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Why video in the classroom?

There are many reasons to use video for learning:

  • Video combines visuals and audio to get a message across very effectively
  • It provides another voice for our learners to hear so we can stop talking so much
  • It allows students to control the pace of what they are learning by pausing, rewinding, or even fast forwarding through content they already know
  • It allows students to access content outside of the classroom if they had to miss a day or if they want a refresher of what they saw earlier

 

What does it look like?

As with anything we do in our classrooms, we want to make sure that our use of video is purposeful, intentional, and supports learning.

 

How do we scaffold video viewing?

We don't ever want the technology to get in the way of our learning situations. Some teachers have discovered different ways to make video viewing easier and more effective for their students. Here is Lindsay Harrar, a teacher at ACCESS Adult Education Centre in Brossard, and she describes how she scaffolds learning situations that include video in her classroom:

 

 

How do we scaffold video creation?

In adult education, we want to help our learners discover and tell their own stories. Video is a powerful tool for storytelling but how can we support our learners in creating their own videos

Here is how Jakky Foster, a teacher at ACCESS Adult Education Centre in Brossard, scaffolded a video making activity for her students. (at the side of this page are the documents she used with her students for the learning situation)

 

Learning Situation: Sharing our Stories

Hook:

First, I played my video on the Smart-board, then explained to the students that they would also be creating and recording a video.  Most students were apprehensive but were encouraged when I told them that I had never done anything like this before - if I could learn, so could they.

 

 (video can be viewed online at: How I Became a Teacher)

 

Process:

Second, I gave them the instructions and went over the process with them.
(see attached documents: Personal Vignette Checklist & Presentation Plan)

 

Exemplars:

Next, I projected my script on the board to show them that I used very simple sentences. (see attached document: How I Became A Teacher)

 

Collaboration + Creation:

Then, I put them in groups to discuss and work out whatever episode in their life they would like to recount.  I said it could be something funny, sad, inspiring, adventurous, or whatever they chose, but it should be only one episode or facet of their life.  That way, it would not seem too daunting a task.  My students are Pre-Secondary level.  I have to say that some of the students' creations were superior to mine in quality - special effects, etc.  All students persevered, even the over-65 crowd who don't even own an email address!

I had a few students who were whizzes and finished before others.  So I charged the whizzes with helping the strugglers to navigate the technology until they were able to record their own video.  This was a great help for me and an ego boost for the more tech-savvy students.  They had no choice but to use the one language they have in common:  English!

 

Celebration + Feedback

When all the videos were completed, I popped bags of popcorn and we had a video day.  I explained that everyone needs to receive feedback, so I encouraged students to offer www (what went well) and ebi (even better if...) after each video.  Again, this was a hit as only positive and constructive comments were permitted (of course, we went over how to formulate such comments ahead of time).

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Learning resources created by Jakky Foster (Teacher, RSB), Lindsay Harrar (Teacher, RSB), Avi Spector (RECIT Consultant, RSB),  and Tracy Rosen (RECIT Consultant, CSSMI), 2017.

Thank you!

If you would like more information about these resources or if you have something you would like to add to this tile, please contact Avi Spector or Tracy Rosen.