using video in the classroom

The7BiggestMistakes

Teachers Make Using Video in the Classroom

EXPERT GUIDE to solutions

The 7 BiggesT MisTakes Teachers Make Using Video in The classrooM

This Expert Guide was created to look at the problems and offer solutions in integrating video into your classroom.

After reading through the expert guide, think about how you plan your lessons and about how the information offered can help you. By starting off with just a few techniques, you can analyze your planning and video delivery and deter-mine what works the best for you. Then continue to implement using video in your lessons more and more and see the benefits and results that the research has already shown.

We hope this video and Expert Guide to solutions will help resolve planning frustrations and ultimately save you time and money while delivering fantastic lessons that your students will always remember.

crediTs

Expert Guide Written by Kim Stohlman Photography Kelly Roberts Design Layout Kaleido Studios

Seven Mistakes Video Script/Narration Colleen Jackson Editor/Creative Julie Bigford Presenters Lynell Burmark, PhD — www.lynellburmark.org Ginny Horning— www.usd-online.org George Pickett— University of San Diego Division of Continuing Education

resoUrces

Lynell Burmark, PhD: “Effective Teaching with Classroom Videos”, SchoolMedia, Inc. 2004.

Visual Literacy, “Integrating Media into the Classroom”, http://www.schoolvideos.com/article/?id=3

Ginny Horning, “Effective Teaching with Classroom Videos”, University of San Diego.

George Pickett, “Effective Teaching with Classroom Videos”, University of San Diego.

David Denning, “Video in Theory & Practice”, University of Victoria.

First Edition

www.schoolvideos.com

©2009 SchoolMedia, Inc. All Rights Reserved

Contents

INTRODUCTION i

THE 7 BIGGEST MISTAKES WORKSHEET . . . . . . . . . . 1

1 The 7 Mistakes Hints Page 2

FINDINg, ChOOsINg & UsINg VIDeO

2 Finding the Appropriate Video

Grade Level, Teacher’s Guide, Previews . . . . . . . . . . . . . . . . . . . 3

3 Choosing the Right Video for Your Lesson

Yearly Planning Table . . . . . . . . . . . . . . . . . . . . . . . . . 4-5

Bulleted Points to Consider . . . . . . . . . . . . . . . . . . . . . . . . 5

4 Using School Videos Effectively in Your Classroom Lessons

Video Integration Strategies . . . . . . . . . . . . . . . . . . . . . . 6-7

Lesson Techniques for Implementing Video in Your Classroom Lessons. . . . . 8

Lesson Design with Video . . . . . . . . . . . . . . . . . . . . . . . . 9

ADDeNDUms

A: VIDEO RATING SHEET . . . . . . . . . . . . . . . . 10

B: ANSWER KEy TO “7 MISTAKES…” AND SOLUTIONS TABLE . . . . . . . . . . . . . . . 11

C: VIDEO TRANSCRIPTION . . . . . . . . . . . . . . 12-14

i INTRODUCTION

This Expert Guide provides step-by-step solutions to the problems outlined in the video “The 7 Biggest Mistakes Teachers Make Using Video in the Classroom.” After viewing the video, fill in the worksheet on the next page with the “7 Mistakes” and read on for solutions. By taking just a few extra steps at the lesson planning stage of your instruction, you will be able to teach your lessons faster and more ef-fectively. The new research driven techniques will help you meet the goal of increasing student interest, retention and performance in your classroom.

Please view the accompanying video first.

It can be viewed or downloaded at www.schoolvideos.com/resources/7_mistakes

| 1

The 7 Biggest Mistakes Teachers Make Using Video in the Classroom

(Fill in the answers after viewing the video.)

1.

2.

3.

4.

5.

6.

7.

2 | The Seven Biggest Mistakes Teacher’s Make Using Video in the Classroom

1 The Seven Mistakes Hints

1. The biggest mistake teachers make using video in the classroom is not using it enough.

2. The second biggest mistake teachers make using video in the classroom is not using appropriate videos.

3. The third biggest mistake teachers make using video in the classroom is by just playing the video and not making it an interactive part of the lesson.

