Lights Camera Action! Video Use In the Classroom

Video In the Classroom:

21st century learners have grown up in a digital age.  Most of our students have experienced visual stimulus since their eyes first opened up into the world.  Growing up, many of them have grown accustomed to the satisfaction of short video clips for their personal entertainment.  Weather it is cartoons on their Ipad, or funny clips or how to's on YouTube, or even the story boards on Instagram and snap-chat, our students are very familiar with how to use videos for their own personal use.  We as teachers can utilize a very powerful resource by tapping into an already existing interest, and provide amazing educational experiences with the use of videos in our classroom.  

How to Get Started:

The first step in introducing video into the classroom is to figure out what goal you are trying to accomplish.  Do you want to use a video to deliver content, to purpose an insightful question, do you want student to critique the video or perhaps to make their own.  The options of implementing the use of videos in your classroom are limitless. it all depends on what you and your students are trying to achieve.  This post will explore many different ways in which you can start implementing videos into your classroom and examples of what or how they can look.  

Video Directions:

Have you ever been at home with that sink that just keeps dripping but you don't want to spend the money on a plumber, or tired of your brakes squeaking but know that the mechanic will charge you an arm and a leg to get it fixed...what do you do?  I know what I do, I go onto YoutTube and watch as many how to videos to teach myself how to complete what ever task that is in front of me.  YouTube "how to" videos, when you boil it down to the basics, are just directions.  This can be an incredibility useful tool in the classroom as well.  Take a look at the video here to see an example.  The video directions are a great way to flip the classroom, to catch students up who might have missed class or to keep class moving on those days that you are not in the room.  In this particular example I used the video on a day that I was out of town at a conference.  I didn't want to stop our progress just because I wasn't there.   Utilizing video here was a great way to overcome this obstacle.  Now I could still deliver my lesson and set up the expectations for the class even though I wasn't physically in the classroom.  

Content Delivery:

Our students learn in a variety of modalities and we all know that the more multi-model our lessons are the better.  Videos can be an extremely effective tool for learners because it can engage both visual and audio learners at the same time.  Combining this type of resource with a student directed, self paced lesson, allows our students to take charge of their own learning experience.  HyperDocs or HyperSlides can mirror these objectives together in an all encompassing manor.   Providing videos for content delivery allows students to access the information they need and at the pace that they are comfortable with.  On the playlist you see below students used videos to learn about the three dictators of the Axis Powers during WWII.  As they watch the video on the dictators they completed their notes page by answering the questions that went along with the videos.  Students could stop, pause or rewind the videos when ever they needed as they were looking for the answers and learning about the three leaders.

Flipped Classroom/ Absent Students/ Absent Teacher:

The concept behind the flipped classroom is fairly simple the instruction is done independently and the application of the learned concepts is done in the classroom.  This allows for more teacher student interaction and can enhance the potential growth of the students learning.  Videos are often an essential tool to help deliver the key concepts of the lesson.  The great thing about creating the video instruction is that it once again allows for the student to go at their own pace.  If they miss something they can rewind, watch it again, or pause to write something down in their notes.  The issue that might present it self in a flipped classroom scenario are students who don't complete their work on their own.  When this happens students would start by watching the video in class, in hopes of getting them back on pace with the rest of the class.  The flipped classroom also is a vital resource for students who are absent or even when teachers are absent.  This allows for the instruction to continue even when you or they, are not there.  Take a look at the example below.

Student Creation:

One of the most powerful uses of videos in the classroom is when you turn it over to your students to do.  Video creation can be a fun and engaging way for students to demonstrate their knowledge.  Teaching others the concepts they have learned in class is one of the higher functioning demonstrations of what students have learned.  Video creation can be as simple as creating a movie trailer in iMovie, or as complicated as a green screen video using editing software like WeVideo.  Combing creativity, collaboration, communication and critical thinking can all be demonstrated as your students plan and create a video to present to you, the class or even the community the knowledge they obtained throughout the year.  The more invested and engaged the students are in their work, the better the end product will be.  However it is important to understand that the process of creation is just as significant as the end product that is the result.  Simply giving our students the opportunities to explore these types of activities in our classroom helps to prepare out students for the 21st century world in which we live.