students chose a triangle to represent the system of
checks and balances. This is a great stage to review
student work to verify their understanding.
3. After they organized their Prezis, I provided additional, higher-order prompt questions to extend their
thinking. Once students had a handle on what the
three branches were, where their powers came from,
and how they interacted with each other, I asked them
to comment on the strengths and weaknesses of the
U.S. governmental system.
4. To complete the Prezicast, students simply opened
their Prezis in one browser tab and opened the screen-
casting software in another. They pushed “record” on
the screencast and then narrated the diagram that
they had made on Prezi.
To guide the students at this stage, I provided assessment
rubrics as well as technical parameters for the final version
regarding time limits and preferred video format. I expected them to structure their narration like a standard essay:
introduce the topic, assert a thesis statement, use evidence
to support the argument, and conclude by integrating all
the evidence to support the thesis. Students submitted the
finished movie file and then posted the Prezicast on their
own learning reflection blogs.
