Effective Teaching with Classroom Videos PRESENTED IN ASSOCIATION WITH 100% EDUCATIONAL VIDEOS AND THE UNIVERSITY OF SAN DIEGO

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1 Effective Teaching with Classroom Videos PRESENTED IN ASSOCIATION WITH 100% EDUCATIONAL VIDEOS AND THE UNIVERSITY OF SAN DIEGO

2 Effective teaching with Classroom Video Page 2 Learning Objectives: This program is designed to: 1. Provide teachers insight into the mission of visual literacy. 2. Provide criteria for selecting effective videos to enhance curricula. 3. Help teachers to plan effective lessons using curriculum rich educational videos. Syllabus: Each section will provide a framework for effectively using educational videos to enhance curriculum: A. Choosing an Effective Video Understanding the effectiveness of the video chosen B. Effective Teaching with Classroom Video How to best incorporate the video into the lesson Steps to Completing This Program: 1. Watch the introduction (video) to the program on "Effective Teaching with Classroom Video". 2. Review the written portion of this program and preview the sections. 3. Identify the upcoming lesson that you will incorporate video with. 4. Identify videos from your lending library that look like they might support the lesson, than order the ones you wish to review at this time. 5. Understand key learning points from Section A, and using the evaluation form provided, review and evaluate the videos selected. Out of the videos reviewed, select the program that supports your lesson best and meets your curriculum needs. 6. With the help of Section B, design your lesson incorporating the video you have selected including any study guides and blackline masters that may have come with the program. 7. Present your lesson to the class, assess and evaluate effectiveness of lesson with video used and report findings on forms provided. 8. Attach a copy of District Standards showing how the video helped address and support them.

3 Effective teaching with Classroom Video Page 3 SECTION A: CHOOSING AN EFFECTIVE VIDEO Introduction Not every educational video is an Emmy award winner, and even some of the outstanding ones don't necessarily fit your needs. So it's important to review a video before showing it to your class. There are many questions to keep in mind as you assess the video s effectiveness for your particular class and purpose. Questions to keep in mind: 1. Does the video cover the subject matter you are trying to teach? a. In this age of educational standards, it's helpful to examine your grade level/subject standards before you begin teaching a unit of study. (Standards are usually available from your district or from your state website.) Investigating your class textbook on the subject is also helpful. If you are aware of the standards and the subject matter covered by the texts you can more accurately judge the value of a video. 2. Is the video grade level appropriate? a. Keep in mind the age of your students. If explanations are made using words the students don't understand, all meaning is lost. It is, therefore, important to evaluate the appropriateness of the words and the simplicity or complexity of the explanations or instruction used in the video (though pre-teaching the vocabulary in the video can give the students a leg up). b. Don't forget that there are explanations and subject matter that are simply impossible for a young child to understand. The younger the child, the more concrete, tangible, and experiential the explanations must be. As you evaluate a video, keep in mind the mental developmental level of your students. c. The younger the child, the shorter his/her attention span. A good rule of thumb is to double the student's age. (ex: A 6-year-old can attend to something for about minutes.) Showing a video in segments might be appropriate, however. When evaluating a long video, watch for suitable divisions in the presentation.

4 Effective teaching with Classroom Video Page 4 3. Is the information presented in a sequential, logical order? a. An educational video is a teaching tool. Like any good lesson, to be effective the video needs to present information logically. 4. Does the video provide a foundation for you to build on or draw from? Or are there "hooks" to prior knowledge, or explanations that link to prior knowledge? a. A video can be used to introduce a unit of study. If this is your intention, ask yourself if it provides a base from which to work or an exciting springboard from which you might launch a new subject. b. If you intend to use the video to augment what you have already started teaching, ask yourself if the information presented will easily link to learning or concepts you have already introduced or taught. c. Videos can also provide excellent summaries or reviews. 5. Does the video illustrate each concept effectively? a. If concepts are glossed over quickly, if no examples are presented, if each segment of a concept is not clearly expressed, or if the order of presentation is haphazard, minimal lasting retention is likely to happen. 6. Are there transitions between concepts? a. Understanding can be confused or even defeated if one idea or concept is taught right after another -- it is easy to mix the ideas together. If each concept or idea is restated or summarized before a new concept is presented, confusion is much less likely. 7. If the video is long, are there logical separations between major concepts? a. If too much information is presented at on time, confusion can result. It is often helpful to watch only part of a video in a sitting. Logical partitions or divisions can facilitate this process. Sometimes these breaks can be used to have class discussions about the material just covered. Or maybe the teacher will want to summarize, clarify or expand on the information presented in the video. 8. Are there summaries or reviews of the new information both during and at the end of the video? a. There's nothing quite so "cementing" as summarizing. Hearing concepts or ideas restated can clarify information that might have been confusing, or confirm what is already comprehended. 9. Are new terms or vocabulary presented in text as well as verbally? a. Successful teaching utilizes as many learning modalities as possible. Videos provide auditory and visual cues. They can also provide written cues, which are rather like a combination of both modalities.

