Posts Tagged ‘video lectures’

Khan Academy has stirred up a lot of debate among educators about the value of video lectures. On one hand the proponents tout the fact that students can watch them on their own time, at their own pace, and review again if needed. Some educators (like these guys) have even been employing video long before Khan’s rapid rise to notoriety, using video lectures to “flip the classroom” so valuable school time isn’t wasted on something students could just watch at home. The critics of Khan call foul because of the questionable value of lecture itself. A lecture on YouTube is still a lecture, a one-size-fits-all, listen-and-receive-my-knowledge affair. If lecture shouldn’t play a large role in the classroom, what is there to be “flipped” in the first place?

I agree with the critics that KA isn’t anything new under the sun. The media spotlight it enjoys is more about our country’s need to find a new direction in education than any new brilliance of KA. In fact beyond the videos, the “gameafication” of learning that has been created by KA team for teaching math through incentivized drills has much more in common with old-red-school-house pedagogy (Frank lays this out well here).

But despite all the flaws in KA-style teaching, lectures are still an occasionally useful tool in a teacher’s arsenal, and a video lecture probably even more so. So let’s not flush video lectures down the toilet in our disgust at the media’s KA lovefest, instead let’s figure out what this tool is good for. Without further ado, here are my 4 S’s for the best use of video lectures:

  • Short: This should go without saying. Any form of direct instruction needs to stay within the confines of its audience’s attention span. For my elementary students this seems like 2 to 3 minutes.
  • Shallow: If well done, students will remember the content of a video lecture, but only on a shallow, memorized level. Without first-hand experience and mental engagement to let them process the idea in their own mind, there’s not much opportunity for any deep understanding to be created. So keep expectations for learning shallow.
  • Sticky: I mean this in the Malcolm Gladwell sense, not like the gum on your shoe. For the (admittedly shallow) learning to take root, the video lecture must have some memorable appeal that sticks with you: humor, intrigue, a storyline, whatever. I usually opt for humor, maybe because I secretly wish I was Bill Nye.
  • Spot-on: How many times have you teachers out there put on a video for review and realized midway through that it’s not quite what you had hoped? (I know I have!) Maybe the vocabulary doesn’t match what you’ve been using in class, maybe the approach is too complicated or too simple, but it just isn’t fitting for your students’ needs- and you end up with more confusion than when you started “reviewing”. A good video lecture needs to be crafted for a very specific audience and purpose- most generic videos won’t cut it.
How do I put these into practice? I end up making a lot of my own short video lectures to teach scientific vocabulary or review simple facts. It’s not as dramatic as a flipped classroom, but it does mean small bits of direct instruction and basic review can be done at home, and available to the students who need it more than once. I know there are plenty of pre-made video lectures out there already on the internets (BrainPop is a biggie at my school, and is useful at times), but nothing beats a teaching tool that’s been crafted especially for a specific learning purpose. Plus students have a weird fascination with seeing their teachers on-screen. Maybe it’s the era of reality TV we live in, but sometimes I get the feeling that they listen more carefully to video me than actual me!
To give you an idea of what I’m talking about, here’s a few of the videos that I’ve made for our 2nd grade Forces and Motion unit. They were all edited using iMovie, and I swear I didn’t spend more than an hour or two making each one. In fact the gravity video I made yesterday in about a period. So from a cost-benefit analysis perspective, video lectures of this kind are a win-win, even if they don’t deserve headlines about “revolutionizing education”.  As long as video lectures are used as a supplement to thoughtful, contextual, inquiry-based learning experiences, they are tool teachers should keep handy.

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