4. The fourth biggest mistake teachers make using video in the classroom is by believing Free content on the internet saves money and is legal.

5. The fifth biggest mistake teachers make using video in the classroom is not testing equipment before lesson and having equipment fail and the lesson fail.

6. The sixth biggest mistake teachers make using video in the classroom is not using the video to support objectives across subject areas.

7. The seventh biggest mistake teachers make using video in the classroom is not re-visiting the program to reinforce lesson concepts with visual images and audio sounds throughout unit.

SCHOOlVIDeOS.COM | 3

Finding, Choosing and Using school videos and multi media in your classroom lessons will improve your goal of increas-

ing student engagement in the classroom, the retention of concepts, and the overall improved performance of your class.

2 FINDINg the appropriate video

Teachers often use entertainment videos from TV because of their popularity and price, but a PG rating does not mean “Pretty Good ” for teaching!

Take the extra time while preparing your lesson to find the ap-propriate video or multi media. School videos are designed by education professionals specifically for classroom instruction. Since the content is already matched to curriculum and stan-dards, you save time while searching for appropriate videos for your lessons. you could spend hours on the Internet sifting through resources that may or may not be appropriate. Is that time not your time? Is your time not money?

Grade Level

First, look for the grade level of the video when searching. If it’s not specified, it’s probably not designed for classroom lessons and you’re going to have to spend more time matching the content to your lesson.

Teacher’s Guide

Next, look for Teacher’s Guides included with the video. The Teacher’s Guide should be an outline of the content and you should be able to identify if the video content matches your lesson objectives.

Previews

Finally, many websites for school videos offer previews. Use this resource to check content, appropriateness and quality.

And remember, FREE digital clips from the Internet vs. a quality school video program? Let’s see, a $30 video divided

by 30 students divided by an average 5 year life = pennies per student—and that’s just for one classroom! + PLUS the time you save not having to search through inappropriate materials on the Internet.

School video companies offer grade level identification, sub-ject area and content objective information so you know what you’re getting without having to preview the entire program before purchase (or being disappointed in content after the purchase).


Use your curriculum and textbooks to create an outline of your units in semester or trimester order. Use this table as a guide for finding and choosing the right videos or multi media pieces for your lessons throughout the school year. you will want to note the Subject Areas you will be teaching and then the specific objectives and/or standards to be covered in each unit. you will then be looking for Grade Level and Teachers Guides available with the video to match with your objectives.

FALL Grade Level:

Subject Area Lesson Objectives/Standards Video Title/Objectives match

WINTER Grade Level:


3 CHOOSINg the right video


SPRING Grade Level:


Considerations to keep in mind while choosing a video for your lesson to keep you from being confounded:

• Whatisthegradelevelofthevideo?Ifitisnotclearlynoted,itmaybetoobroadincontent,forentertainmentpurposesorinappropriate for the developmental level of your students (either too complex for younger children or too simple for older children).

• Anoteoncliplength:Theyoungerthechild,theshorterhis/herattentionspan.Agoodruleofthumbistodoublethestudent’sage. For example, a 6-year-old can attend to something for about 12-15 minutes. Showing a video in segments might be ap-propriate. When using a longer video, look for suitable divisions in the presentation as clips or pause points. Use these clips or pauses to have class discussions or interactivity exercises about the material just covered.

• Aschoolvideoisateachingtoolandtobeeffectiveitshouldpresentinformationlogically.

• Whenusedinaunitandusedforcross-curricularobjectives,thevideoshouldprovideimagesforyoutobuildon.Itcanalsobe used as a “hook” to prior knowledge or link to concepts you have already taught.

• Agoodschoolvideocanalsoprovideagreatwaytosummarizeorreviewyourlessons.

• Lookforvideothatillustratestheconceptwell.Ifaconceptisnotclearlyexpressed,minimallastingretentionislikelytooccur. Chances are the student won’t “get it” and there is little hope of comprehension much less retention.

