of main idea and details. Instruction should begin with extensive teacher modeling in a whole group setting. As students become more proficient, the concepts should be moved to small group guided reading instruction, and finally to independent work.

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