Table #3 Multimedia in the Library: Motivating your Students with Videos
Audience: All
Presenter: Victoria Tsougros
PS16R The John Driscoll School
80 Monroe Avenue
Staten Island, NY 10301
Library Web site http://ps16.schoolwires.com
vtsougr@schools.nyc.gov
Description, Goals, Intended Outcomes:
Teachers all across the country are finding that judiciously chosen videos help students engage more deeply with the subject matter, and recall the information they've learned longer. From Edutopia
Our goal for this project was to have videos used effectively in the library as well as in classrooms. Video is not something to be used to fill time but instead video can be a very valuable tool to make information personal and interesting for the learner. Video should never serve as the entire lesson, but as an enhancement to a lesson or unit of study that can be manipulated to meet specific instructional needs. Video can be a remarkably effective resource. Videos can reach children with different learning styles. It can be a valuable tool to help enhance visual memory. In addition, students can visualize history as it happens bringing timely information into the classroom. Video can expose students to people, places and events that other learning resources cannot. Our expectation was to challenge our students with critical thinking questions that focus their attention and purpose for watching video.
Process to Develop and Implement this Project:
When using video in the library or classroom:
1. Preview each video first. You must determine what is appropriate and what portions of the video have application to your lesson. You want to engage the learner, make him/her think and "see" content in action. Pick the clips that match your objectives, clips that are suitable and will involve the learner in the proposed lesson. Pay attention during your preview to vocabulary, new concepts and special areas of interest. Look for the segments that best tell the story and meet your objectives. Also look for segments of the video that call for student response or interaction. Determine your purpose in showing the video - to motivate students, introduce a new concept, reinforce a previously learned concept, or enhance and expand current knowledge.
2. Provide a focus/reason for viewing. Give the students something specific to look for or to listen for in the video segment. This will focus attention, encourage active viewing, and give the student an objective or reason for viewing.
3. Segment the video. Instructional videos contain a great amount of information. Usually, there is
much more information than the student (or teacher for that matter) can easily digest. Segmenting the viewing and using clips in a lesson allows you to offer information to students in manageable chunks. By incorporating hands-on activities, discussion and other types of interaction around these clips or segments, the student is much more likely to meet the learning objectives of the lesson.
4. Conduct pre- and post-viewing activities that will integrate the video into the entire lesson structure. Previewing activities can serve a number of purposes, from checking prior knowledge, to introducing necessary vocabulary, and setting the stage for new learning. Post-viewing activities should allow the student to reinforce, review, apply, or extend their new knowledge in a meaningful, hands-on fashion.
Budget:
There are many sites as outlined below that offer videos and video clips free of charge. Some, however, like those on YouTube have to be downloaded or converted outside of the DOE network because these resources are blocked.
Videos can be viewed on much of the equipment in classrooms and in libraries.
Timeline:
Collaboration with teachers began soon after I attended a professional development session on video in the classroom early in the school year. Plans were made with teachers on how to incorporate video into their library visits or into their classroom activities. Each class followed a different path.
Evidence of Outcomes, Possible Adaptations, Lessons Learned:
We utilized some of the IFC assessments and other teacher created graphic organizers for the students. The information that the students retrieved from viewing the videos was evident.
In the future, we are planning to incorporate videos into individual research projects using laptops and ipads.
We are also looking into the use of instructional video selections for students who are struggling with specific topics. In other words, we are working on making videos more individualized.
Lessons learned – Instructional focus is a requirement for viewing video.
Common Core State Standard(s) addressed:
Anchor Standard for Speaking and Listening
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.
Anchor Standard for Writing
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate the information while avoiding plagiarism.
Information Fluency Continuum (IFC) Skill(s) addressed:
INQUIRY PHASE: CONNECT
Connecting to own interests, prior knowledge, and background knowledge
INQUIRY PHASE: WONDER
Asking questions, making predictions, forming tentative thesis
INQUIRY PHASE: INVESTIGATE
Finding and evaluating information to answer questions
Skill(s) taught:
Critical thinking skills
note-taking skills
Assessments: (If an IFC assessment was used, which one?)
IFC Priority Benchmark Skill K.1 Connecting Ideas to Own Interests - Words
IFC Priority Benchmark Skill K.5 Answering Questions With Facts
IFC Priority Benchmark Skill 1.4 Using Facts to Answer Questions
IFC Priority Benchmark Skill 1.6 Now I Wonder…
IFC Priority Benchmark Skill 2.1 My Inquiry
IFC Priority Benchmark Skill 2.2 I Wonder…
IFC Priority Benchmark Skill 2.5 Prior Knowledge and New Understandings
IFC Priority Benchmark Skill 3.6 Main Points
IFC Priority Benchmark Skill 4.6 Summarizing the Important Ideas
IFC Priority Benchmark Skill 4.7 Supporting the Main Idea
IFC Priority Benchmark Skill 5.3 Using Multiple Sources
Resources Used:
Video Content –
Source |
URL |
YouTube for Schools |
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YouTube for Teachers |
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Khan Academy |
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Teachers’ Domain |
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School Tube |
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Teacher Tube |
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Watch, Know Learn |
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Snag Learning |
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PBS Video |
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Educational Videos |
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|
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If you need to convert or download video from a YouTube or other source, these websites can be useful.
Source |
URL |
KeepVid |
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Zamzar |
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Real Player |
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Resources used in research
Using Educational Video in the Classroom: Theory, Research and Practice |
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Video in Theory and Practice: Issues for Classroom Use and Teacher Video Evaluation |
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Teaching technologies: teaching English using video |
For other video sources, please go to the following link on my Pearltrees