• Re-statingorsummarizingaconceptbeforeintroducinganewconceptwillhelpavoidconfusion.

• Useclipsorpausesforsummarizing,clarifying,expandingorre-teachingtheinformationpresentedinthevideothatsupportsthe lesson objective. Hearing concepts or ideas restated can clarify information that was confusing or confirm what is already comprehended.

• Videosshouldprovideauditoryandvisualclues,andcanprovidewrittenclues,toaddressthemultiplelearningmodalitiesofyour students in presenting new terms or vocabulary.

• Usevideopreviewstodetermineifthepresentationisinterestingenoughtokeepyourstudentsengaged.Aretherechildrenin the video they can identify with? Is the information presented with variety or repetition? Is there humor in the presenta-tion of information? Are there examples that tie new information or concepts to students’ life experiences? Do the graphics and music and animations make students more interested and more likely to remember concepts?


Video Integration Strategies

Designing effective lessons using school videos involves care-ful lesson planning.

What are the curriculum and/or standard objectives you 1. are trying to meet?

This is the basis of all your lessons. Being familiar a. with the objectives will help you choose the ap-propriate video for the lesson and the placement of your video pauses or clips for the best effect.

How can you present the video in your lesson to keep the 2. students actively engaged in the lesson?

Keeping your students in “active learner” mode is a. vital to using your class time efficiently and teaching the most effectively.

Don’t let them be passive viewers of media — in b. “TV mode.” Design your lesson to keep them interested in the concepts so they stay in “active” learning mode.

Remember, never just hit play and run a video from c. beginning to end and outside of a lesson.

For a checklist in choosing the right video, see our addendum at the end of this guide.

Now that you have the right video for your lesson, let’s look at all the different ways you can use it.

4 USINg school videos effectively in your classroom lessons

Do you know what a digital native is? They are today’s chil-dren raised in a media and technology loaded society. They can be identified as students who pay partial attention, are proficient at multi-tasking, prefer graphics over text. They en-joy discovering information randomly rather than sequentially. They network with other students to find information. They respond to instant and frequent rewards. And they are prob-ably thinking about checking their text messages right now!

The last 10 years in education has seen a huge transition in student learning styles and a huge transition in how we teach to these new students. Education is recognizing the digital native’s learning styles and is transforming instruction into a technology-rich and media-rich interactive environment.

The consistent use of video also supports the learning modali-ties of your visual and auditory learners. Take advantage of their modalities to efficiently give them information instead of relying solely on print based materials. Keep your students engaged and maximize your time efficiency in covering your curriculum.

By implementing research supported and technology driven techniques that integrate video and multimedia into your instruction consistently, you can make the most of the learn-ing style of your students and teach your curriculum more effectively. your lessons should start improving quickly and you should feel more confident in finding, choosing and using video in your classroom.


6. How are you going to introduce the lesson? Lecture, readings, discussion, experiments?

Identifying your delivery will allow you to see the a. best placement of the video in your lesson.

Match the video with the parts of the lesson it b. supports

or design the lesson to follow the video points for c. sequential play.

Identify the parts of the lesson where a pause in d. the video or playing a clip of the video will allow for prediction, review, introducing a new concept, discussion, clarification, etc.

Make sure the video image supports the concept at e. the appropriate time during the lesson.

7. Try to highlight or emphasize parts of the video that you will use in cross-curricular lessons throughout the year. Use the video or clips to access prior knowledge or make a connection with.

8. How will you assess your lesson?

How did the video support the objectives? a.

What was the student response to the lesson? b.

9. Don’t forgot, re-playing the video is a valuable tool in re-teaching, clarifying and/or summarizing the lesson based on your assessment.

3. What connection does this lesson have to past or future lessons?

The video should be connected to a unit or re-a. played across subject areas and not just dropped into the curriculum in isolation.

By planning your units over the whole school year at b. one time, you can more easily choose which videos will go with which lessons and where you can make connections to past, future and cross-curricular lessons

This planning method will also help you know when c. to have the materials, especially if you borrow from a media center.

