Imagery provides the foundation on which to build vocabulary and concepts. The use of imagery is an important ingredient to the learning process.
Students love to make their own videos using cell phones, iPads with web cams, and portable video cameras.
What are the advantages and challenges of using video to illustrate the curriculum content and concepts being taught?
Let’s keep it rolling… and be creative.
Share some great ideas for the use of video in the math, science, language arts, and social studies classrooms?
We live in the video/digital age. Video can be quite engaging and can illustrate ideas, topics, concepts in incredible ways. Student-made videos require the students be thoroughly know their topic, find ways to emphasize the critical elements in a clear and accurate way, and be creative enough to engage the audience.
Challenges include finding videos that fit the needs of the students, that are appropriate for a classroom setting, that are accurate, that are engaging, and that don't dumb down the topic but don't go over the students' heads. The challenges for student-made videos include time, hardware/software, and getting students to understand what the critical elements are (for ex, they may think something is cool, but it has nothing to do with the message).
Here are three of the most recent videos I have used in class (I teach fourth grade and we are in the middle of our Life Sciences unit):
Here are links to a couple of student-make commercials for their Clayton Shopping Mall stores:
Eric, you have selected two great videos to inspire your students. I am still singing the Photosynthesis Song! ... very catchy. Great use of animation. I also like to use Clay animation to create videos. There are some examples of clay animation in the classroom on the following website... http://www.tech4learning.com/claykit
I love to see teachers use video without the sound. I know that sounds crazy but we have a science who has students create their own science documentaries from Discovery Ed videos. She takes the sound out of the videos and the students have to produce their own mashups with them and narrate them. What a fabulous Earth Day project!
I also appreciate showing videos without sound. I also often remove the sound from videos I take during class. I challenge my students to write the narrative to go along with the video we watch.
I've attached a short video of our classroom Lava Lamp. Just one example of what I ask students to narrate.
I think it would be fun for us to all upload silent videos as examples of what we can have students narrate.
OK so I was talking about this thread at dinner last night...yeah, I know that is dorky...LOL! I had dinner with one of our ELA teachers and she was looking for a cool activity for her drama unit. I was able to talk her into (it wasn't hard) to play a clip of a video that the students might have not seen before without the sound and they will create a script in teams from the viewing. I thought it should be funny to keep their attention so I picked an I Love Lucy episode. We decided to play one show with sound so they can learn a little about the characters then a clip without sound and they have to create the script and act it out. I can't wait to see how this turns out! Will let you know!
I remember the show.... I Love Lucy. Got to love her character... she was always willing to give it a try! Susan, your idea of using a clip without sound to encourage students to fill in the blanks is a great one which I will share with teachers of the language impaired students in my district. This creative exercise would help develop vocabulary and strengthen communications skills. I am looking forward to seeing the results of the ELA class.
I love that famous Chocolate Factory Scene! Great idea, Glen. I found the clip on You Tube http://youtu.be/wTqZ3beldXY
I did not keep any current samples ... I, however, think I can provide a close quote.
"Wow, look how the stuff rises and falls."
"Why does it go up and then go back down again?"
"I think it's related to that density stuff we learned about in science."
"You mean when it gets hot, the stuff rises until it cools down?"
"Yup - I hope the test is easier than figuring out how this lamp works."
Another silent video from my classroom . I showed this video to my students and gave them an interesting writing assignment. Students were to write a "news anchor" story that would play with the video. Prior to the writing, we discussed what a "lead story was." I've included a few of my favorite student responses.
Ok ... not the usual destruction. But the kids LOVED this one. There was a LOT of yells of joy and screams of excitement. (The lack of sound is because of how I require them to describe what is happening - even if it was not their group doing the work.) Trust me ... when there are over 10 cans going off at the same time, destruction seems just around the corner! (The surprise of the day was having our principal walk in on the lab and start asking questions - students explained it well and the principal told me later how excited he was for the engagement of students in the lesson.)
All right...this post has inspired me to do a session on teachers creating video for the classroom. It is hands on so I will be looking for tools without a login. Should be fun. I will share my presentation (after I start it...LOL). 3 days to pull it together...YIKES! I think sometimes a video can have a larger impact if it is teacher created rather than student created....do you see a need for both in the classroom? Why?
Good luck on the presentation! I find there are times for my teacher-created videos. Most of these videos show time-lapse that would take a LONG time for students to see. I think there is a good place for student-created videos. I like to allow my students to demonstrate knowledge in the videos they create. One of my favorite student examples was done by some learning disabled students. They were asked to demonstrate one of the states of matter. Their video showed bubbles rising in a fish tank. The voice over talked about how air is a gas and is in motion as demonstrated by the bubbles rising through water.
What other student created videos can be shared with the group?