SLO:
Name of Teacher/Teacher Team: Nathan Bush
Content Area: __Video News Production__ Grade Level: _11\12 Academic Year: _16\17_
Type of SLO: □Classlevel □Targeted *Courselevel □Leveled
Student Learning Objective:
Digitally edit audio and video using the Adobe Premiere CC software.
Interval of Instruction:
September 6th-June 16th
Student Population
CTE students from all six districts. We will be checking for mastery in the program areas.
Learning Standards or Competencies
List the stateadopted standards or competencies that are connected to the learning content.
X. TECHNICAL SKILLS
F. Postproduction practices.
2. Capture and edit footage with audio/video editing software
Baseline Data
Pre Assessment of the CTE area segments. Given during the first week of school. The pretest addresses outcomes in each of the segments.
Segment 5: Postproduction I Segment 11: Postproduction II
Assessment
The assessment tool used to measure this Student Learning Objective will be delivered through the company GMetrix. It is in the form of an exam for the Adobe Certified Associate program.
Growth Targets
The growth target is that 50% of my students pass the Adobe Certified Associate test by the end of the year.
Rationale
The rationale for setting these targets for student growth is that the ability to tell a story using editing software is a fundamental piece of knowledge needed to succeed in the video production industry. Whether you become an editor, or end up doing more of the productionside of video, having a background in digital storytelling is important. It ultimately makes you more employable in the industry.
Instructional Strategies and Interventions
Daily lessons in video editing and storytelling will be supplemented with technical demonstrations of the software. By showing students new skills and providing opportunities to hone skills with realworld projects, students will find success in the editing process of
Adobe Premiere CC. Student progress will be monitored through GMetrix unit quizzes as well as ACA Test Prep resources and quizzes.
Content Area: __Video News Production__ Grade Level: _11\12 Academic Year: _16\17_
Type of SLO: □Classlevel □Targeted *Courselevel □Leveled
Student Learning Objective:
Digitally edit audio and video using the Adobe Premiere CC software.
Interval of Instruction:
September 6th-June 16th
Student Population
CTE students from all six districts. We will be checking for mastery in the program areas.
Learning Standards or Competencies
List the stateadopted standards or competencies that are connected to the learning content.
X. TECHNICAL SKILLS
F. Postproduction practices.
2. Capture and edit footage with audio/video editing software
- Digitally edit video clips into a project
- Edit audio and video in a variety of productions
Baseline Data
Pre Assessment of the CTE area segments. Given during the first week of school. The pretest addresses outcomes in each of the segments.
Segment 5: Postproduction I Segment 11: Postproduction II
Assessment
The assessment tool used to measure this Student Learning Objective will be delivered through the company GMetrix. It is in the form of an exam for the Adobe Certified Associate program.
Growth Targets
The growth target is that 50% of my students pass the Adobe Certified Associate test by the end of the year.
Rationale
The rationale for setting these targets for student growth is that the ability to tell a story using editing software is a fundamental piece of knowledge needed to succeed in the video production industry. Whether you become an editor, or end up doing more of the productionside of video, having a background in digital storytelling is important. It ultimately makes you more employable in the industry.
Instructional Strategies and Interventions
Daily lessons in video editing and storytelling will be supplemented with technical demonstrations of the software. By showing students new skills and providing opportunities to hone skills with realworld projects, students will find success in the editing process of
Adobe Premiere CC. Student progress will be monitored through GMetrix unit quizzes as well as ACA Test Prep resources and quizzes.
Data:
Reflection:
As you can see, I came slightly short on my initial goal of 50% of the students passing the Adobe Certified Associate (ACA) test. In the end, 45% of the students passed and are now certified through Adobe. This being my first year of the testing, process has been a learning year for me as the instructor. I now know some of the problem areas that can be addressed in the curriculum and what Adobe is looking for in their certification process.
One adjustment I am going to make next year is the way in which I roll out the training/practice testing we do in the first trimester. There are two modes when giving a test. Training and testing. I didn't really utilize the "training" mode in the first trimester, but now see it's benefits in getting the students used to the process of the test and the methods they ask the questions.
Another adjustment that will be necessary next year is the way in which I teach methods in Adobe Premiere Pro. When I demonstrate an approach to doing a task or solving a problem, I usually present one way or method. Usually the way "I do it". This is great for the real world, but in the testing modules, I noticed that they are very rigid in the methods they will allow a student to answer the questions. If I only showed them one method, but the test expects another way to do the same thing, the students really struggled at times with simple questions.
Looking back at the numbers, I am encouraged that 100% of the students showed growth between the first trimester practice test and the final test at the end of the year. The students averaged a 33.8% increase in their score between September and April in the Gmetrix delivered prep tests. One thing that is tough to figure out with the data is how the final ACA test correlates with the practice tests. The Certiport delivered FINAL certification exam, although similar to the previous practice tests, was a lot tougher. The questions were at a higher level and some times asked multiple things in one question. On average, my students dropped 20.4% between their final practice test in April and the ACA exam in May. This is another thing I will be better prepared for next year when discussing what the results mean with the students.
All in all, this being the first year of my SLO and the first year providing the ACA test for my students, I am happy with the results. The ACA test is HARD! I like that. It puts validity to the learning that my students get out of my program when it comes to editing on Adobe Premiere Pro, and is a great resume piece for those who pass.
One adjustment I am going to make next year is the way in which I roll out the training/practice testing we do in the first trimester. There are two modes when giving a test. Training and testing. I didn't really utilize the "training" mode in the first trimester, but now see it's benefits in getting the students used to the process of the test and the methods they ask the questions.
Another adjustment that will be necessary next year is the way in which I teach methods in Adobe Premiere Pro. When I demonstrate an approach to doing a task or solving a problem, I usually present one way or method. Usually the way "I do it". This is great for the real world, but in the testing modules, I noticed that they are very rigid in the methods they will allow a student to answer the questions. If I only showed them one method, but the test expects another way to do the same thing, the students really struggled at times with simple questions.
Looking back at the numbers, I am encouraged that 100% of the students showed growth between the first trimester practice test and the final test at the end of the year. The students averaged a 33.8% increase in their score between September and April in the Gmetrix delivered prep tests. One thing that is tough to figure out with the data is how the final ACA test correlates with the practice tests. The Certiport delivered FINAL certification exam, although similar to the previous practice tests, was a lot tougher. The questions were at a higher level and some times asked multiple things in one question. On average, my students dropped 20.4% between their final practice test in April and the ACA exam in May. This is another thing I will be better prepared for next year when discussing what the results mean with the students.
All in all, this being the first year of my SLO and the first year providing the ACA test for my students, I am happy with the results. The ACA test is HARD! I like that. It puts validity to the learning that my students get out of my program when it comes to editing on Adobe Premiere Pro, and is a great resume piece for those who pass.