4. What materials do you have available to support the lesson?

Are you using a textbook, handouts, articles or a. worksheets?

Familiarity with the support materials will allow b. you to decide the sequence more efficiently.

5. What activities do you have to facilitate interactivity during the lesson?

Suggested activities in the Teacher’s Guides offer a. relevant and easy-to-use exercises for interactivity opportunities in the lesson.

Keeping your students in “active learner” mode is vital

Design your lesson to keep them interested

in the concepts


Develop lesson concepts by building on information through activities and discussions including problem-solving, evaluation and summarization.

Focus student attention with video imagery and sound that connect with lesson objectives.

Show an object; show different variations of an object

Show a different time period for history or literature

Show a physical process

Show a model of appropriate or positive behavior

As a Pre-Activity, use the video to show a process that will be used in a hands-on activity, like a science experiment or an art project. This also models appropriate behavior and expecta-

tions for students when they do the process.

Link classroom discussion points to the video segments throughout the lesson sequence to enhance video integrated instruction. Make

connections.

Schema building

Discussion and activities that allow learners to use knowledge they already have and to use their higher

order cognitive skills to extend understanding of a concept or process, and thus their knowledge, are very

important in designing your lesson and in assuring the success of your lesson.

Note the time signature or time counter during the initial preview of the video on your media player on the important images or explanations to play at

points in your lesson.

Lesson Techniques

If the video covers the lesson objectives, have the lesson follow the order of the video.

If the video has specific parts that support your lesson objec-tives, use clips as a resource in the order of your lesson.

If you can make a connection to previous or future lesson, use a clip or clips as a resource for that point or connection.

When you are using video again in a different subject area, activate prior knowledge and make connections across the subject. you can even tell the students your making a cross-subject connection and discuss their relationships.

Class Discussion

Pause the video often and replay the video to allow for class discussion.

Ask questions.

Make predictions.

Pause for clarification.

Build a hypothesis for the lesson during discussion.

Ask students to share how they feel about the material. Let them explore their emotional response.

Pause for review or summarization of the material to support objectives.

Activate prior knowledge of imagery or words during discussion.


Allow your pauses to be opportunities for prediction, hypoth-eses formulation, determining important details related to the focus question or objective, summarizing or clarifying information.

Closure ♦

you can use the school video program that reviews and sum-marizes the program objectives for your lesson closure.

Independent practice ♦

If you are using a DVD or CD-ROM video player, you can in-corporate a re-play of the video in a small group or computer activity.

Assessment and Follow-Up (Connections) ♦

Re-play video without the sound and have students tell what information is being covered.

Evaluate impact of video use on your lesson. Were the stu-dents engaged in the video presentation? Could placement in the sequence of the lesson have been better?

The Lesson

Required Materials and Equipment ♦

ALWAyS check the equipment for playing your video ahead of time to make sure it will be operable when you need it during the lesson. Familiarize yourself with your player’s controls and time counter.

Objectives and Goals ♦

The video you have chosen should clearly present information that supports your objective.

you should have previewed the video completely to ensure its appropriateness for your lesson.

Anticipatory Set ♦

Let your students know what the lesson is about and why you are using the video.

Discuss the relationship between concepts using diagrammatic tools to record student responses.

Introduce the video.

Direct Instruction & Guided Practice ♦

All your pre-planning and lesson design comes into play the most during Direct Instruction.

Use video to focus attention on the lesson objectives. Ask a focus question.

Introduce vocabulary and support with video images and audio of vocabulary words.

Pause for discussion (see Lesson Techniques); pause at logical breaks in video.

Worksheets, diagrams, tables and other exercises can be used to compare & contrast, synthesize information, identify relationships or connect ideas from the video.

The Final NoteThis Expert Guide was created to look at the problems and offer solutions in integrating video into your classroom.

After reading through the expert guide, think about how you plan your lessons and about how the information offered can help you. By starting off with just a few tech-niques, you can analyze your planning and video delivery and determine what works the best for you. Then continue to implement using video in your lessons more and more and see the benefits and results that the research has already shown.