5 Effective teaching with Classroom Video Page Is the video offering unique views that you could not easily provide hands-on in the classroom? a. Much of what we teach cannot be readily observed in the classroom, or even on a typical fieldtrip. A video can take your students to an African veldt or into the center of a volcano -- offering a profound, meaningful understanding of an idea or concept. Some videos, however, show experiments or activities that can easily be done in the classroom, where students can learn first-hand. Though a video might be useful for teaching techniques, it does not replace the actual kinesthetic experience in the classroom. 11. Is the presentation engaging? a. No matter how much good information a video contains, the presentation must be interesting and/or entertaining enough to keep children watching and listening. Try to think like one of your students as you review the video. Is there enough action to keep them engaged? Are there children in the video with whom they might identify? Is the information "listy" and repetitive, or is there variation in the presentation? (This is especially something to watch out for in Social Studies videos.) Is there humor that entertains as well as educates? Are there examples that tie the new information or concepts to students' life experiences? Is music used to grab their attention and enhance learning?

6 Effective teaching with Classroom Video Page 6 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 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? does the video provide a foundation for you to build on or draw from? 5. Does the video illustrate each concept effectively? 6. Are there transitions betweens 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 corecurriculum video. Any video scoring less is considered an enhancement video, and should be re-evaluated for use in the classroom.

7 Effective teaching with Classroom Video Page 7 SECTION B: EFFECTIVE TEACHING WITH CLASSROOM VIDEOS Ginny Horning, Coordinator for the Division of Continuing Education for the University of San Diego, has the responsibility to determine what teachers need from the University, and then develops convenient systems to address those needs. She shares these thoughts, The electronics explosion of the last part of the 20th Century ushered in a new form of classroom needs; one of those is teaching visual literacy. Although visual literacy involves many aspects of the teaching act, the University has zeroed in on one. That is, helping the teacher effectively use classroom videos. Our belief is that the teachers do not need skills as much as a process. For this reason, we have developed a graduate level course called Effective Teaching with Classroom Videos; many teachers who are working towards their masters take this course. When 100% Educational Videos approached us and asked us to work with them to provide all teachers with the tools they will need to teach more effectively we helped design this program with the thought that all teachers can benefit from the procedures presented and practiced. In order for teachers to fully understand this process and learn just how effective videos can be to enhance the objectives of lessons, the teacher must work through this program completing assignments that consist of five parts and all of the assignments relate directly to the act of effectively using the chosen classroom video. The five parts teachers will be presented and asked to practice include: Standards- this component shows how the lesson satisfies teaching standards. The video should not stand-alone: it is a supporting agent that enhances the interest and effectiveness of the teaching lesson satisfying the standards. Connections- An effective teaching lesson does not have closure: it is connected not only to past and future teaching lessons, but leads the students in exploring learning throughout their life. Materials and Activities- a variety of materials and activities can be used to prepare for and review the video such as textbooks, handouts, newspaper & magazine articles, internet research, and discussions. Strategies- how was the lesson introduced- lecture, readings, discussion, experiments, etc.? Were there planned stopping points for prediction, review, clarification, and emphasis? What strategies will be used to tie the video to the lesson and the connections? Assessment- what did the student learn and what changes will the teacher make? How does the teacher evaluate the effectiveness of the lesson?

8 Effective teaching with Classroom Video Page 8 FORM A - STANDARDS AND PROFICIENCIES On this form you will state what proficiencies and standards are met in the video lesson you will give your students. You will also note which standards and proficiencies are associated with the connecting lessons. On Form B you will describe how you connected this video lesson to previous and future lessons. 1. Attach a copy of your local or state teaching standards to this form. 2. What standards and proficiencies did this video lesson meet? 3. Describe how your video lesson met those standards and proficiencies. 4. Specify which standards and proficiencies are met by your connecting lessons. A) Previous lesson(s) B) Future lesson(s)

9 Effective teaching with Classroom Video Page 9 FORM B - CONNECTIONS To achieve maximum learning continuity, it is important that a lesson using learning videotapes be connected with previous and future lessons and not just inserted into the curriculum in isolation. On this form you will indicate how you integrated the video lesson into your overall sequencing. 1. Describe lessons leading up to the video lesson and discuss how they connect. 2. Describe lessons that will follow the video lesson and how connections will transpire.

10 Effective teaching with Classroom Video Page 10 FORM C - MATERIALS AND ACTIVITIES Making effective use of materials and activities to support a learning video is worth the planning and effort required. On this form, you are to relate what materials and activities you used to support this video lesson. On Form E you will assess how effective they were. 1. What materials did you use to help you present this video lesson? Textbooks Handouts Newspapers/magazines Internet Others (describe) 2. Describe how you used the materials? 3. Describe what activities were employed and how they were carried out?

11 Effective teaching with Classroom Video Page 11 FORM D - STRATEGIES Designing effective lessons using educational videotapes involves careful planning, including designing an introduction, deciding when and why to pause the video, and determining what parts should be replayed. 1. Describe how you are going to introduce the video lesson. 2. List the points and purposes where you will be stopping the videotape. A) Discussion (explain) B) Clarification (explain) C) Prediction (explain) D) Review (explain) E) Other (explain) 2. Note any parts of the video that will be shown again and explain your rationale for doing so.

12 Effective teaching with Classroom Video Page 12 FORM E- ASSESSMENT 1. Describe the assessment methods used and the reason for choosing those methods. 2. What did you learn from the assessment of this lesson? 3. What strategies would you change in your next presentation of this (or other) video lesson? 4. How will you change the use of materials and activities in your next presentation of this video lesson? 5. Describe if or how the assessment of this video lesson changed the direction of future lessons? 6. How have these class requirements helped you teach more effectively with videos?

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