USING VIDEO RESOURCES TO STIMULATE HIGH-LEVEL THINKING
•Download as PPT, PDF•
0 likes•127 views
This document discusses using video resources to engage students in high-level thinking. It provides examples of video analysis exercises where students make predictions, observe a video clip, and evaluate their hypotheses. These exercises aim to stimulate inquiry, problem solving, and evidence-based reasoning. The document also references frameworks for selecting educational video content and designing learner engagement activities with digital artifacts and video.
Recommended
Recommended
More Related Content
What's hot
What's hot (17)
Similar to USING VIDEO RESOURCES TO STIMULATE HIGH-LEVEL THINKING
Similar to USING VIDEO RESOURCES TO STIMULATE HIGH-LEVEL THINKING (10)
Recently uploaded
Recently uploaded (20)
USING VIDEO RESOURCES TO STIMULATE HIGH-LEVEL THINKING
- 1. USING VIDEO RESOURCES TO ENGAGE AND STIMULATE HIGH-LEVEL THINKING Kevin Burden & Simon Atkinson | Thursday Nov 5th 2009
- 3. Non-optimal uses of video (Hobbs)
- 4. WHAT CAN WE LEARN FROM HOBBS? http://www.flickr.com/photos/jryle79/26676 52948/sizes/m/ http://www.flickr.com/photos/35693819@N08/3299053172/sizes/m /
- 5. ANALYSIS Watch this short newsreel clip without sound. Consider the following questions 1.Where is this taking place? 2.When might it have occurred? 3.Who is involved? 4.What is happening?
- 7. ANALYSIS: Now watch the same clip with the sound: does the sound help you to answer any of the questions?
- 8. ANALYSIS Select 10 frames from the video clip to support one of the following hypotheses: 1.The Communists were responsible for causing the riot 2.The Fascists were responsible for causing the riot 3.The police and the authorities were responsible for causing the riot 4. There is insufficient evidence to make a clear decision about who caused the riot
- 9. ANALYSIS: The ten frame exercise
- 10. PREDICT, OBSERVE & EVALUATE (POE) (hypothesis testing) Predict how you would demolish this block of flats without causing serious damage to the surrounding buildings
- 11. PREDICT, OBSERVE & EVALUATE (POE) (hypothesis testing) Predict which of these six proto-type helicopters would actually fly.
- 12. INQUIRY AND PROBLEM SOLVING What is happening here and how could we find out more about it?
- 13. THE DIGITAL ARTEFACTS FOR LEARNER ENGAGEMENT FRAMEWORK (DIAL-E)) http://www.dial-e.net
- 15. How do educators select and use video clips in teaching? Online Survey: http://www.survey.hull.ac.uk/videosurvey Win an 8GB Video Nano!
- 17. • What did you think about this session? • Your input is important to us! • Click on “Evaluate This Session” on the conference program page.
Editor's Notes
- Set this out with single words/terms like a Web 2.0 woordle Concentrate on inappropriate’ instructional methods’ Lack of clear instructional objectives – but this does not mean the objetive have to be explicitly shared with the students in advance (see starter-plenary activities) No use of pause, review, rewind facilities – encourages passive viewing Use as a management tool – to combine large groups when a teacher is absent Teacher mentally disengages during viewing (does something else) Used as a ‘reward’ Use only as an attentional ‘hook’ – failure to go beyond this Used to control student behaviour
- Video is generally used as a ‘content transmission’ vehicle – not designed for this Students are generally passive observors during the use of video Higher order skills and thinking are rarely targeted vy educators when they use video: e.g. using video to analyse a situation or process; using video to encourage critical reflection; using video to visualise a scenario or situation and problem solving; etc This session will share some texamples of how video might be used to achieve these things based on a project we completed recently for the JISC (avoid details of project or framework at this stage – aim to engage audience)
- This is to show the 10 frame exercise for analysis: