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Teaching with Videos

Teaching with Videos. Strategies and Tips for Enhancing Classroom Instruction. Introduction. Goal To acquaint the audience with theories and strategies for enhancing classroom instruction and reinforce content materials though the use of video. Implications for your work (E 3 Framework)

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Teaching with Videos

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  1. Teaching with Videos Strategies and Tips for Enhancing Classroom Instruction

  2. Introduction • Goal • To acquaint the audience with theories and strategies for enhancing classroom instruction and reinforce content materials though the use of video. • Implications for your work (E3 Framework) • Enhance Engage Extend

  3. Agenda • Benefits & Barriers • Learning Theory and Instructional Design Strategies • Resources and Tools

  4. In this presentation, we are going to focus on two theoretical orientations of uses of video in the classroom: student-centered and teacher-centered. • Student-centered is defined as situations in which the learner is actively involved in the production, editing, or manipulation of video • Teacher-centered is defined as situations in which the student passively views the video

  5. Taxonomy of Learning • Learning Styles and Multiple Intelligence Theory (Gardner, 2000) • Three major modalities or styles of learning • Auditory • Visual • Kinetic • Gardner extends the traditional theory of learning styles to incorporate other attributes students possess.

  6. Student Benefits • Provides a common experience for all students • Generates interest • Offers a different perspective on or another approach to a topic • Connects students with the content • Visualize abstract ideas • Promotes critical viewing skills.

  7. Teacher Benefits • Source of information • Modeling • Demonstrate process • Assembling visual and audio information • “package” various media • Magnification medium such as a dissection experiment • Emphasize details • Introduction   • Stimulate interest, provide overview • Stimulus for discussion (use in conjunction with KWL Charts)

  8. Barriers • Time intensive • Equipment issues • Planning issues • Technical “know-how”

  9. Video and Learning Theory • One of the reasons for the use of video in the classroom is that it is good for both auditory and visual learners. • Further, it meets the criteria for engagement through the use of multiple intelligence, engaging all aspects of the student.

  10. Using Video in the Teaching and Learning Context • Questions to Consider • How does the video support the curriculum? • How will students benefit from the video? • How can the video’s effectiveness be assessed?

  11. Before using the video • Preview the video • Review/develop print/web related materials • Determine whether you will use the entire video or only relevant segments • Prepare the classroom environment and the equipment • Stimulate students pre-existing knowledge (e.g LLTW strategies)

  12. During viewing • Give students a focused viewing assignment. • Use one short segment at a time to direct the learning experience. • Encourage student awareness of content

  13. After viewing • Provide an “after viewing” activity. (eg. KWL chart) • Questions, Questions, Questions

  14. Examples of Video • Mitosis • American Field Guide

  15. Resources • Digital Video in the Classroom • Theodosakis, N. (2001). The Director in the Classroom: How Filmmaking Inspires Learning. San Diego, CA:Tech4Learning Publishing. • Discovery Ed- United Streaming

  16. Video Development Tools • Adobe Premier • iMovie • Windows Movie Maker • Camtasia

  17. Key Points to Remember • Video should not be an add-on! • It should have a purpose and be integrated with other course materials and activities. • Use short segments. • Be veryfamiliar with the segment! • Have a plan and work your plan

  18. Key Points to Remember • Video should support the learning acquisition process, which is a progression from recognition or input through manipulation or processing then to production or storage stage. • Think of information processing theory and the transition from short term memory (shallow learning) to long time memory (deep cognitive reflective type learning).

  19. Closing - Chinese Proverb • In closing, think of the expanded wisdom of Confucius When I hear, I forget.When I hear and see, I remember a little.When I hear, see, and ask questions or discuss with someone else, I begin to understand.When I hear, see, discuss, and do, I acquire knowledge and skill.When I teach to another, I master. Remember teaching with videos provides opportunities for learning, understanding, acquiring, and mastering content knowledge.

  20. Questions • Questions, comments, and next steps • March 30, 2009 – Educational Technology Workshop Series (1 pm - 5pm) • Sessions include, pod casting, teaching with videos, digital storytelling, web 2.0 tips, tricks, and strategies, and much much more.

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