| While school videos are often the topic of debate | | | | first place. |
| between educators and administrators, the educational | | | | In addition, discuss the video with your students and |
| value associated with the use of such media in the | | | | how it relates to the lesson. Use the opportunity to |
| classroom is indisputable. Of course, none of the | | | | introduce vocabulary or other concepts that may be |
| promised benefits can be realized without some effort | | | | new to the class. You can also engage in hands-on |
| on the part of the educator and participation on the | | | | activities to provide the necessary background on the |
| part of the student. | | | | video. |
| What Does Video Offer? | | | | What Should You Remember While Watching the |
| With visual tools, you can offer your students so much | | | | Video? |
| more to a lesson than other tools can provide. Such an | | | | It is important to avoid watching the video as if you |
| approach allows your students to almost experience | | | | were watching television. Students will quickly tune out |
| the same thing they are viewing without ever leaving | | | | and gain little from the viewing. Modify the experience |
| the room. This allows students to travel to different | | | | by stopping the video and discussing the content. View |
| places and through time. Events and places are | | | | only certain sections of the video or end the video |
| brought to life for students, enabling them to make a | | | | before it actually concludes and allow the students to |
| connection with what they are seeing and retaining it | | | | determine the ending. |
| for future use. | | | | How Does the Video Promote Active Learning? |
| The use of school videos also allows your students to | | | | There are a number of ways that you can promote |
| gain better understanding of skills or physical | | | | active learning by using the video: |
| processes that are difficult to conceptualize without | | | | Focus questions - keep students keyed into specific |
| visual assistance. They can also be used to model | | | | concepts. |
| positive behavior and to motivate students. When used | | | | Viewing worksheets - such activities require students |
| as a review or reinforcement tool, videos extend a | | | | to become more actively engaged. |
| lesson you have already given and strengthens it for | | | | Viewing with stops - when carefully chosen, stop |
| those students who learn better with visual tools. | | | | points enhance attention and engagement. |
| What Does Research Tell Us? | | | | View without sound - allows students to provide the |
| Many studies have examined the use of video in the | | | | narration and predict what will happen. |
| classroom to determine its effectiveness and whether | | | | View without visuals - students visualize the content to |
| or not it should be encouraged. Those features that | | | | enhance learning. |
| tend to provide the most benefit include the ability to | | | | Post-activities - encourages students to use the |
| zoom into detail; time-lapse or frame stops to allow for | | | | information they just gathered. |
| perspective changes; and manipulation of sound and | | | | How Can You Evaluate Educational Videos? |
| visual elements help to create a more suitable learning | | | | There are a number of effective methods for |
| experience. | | | | choosing school videos, but following a few general |
| How Does it Play into Active Learning? | | | | principles will help in the process. Try to select videos |
| Students today are used to very stimulating | | | | as a group; view the video from a student's |
| entertainment, putting even more pressure on you as | | | | perspective; consider evaluation criteria while viewing; |
| the teacher to perform. The proper integration of | | | | and examine the entire video and resource package. |
| school videos into the curriculum helps to engage | | | | Look for a number of positives in the video, including |
| students in a process that better matches their mental | | | | variation in the presentation; age-appropriate humor; |
| capacity for absorbing information. | | | | chunking or organization in sections; and opportunities |
| To maximize this active learning, encourage group | | | | for students to think individually. Those flags that should |
| activities; allow students to be curious and speculate | | | | warn you away from videos include excessive use of |
| about the video; and allow your students to use the | | | | talking heads; illegible or poorly designed titles; |
| knowledge they already have to create their own input | | | | unnecessary recitation facts; in consistency between |
| in relation to the video. | | | | visual and narration; pacing issues; excessive use of |
| What Are General Principles for Video Use in the | | | | slides; poor role-modeling; over simplification; lack of |
| Classroom? | | | | relevancy; and an overuse of special effects. |
| First and foremost, preview the video before use in | | | | If you're ready to start using video in the classroom |
| the classroom so you can use it to your greatest | | | | effectively, your next step is to download a free copy |
| benefit in the classroom. Then, prepare pre- and | | | | of "The 7 Biggest Mistakes Teachers Make Using |
| post-viewing activities that allow your students to | | | | Video in the Classroom" right now. |
| understand why they are watching the video in the | | | | |