We hope this video and Expert Guide to solutions will help resolve planning frustrations and ultimately save you time and money while delivering fantastic lessons that your students will always remember.


ADDENDUM A

VIDEO RATING SHEET

The following listed questions will help evaluate critical elements of an effective educational video that when used properly will enhance each lesson. As you review each video, evaluate it using the below listed rating system. Mark the box that best describes your evaluation of each element. Once this form is completed add the total score and mark it down in the formula below.

4=exceeds expectations; 3=meets expectations; 2=below expectations; 1=no expectations

4 3 2 1

1. Does the video cover the subject matter you are trying to teach? X X X X

a. Does it teach or reinforce the standards for the subject?

b. Does it reinforce or expand on the material in your textbook?

2. Is the video grade level appropriate? X X X X

a. Is the vocabulary appropriate and any new terminology explained in a way that can be understood by students at their grade level?

b. Is the subject matter and presentation understandable to your students?

c. Is the video the right length for the attention span of your students (about double the age)?

3. Is the information presented in a sequential, logical order (like a well-presented lesson)?

4. Are there “hooks” to prior knowledge, or explanations that link to prior knowledge? Or does the video pro-vide a foundation for you to build on or draw from?

5. Does the video illustrate each concept effectively?

6. Are there transitions between concepts?

7. If the video is long, are there logical breaks between major concepts?

8. Are there summaries or reviews of the new information both during and at the end of the video?

9. Are new terms or vocabulary presented in text as well as verbally?

10. Is the video offering unique views that you could not easily provide in the classroom?

11. Is the presentation engaging? X X X X

a. Is it interesting and/or entertaining enough to keep children watching and listening?

b. Does it “bring alive” the information?

c. Is music used to grab attention and enhance learning?

Rating Formula - total score ____________ divided by 16 = ____________ video rating

A true educational video that will support most elements of your lesson and will provide a foundation to learning will have an overall rating of 2.75 or higher. This is called a core-curriculum video. Any video scoring less is considered an enhancement video, and should be re-evaluated for use in the classroom.

Presented in association with 100% Educational Videos (800) 483-3383 and the University of San Diego (888) 321-6658

©2003 SchoolMedia, Inc. All rights reserved. For more information about this program and its sponsors, go to www.schoolvideos.com


The Seven Biggest Mistakes Teachers Make Using

Video in the Classroom

Finding, Choosing & Using Solutions

1. The biggest mistake teachers make using video in the classroom is not using it enough.

Use consistently throughout the year as an essential tool in your lesson planning.

2. The second biggest mistake teachers make using video in the classroom is not using appropriate videos.

Take the extra time preparing your lesson to find the appro-priate video or multi media.

3. The third biggest mistake teachers make using video in the classroom is by just playing the video and not making it an interactive part of the lesson.

The video is a tool in your lesson structure that uses imagery and audio to support objectives and build new concepts.

4. The fourth biggest mistake teachers make using video in the classroom is by believing free content on the internet saves money and is legal.

School videos are professionally designed and licensed specifically for classroom instruction. The content is already matched to curriculum and standards, so you save time while searching for appropriate videos for your lessons.

5. The fifth biggest mistake teachers make using video in the classroom is not testing equipment before the lesson and having equipment fail and the lesson fail.

Part of your lesson preparation should be making sure the equipment is in working order. Take one more step in lesson planning and ensure a video or multi media enhanced lesson.

6. The sixth biggest mistake teachers make using video in the classroom is not using the video to support objectives across subject areas.

Maximize your video resources by recognizing how they cross over subject areas. Connect video content to your whole unit.

7. The seventh biggest mistake teachers make using video in the classroom is not re-visiting the program to reinforce lesson concepts with visual images and audio sounds throughout unit.

Play the video, or clips from it, again and again to cover dif-ferent and cross over subject objectives. Repeating the video is an efficient method for re-teaching, as well.

ADDENDUM B

ANSWER KEy TO “7 MISTAKES…” AND SOLUTIONS TABLE.

