Video In the Classroom
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Videos can enhance learning in the classroom in several ways. They appeal to different learning styles by engaging both visual and auditory learners. Videos also help increase student engagement by providing a change of pace from the teacher and grabbing student attention. Additionally, videos can provide students experiences that would not otherwise be possible in the classroom, such as live animal feeds from the zoo or first-hand accounts of historical events. For social studies, videos could show tours of communities students cannot physically visit to help them understand and feel connected to the topics being studied.
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Creating videos in the classroom allows students to engage their kinesthetic abilities through hands-on activities. It promotes teamwork and distributes roles to suit different learning styles. Students can develop sound, visual elements, or take on editing roles. Watching videos also engages different learning styles and keeps students interested through visual and auditory elements. Both creating and watching videos can involve higher-order thinking at various Bloom's Taxonomy levels like application, analysis, evaluation, and creation. Teachers should provide guidance, resources, and opportunities for discussion/analysis to maximize learning outcomes.
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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.
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The document discusses the benefits of using video in the classroom. It argues that video promotes learning by engaging students cognitively and through multiple sensory channels. Video also helps meet the needs of diverse learners and conveys information not easily transmitted through text. Additionally, using video supports the development of 21st century skills like visual literacy and media literacy. As an example, the author describes how showing a TED Talk video in an English class helped students better understand and connect with the character of a teacher in the book they were reading. The video made the lesson more relevant by depicting real-world situations that students could relate to.
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This document discusses the benefits of using authentic video in language learning. It notes that video engages students and motivates them because it brings the real world into the classroom. It increases language comprehension and acquisition by improving listening skills. Additionally, video can inspire creativity and develop new digital literacies as students can use video as a springboard for other projects. Some student comments provided as examples agree that viewing videos with subtitles is useful for improving listening skills and learning pronunciation. They find it helpful to see language used in natural conversations.
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Creating videos in the classroom allows students to engage their kinesthetic abilities through hands-on activities. It promotes teamwork and distributes roles to suit different learning styles. Students can develop sound, visual elements, or take on editing roles. Watching videos also engages different learning styles and keeps students interested through visual and auditory elements. Both creating and watching videos can involve higher-order thinking at various Bloom's Taxonomy levels like application, analysis, evaluation, and creation. Teachers should provide guidance, resources, and opportunities for discussion/analysis to maximize learning outcomes.
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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.
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Video In the Classroom
- 1. VIDEO IN THE CLASSROOM MALIK MIURA
- 2. REASONS WE SHOULD USE VIDEO IN THE CLASSROOM • Variety of learning styles • Engagement • Experiences
- 3. VARIETY OF LEARNING STYLES • As we all know through years of research, students learn in different ways. We know there are visual, kinesthetic and audio learners. Watching videos in the classroom allows for 2/3 of those learners to have a better understanding of the material. Integrating this technology into the classroom is important because this can lead to better comprehension from our students.
- 4. ENGAGEMENT • Being able to add videos in the classroom can increase engagement in various ways. Let's be honest, students are with us for many hours throughout the day, sometimes we are with them more than their parents. They hear and see our voices and face every day. Having a different voice and face talk to them can grab their attention. Videos typically grab students’ attention to keep them focused and motivated.
- 5. EXPERIENCES • Videos are typically more engaging than teachers in multiple ways. Videos can give students different experiences that they are not able to have in the classroom. A video can have a live feed of a zoo showing animals, a story from a real-life experience of a person who lived during a certain period explaining what exactly happened. Videos can give students experiences that can help them feel connected to the material and content.
- 6. VIDEO INCORPORATION IN MY CLASSROOM • I would use videos in my classroom for almost every subject. We are currently learning about community in our classroom for Social Studies. We learn about what makes our community come together, such as firefighters, stores, restaurants, fun places, people, etc.. We also compare our community to other communities. Although we can go on a walk within our school community, we cannot go on one for Harlem’s community or Chinatown. There are some places we cannot physically go to experience that incredible scenery and community. In this Social Studies unit, I would find videos that show a quick tour of these communities or interviews of people who live in these neighborhoods. • Using videos in my classroom can make my lesson relevant because I can talk to my students through the lens of someone else and make them feel connected during these lessons.