Exploratorium 2012: Tsougros, Victoria

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	http://www.youtube.com/education
YouTube for Teachers	http://www.youtube.com/teachers
Khan Academy	http://www.khanacademy.org/
Teachers’ Domain	http://www.teachersdomain.org/
School Tube	http://www.schooltube.com/
Teacher Tube	http://www.teachertube.com/
Watch, Know Learn	http://www.watchknowlearn.org/
Snag Learning	http://learning.snagfilms.com/
PBS Video	http://video.pbs.org/
Educational Videos	http://www.educationalvideos.com/

 

If you need to convert or download video from a YouTube or other source, these websites can be useful.

Source	URL
KeepVid	http://keepvid.com/
Zamzar	http://zamzar.com/
Real Player	http://www.real.com/

           

Resources used in research

Using Educational Video in the Classroom: Theory, Research and Practice	http://www.libraryvideo.com/articles/article26.asp
Video in Theory and Practice: Issues for Classroom Use and Teacher Video Evaluation	http://www.edutubeplus.info/resources/video-in-theory-and-practice-issues-for-classroom-use-and-teacher-video-evaluation
Teaching technologies: teaching English using video	http://www.onestopenglish.com/support/methodology/teaching-technologies/teaching-technologies-teaching-english-using-video/146527.article#ID

For other video sources, please go to the following link on my Pearltrees

www.pearltrees.com/biblioviki/video-sources/id4288224