| With a carefully planned lesson, teachers can capitalize | | | | a deadline for a step in the project and then have |
| on the inherent interest of students in technology to | | | | them move on. |
| teach, well, just about anything. A classroom video | | | | Students should outline the objective of their pieces |
| digital camera and an editing program allows students | | | | very clearly and then they must stick to them. Have |
| to be video producers. | | | | students review their piece to make sure it sticks to |
| By using educational videos as an example to provide | | | | the objective. This is a very important element to learn |
| students with sounds and images and text to support | | | | because they will use it for the rest of their lives in their |
| new words and concepts, teachers can use the | | | | personal and professional endeavors. |
| educational video as a tool for their students to watch | | | | The culmination of the project should be to teach new |
| and learn to create their own videos. By creating their | | | | or extended lessons using their videos as the |
| own videos students can expand there experience of | | | | supplemental resource for the lesson. The whole class |
| the subject and understanding of the concepts. As | | | | after the actual lesson should have a discussion and |
| educators in this day and age, teachers know that | | | | offer constructive feedback on each video. |
| almost every student is familiar with television and | | | | This is good team or group work project because you |
| movies and video and the computer and cameras and | | | | will probably have great student interest because they'll |
| we can rely on their understanding of the formats and | | | | get to use the video equipment and get to create |
| media for them to film creative video curriculum | | | | programs in a format they are familiar with but with |
| objective complying lessons. | | | | their own unique creativity. Students can assign each |
| Now create a lesson or a series of lessons where | | | | other different roles in the production and come |
| they use this knowledge to put together their own | | | | together as a team. Just like in the movie industry to |
| video. | | | | which they are probably familiar with certain actors |
| Start by identifying the lesson objective. What do they | | | | and writing teams that make movies. |
| need to learn? What new words or terms do they | | | | The potential learning opportunities of this kind of |
| have to learn? | | | | lesson plan are great. Students will not only cover the |
| Students have to create a video for their classmates | | | | original subject area objectives, they will learn project |
| so they must have an understanding of the concept | | | | management skills, working as a team, technical skills |
| they are filming. Your initial lesson should cover the | | | | for using film equipment and for setting up scenes |
| objective and include new vocabulary and any | | | | including filming angles and lighting, editing software |
| important concepts that support the objective. | | | | program skills and editing video skills. They will |
| Students should have the basic concepts down | | | | challenge their creativity and see how ideas can be |
| before you introduce the video part of lesson. | | | | presented. They will be able to test ideas to see how |
| Now introduce the "video production" as their | | | | and if they will work. Digital video allows for many |
| assignment. Review the concepts and then ask them | | | | "shots" so they can experiment. |
| what they can video that will help explain the objective. | | | | To insure the success of this kind of complex and |
| Connect it to your initial lessons by asking them what | | | | multi-step lesson or unit, you have to take extra time |
| they need to teach and what new words or terms | | | | during the planning stage. Map out the whole process. |
| they have to teach. This is a very important learning | | | | Create simple flow charts that allow for changes to |
| element because in deciding what and how to capture | | | | follow discussions or for ideas quickly assimilated into |
| the concept with a story line, they become involved in | | | | the class. Make sure all the equipment is available. If |
| critical analysis and review based on the initial objective | | | | students have their own equipment, make sure it is |
| and concepts from the lesson. | | | | charged and ready, has the instructions with them for |
| Carefully structure the filming and editing time. By | | | | setting verification and bring the power cord just in |
| breaking your students into groups you can have them | | | | case. Have digital chips available and linking cords. The |
| cover several lessons from the unit and then you can | | | | attention to detail will make the lessons run smooth |
| have a video equipment lesson, a video editing lesson | | | | and thus, be more effective and more efficient. |
| with the software, brainstorming and planning lessons, | | | | The true beauty of this kind of lesson is that you can |
| and a video production time for each group per class | | | | use it for any subject and almost every grade level. |
| period. Limit their time and encourage students who | | | | Like a pencil, it can write anything. |
| may be worried about not "making it perfect" to meet | | | | Improve your lessons right now by watching this video |
| the requirements in a time efficient manner. You don't | | | | "The 7 Biggest Mistakes Teachers Make Using Video |
| want them bogged down on the details. Encourage | | | | in the Classroom" and by downloading and following |
| their creativity in the brainstorming lesson and their | | | | the research-based teaching techniques in the Free |
| speediness in the editing part. Have check points | | | | Expert Guide. |
| throughout the lesson or unit where they have to meet | | | | |