Two topics in many presentations and conversations at the Nebraska Education Technology Association Conference in the spring of 2011 were iPads and using videos. I’m going to focus on videos. The use of videos to enhance learning by students and to help students enjoy learning has increased dramatically. Video cameras, flip cameras and even cell phones make taking a video, editing (or not) and posting the video become very easy. I see three main ways that videos are being used in the classroom. Some examples would be:
1) Capturing student interest by using videos. Dan Meyer is a leader in using videos to capture student interest. See examples at http://blog.mrmeyer.com/.
2) “Flip” the classroom. In a “flipped” classroom students’ homework is to watch a video or lecture. Students come to class and work problems where the teacher can provide guidance and help. A short video of what a “flipped” looks like can be found at http://vodcasting.ning.com/video/the-flipped-classroom .
3) Student created videos to share their knowledge. We all know that the highest level of learning is achieved when you teach someone else.
Cathy Seeley, former president of the National Council of Teachers of Mathematics, suggest something called “upside-down teaching.” Rather than starting a lesson with the identification of procedures and simple examples then working up to a rich, challenging problem, teachers who practice upside-down teaching begin with the rich, challenging problem. Seeley suggests the following outline: start with a rich problem; engage students in dealing with the problem by discussing, comparing, and interacting; help students connect and notice what they have learned; then assign exercises and homework. This approach is similar to project based learning. I have links to several examples on my web site at http://lvermaas.wikispaces.com/Upside+Down+Teaching.
Dan Meyer is a master of this strategy. One recent example shows a video of him shooting a basket. The inevitable question is, “Will the basketball go through the hoop?” Students use mathematics and the video to look at the path of the ball to come up with an answer and then check the video to see if they are correct. To see his videos and thoughts go to http://blog.mrmeyer.com/.
If you have not heard of the “flipped classroom,” I am sure that you will in the near future. Rather than spending class time lecturing students, teachers who flip their classroom use videos as homework and then spend time in class helping students learn. The power of using videos is "rewindable" learning. Students do not always learn the first time. Videos allow the student to rewind or stop and watch as many times as they want. While some teachers record a teaching episode, there are many sources of lessons for students. A short list would include Patrickjmt, Khan Academy, Brightstorm, YouTube and Teacher Tube. A more extensive list is on my web page at http://esu6math.wikispaces.com/Video+Teaching+Resouces. Consider using student recommendations and teacher input to create useful resources.
Finally, I would like to talk about student created videos. Students or groups of students who create a video to demonstrate the distributive property will have a much better understand of that property and one that will last long after the NeSA-M assessment in the spring. Sharing the video will help other students learn. These projects allow a variety of students to show off their expertise. Teachers may say, “But I don’t know how to make or edit a video.” Don’t worry, your students do. Let them take the lead. Other web 2.0 tools such as Voice Thread, Animoto, GoAnimate, or ToonDoo can also be used.
If you have any ideas on videos, sites, or comments please share them with me at lennyvermaas@gmail.com.
Lenny Vermaas
