Tips on Using with Video in Class

Ms. Montanez

Experiment with simple tasks on short segments at the beginning or intermediate level.

Use video that is already supported by pedagogical materials. Find a colleague who already works with video. Think of the learner's interaction with video as a form of

problem-solving. Choose segments and programs that relate to topics already

treated in class, rather than making video a self-contained unit. Spread your treatment of a video segment over several class

periods.

Getting Started

Treat the video option as an integral part of your curriculum design, rather than just an afterthought or a change of pace from the normal routine.

Devise a progression of preparation, presentation, and expansion activities; build a sequence of activities that progresses from recognition and identification, through recombination and recapitulation, to interpretation, synthesis, and evaluation.

Keep the Video Short (2-4 minutes) attention spans are limited when watching visual content. Chunk up and divide up videos with focused activities.

Preparation Prior to showing video

Always preview the video. Be sure to watch the whole video yourself before using it in class.

Make it available outside the classroom - provide students with a webpage or link so they can watch the video and practice outside of classroom time.

Create a whole-class lesson plan that uses three minutes of video for thirty minutes of class to conduct a variety of activities ; or:

Create a ten-minute class activity that uses one minute of video.

Preparation Prior to showing video

Build vocabulary and structures from difficult video sequences into preceding exercises and activities.

Before viewing, have the students tell you what they are sure they know about the topic and what they think they know.

After viewing the video segment, have students add to the lists based on what they learned.

Preparation Prior to showing video

After viewing, students can record 3 facts from the video, 2 questions raised by the video, and 1 feeling they experienced while watching the video.

Think – Pair – ShareAsk students a question about the segment they just viewed. This may be to explain a concept you’ve just taught, summarize the three most important points of the segment or whatever fits the lesson. Provide ample time for each student to formulate his or her ideas. Invite students to turn to their neighbor and share.

Research and report on related topics via group effort. Select a key aspect or problem of the segment and apply it to

the students' own situation; discuss pros and cons in small groups and present results in class or in writing.

Follow up activities after video

Altman, R. e. (1999, March 11). PICS Tips. Retrieved 3 2013, March, from University

of Iowa: http://www.uiowa.edu/~pics/tips.html

EduBlogs. (2011, June). Using Video in the Classroom - An activity guide. Retrieved

March 3, 2013, from EFL 2.0 Teacher Talk: http://

ddeubel.edublogs.org/files/2011/06/Using_Video_In_The_Classroom-20mn397.p

df

KQED Education. (n.d.). Using Media Effectively in the Classroom. Retrieved from

Blogs Kqed: http://

blogs.kqed.org/assets/pdf/education/educators/sciencelab/tips-media-viewing.pdf

References