Video creation and watching can assist with differentiated instruction by appealing to different learning styles. When creating videos, students can take on roles suited to their abilities like aural, visual, or kinesthetic learners. It also encourages collaboration. Watching videos engages visual and auditory learners and concepts come to life. Both activities can involve higher order thinking skills from Bloom's Taxonomy like analyzing, evaluating, and creating if teachers provide opportunities for discussion and critique. Potential downsides include time, equipment issues, and ensuring videos support learning objectives rather than replace the lesson.

1. *
By Marisa Scarpitta

2. How could video creation with students assist with
differentiated instruction?
• In classrooms where students actually get to
create their own videos they exercise their
kinesthetic abilities, have control and actually
use hands on activities to help them learn.
Creating videos takes a lot of teamwork and
roles can be distributed to suit every students’
learning styles and abilities. Those who are
aural learners can work with developing the
sound for the video and can listen to different
types of music and figure out what works best.
Visual learners can look at different props and
can figure out what will look best. Giving
students different roles and allowing them to
be involved is beneficial for those who have
short attention spans. It is also encourage
students to work together so they are learning
from each other and feeding off each other’s
ideas ensuring that everyone has their own
strengths. Students, who are gifted, can work
on editing the video and reviewing the
work, so they do not get bored.
Therefore, creating videos can reach out to
different learning styles and help students
learn.

3. What level(s) of Bloom's Taxonomy does video creation fit in at?
• Students apply what they learned in class by conducting
research on the topic they want to film
• They analyze the information or ideas for the movie and
distinguish from what kinds of scenes should be included, and
what is not needed
• They evaluate or plan out their ideas on storyboard or by
sketching them out
• They create their presentation of their movie, whether it is on
Movie Maker, iMovie, or any other video software
• * Film making is more than just remembering information and
reproducing it, it takes investigation of
sources, structuring, and inventing. It also helps students
enhance their problem-solving skills, and exercises the higher
levels of thinking like writing, teamwork, planning, producing
and sharing creations.

4. What can be done to ensure that video creation is at the highest
level of Bloom possible?
• Teachers should make sure they give their students
opportunities to use their unique abilities and work together to
create awesome original videos. They can create videos for
every subject area. They can make documentaries or film
school events or even make their own news show. Teachers
should develop a plan to make sure students have the
equipment and resources to create a brilliant film.

5. Pros of creating video in the classroom
• provides a common exciting
experience for all students
• Generates interest and
encourages imagination
• Provides a new approach to a
traditional topic
• Helps develop critical thinking skills
• It is fun which learning should be
• Helps students express
understanding of subject content
• Helps students retain what they
have learned, and express their
creativity
• Requires students to practice
“real-life” skills of planning and
organization, time
management, cooperation, com
munication, problem
solving, information
synthesizing, leadership and
followership
• Students will think at a higher
level, will improving their
technology skills, as well
as, develop problem solving skills

6. Cons of creating video in the classroom
• It requires a lot of extra
time
• Additional
management and
equipment
responsibilities
• Tacks on to day-to-day
activities
• Hard Work

7. How can watching videos assist with differentiated instruction?
• Watching video in the classroom can accommodate a variety
of learning styles, and work levels. First off, many students are
bored of the regular lectures in school and zone off during class,
but videos are a great way to engage students and keep them
interested in the lesson. This is helpful for those students who
have short attention spans, or whose grades are falling because
of lack of concentration in school. Traditional lectures do not
benefit every student’s learning style. On the other hand, videos
appeal to different learning styles like visual and aural, because
students can actually view images and pictures, as well as listen
to music or various sounds, which makes the lesson more real
and entertaining. The guided use of video in the classroom can
express curricular content in a more accessible form for all
learners. Also, when using Google Video, Caption It Yourself can
make the video understandable to the deaf, or ESL students.

8. Watching a video can fall on many different levels of Bloom's
Taxonomy. What level(s) of Bloom do watching videos fit in at?
• Students can remember information better when they
watch a video on a given topic like earthquakes, as
opposed to just listening to a lecture.
• Students can understand the video by discussing what it
means after they watch it, or by illustrating a picture that
goes along with the movie.
• Students can analyze the video by having a debate on
what they learned or by making a diagram to map out
the important aspects of the video.
• Teachers can evaluate students’ interpretation of the
video by pausing the video midway and having the
students predict the outcome.

9. What can be done to ensure that video watching is at the highest
level of Bloom possible?
• Teachers should use the video as an enhancement
to the lesson. Teachers should set learning
objectives and provide opportunities for students to
discuss and analyze what they watched in the
video, or give an opportunity for students to predict
the outcome of a video, and critique the video to
help them evaluate the strengths and weaknesses
of the video, so they can thoroughly evaluate what
they saw.

10. Pros of watching video in the classroom
• Using sight and
sound, video is perfect for
audio and visual learners
• It engages and interests
students
• Video provides another
sensory experience that
allows concepts to
actually be
"experienced" and come
to life
• Engaging students can
make lessons more
interactive

11. Cons of watching video in the classroom
• Equipment failures
• Teachers may have trouble
managing classroom time
when using videos, or they
may not be adequately
trained in using videos and
technology in the classroom
• Videos may become relied
on and may become the
lesson instead of an
enhancement to the lesson
• Must make sure videos are
appropriate

12. Conclusion
• Watching videos and creating videos are great
ways to spice up everyday lessons, and attend to
the learning needs of all students. It is important to
take certain precautions when working with
video, and always have a plan to keep students on
track.