NOTES


(Lynell Burmark, PhD) Our youth has grown up with televi-sion. By the time a teenager reaches the end of high school, they’ve watched an average of 22,000 hours of television. Compare this to the 12,500 hours that they spend sitting in the classroom.

1. TITLE SCREEN – Not Using Video As Much As Neces- ♦sary

The Number One Biggest Mistake Teachers Make Using Video in the Classroom is not using it enough. Or, not using it consis-tently throughout the year.

“Super; Faster processing, Longer in memory”

The human brain processes images 60,000 times faster than text and studies show that our minds remember concepts built on images faster and longer than concepts built from text.

“Use the Tool”

Use the inclination of the 21st century student, who has grown up watching TV and using computers, to save instructional time and increase learning by using video and multi media as a tool in every lesson.

(Dr. Burmark) When you sit in the typical chalk and talk class-room, it’s like going down the freeway at 30 miles an hour. you have plenty of time to get distracted looking to the left looking to the right, and you have plenty of time to get bored. On the other hand, in a multi media classroom, it’s like going down that same freeway at 80 miles an hour and you have to focus or you’re going to crash and burn.

“Teach better”

Take the extra time and incorporate video and multi media into your lessons—research shows it will make you a better teacher.

ADDENDUM C

“THE SEVEN BIGGEST MISTAKES TEACHERS MAKE USING VIDEO IN THE CLASSROOM”

Transcript of Video

2. TITLE SCREEN – Not Using Appropriate Videos ♦

The 2nd Biggest Mistake Teachers Make Using Video in the Classroom is not using appropriate videos.

“PG ≠ Pretty Good”

Teachers often use entertainment videos from TV because of their popularity and price, but a PG rating does not mean “Pretty Good” for teaching!

“Save time! Use well designed; Grade, Subject, Curriculum, Standards”

Take the extra time preparing your lesson to find the appropri-ate video or multi media. Save time by using school videos because their educational content is specifically designed for grade level and subject area to match your curriculum and state standards.

“Grade Level”

First, look for the grade level of the video when searching. If it’s not specified, it’s probably not designed for classroom lessons and you’re going to have to spend more time matching the content to your lesson.

“Teacher’s Guides”

Next, look for Teacher’s Guides included with the video. The Teacher’s Guide should be an outline of the content and you should be able to identify if the video content matches your lesson objectives.

“Always preview and plan”

Always preview the video during the lesson planning stage and decide how and where you’re going to use it during the lesson.


4. TITLE SCREEN – Using Internet Video To Save Money ♦

“FREE! May not be!”

The Fourth Biggest Mistake Teachers Make Using Video in the Classroom is by believing all FREE content on the Inter-net saves time, money and is legal.

FREE digital clips from the Internet vs. a quality school video program? Hmmm... let’s see. A $30 video divided by 30 students divided by an average 5 year life equals pennies per student—and that’s just for one classroom! PLUS the time you save not having to search through inappropriate materials on the Internet.

“Grade , Subject, Objective” “Take back your time!”

School videos are professionally designed specifically for classroom instruction. Why use anything else? Since the content is already matched to curriculum and standards, you save time while searching for appropriate videos for your lessons. you could spend hours on the Internet sifting through resources that may or may not be appropriate.

“Avoid naïve theft”

“The Laws: http://www.copyright.gov/title17/92chap5.html ” “Educational Performance Rights: http://www.schoolvideos.com/article/?id=14 ”

With digital sharing, violations of copyright laws and licensing agreements are increasing — alarmingly. Teachers, not aware of the consequences of sharing, may face criminal prosecution as the industry catches up to the unique issues the Internet has created regarding intellectual property.

3. TITLE SCREEN – Just Playing the Video ♦

“Make it interactive”

The Third Biggest Mistake Teachers Make Using Video in the Classroom is by just playing the video and not making it an interactive part of the lesson.

(George Pickett, University of San Diego) When you’re doing, or you’re playing a video, you’re going to stop it. And what are your strategies for stopping the video? Is it for clarification? Is it for review? Are you indeed going to make some kind of other statement or bring in materials at that point and so fourth that you hadn’t used before, or maybe you have used be-fore and you’re gong to review that? This is well planned and thought out and we really think it’s important of the stopping the video and knowing why and when you’re going to do this.

“Avoid passive viewing”

Never just play a video from beginning to end because it will invoke “TV mode” in your students and be a passive learning experience.

(Jenny Horning, University of San Diego) Sometimes we think that classroom videos have gotten a bad rap. That people may think the teacher is just baby-sitting, maybe, “Oh you’re just pulling something off the shelf, you really don’t know what’s in it,” the teacher’s not sure that it fits with what they’ve been teaching before. It’s kind of taken out of context and just slot-ted into a particular 10, 15, half and hour, whatever time slot in the classroom. Through the 30 years that I’ve spent in the classroom in various levels, I have seen teachers use videos over and over again, many different ways, and with great success.

“Use the tool to; meet objectives, design lessons, initiate discussion”

The techniques for using video at different stages in the lesson are outlined in our Expert Guide.


Maximize your video resources by recognizing how they cross over subject areas. Connect video content to your whole unit.

“See Expert Guide”

“Connections” techniques are available in the Expert Guide.

7. TITLE SCREEN – Not Replaying Videos ♦

The 7th Biggest Mistake Teachers Make Using Video in the Classroom is not repeating the video program or re-using clips throughout the unit of study.

“Retention with Replay!”

Concept retention by students is one of the greatest challenges to the classroom teacher. Don’t let the TV belief of “already seen that” prevent you from repeating the video you’ve used in your lessons. Play the video, or clips from it, again and again for covering different and cross over subject objectives.

Re-use to Remember! Use videos and clips with teaching techniques like summarizing, reviewing and predicting to help students remember concepts.

(Dr. Burmark) So really, what we’re talking about is trans-forming classrooms. Transforming them from places where students are bored and they’re asking, “Why do we have to learn this?” To classrooms where the students are all engaged and they’re asking “Why do we have to go home?

Remember, the images we share with students will be with them forever, not just for the test,

Stop making mistakes! Download and print our Expert Guide for Solutions today!

5. TITLE SCREEN – Not Testing your Equipment Before Lesson

“Test and avoid failure!”

The 5th Biggest Mistake Teachers Make Using Video in the Classroom is not testing equipment before the lesson and hav-ing the lesson fail.

Have you ever had an equipment failure and skipped the les-son instead of trying again? Did you give up and fall back on the whiteboard and the textbook?

“Super; Protect your time… Test!”

Test your equipment! Part of your lesson preparation should be making sure the equipment is in working order. Take one more step in lesson planning and ensure a video or multi media enhanced lesson.

6. TITLE SCREEN – Not Reusing Video for Multiple ♦Subjects

The 6th Biggest Mistake Teachers Make Using Video in the Classroom is not using the video to support objectives across subject areas.

“meet cross-curricular objectives”

Did you buy a science video about habitats and only show it for one lesson about earth science? Why not let science or history be an opportunity to meet cross-curricular objectives?

“Connect Content, Access Prior Knowledge, Build Knowledge Base”

Learn more about VISUAL LITERACYView the entire 30-minute video online, or order your complimentary copy today.

http://www.schoolvideos.com/videos/EVU03


Resources

Lynell Burmark, PhD: “Effective Teaching with Classroom

Videos”, SchoolMedia, Inc. 2004.

Visual Literacy, “Integrating Media into the Classroom”,

http://www.schoolvideos.com/article/?id=3

Ginny Horning, “Effective Teaching with Classroom Videos”,

University of San Diego.

George Pickett, “Effective Teaching with Classroom Videos”,

University of San Diego.

David Denning, “Video in Theory & Practice”, University of

Victoria.

using video in the classroom

Education

right video

video transcription

video delivery

accompanying video

appropriate video teachers

classroom videos

school video companies

video rating sheet10b