Student-Created Videos in the Classroom
If you were to spend a few days at my house, there’s a good chance you’d see my older son watching instructional videos on YouTube to learn how to play the guitar intro to Guns N’ Roses’s “Sweet Child O’ Mine.” The song is played on a guitar. You might also find him putting together a Lego stop-motion hockey video that he then shows to his grandfather and other family members and friends. It’s possible that my younger son is looking at video recipes for slime on Instagram, or that he’s getting dressed up to make a scary movie with our next-door neighbour.
My children primarily gather and share information through the use of video. The same can be said for each of my pupils. They are not only viewers of videos; in addition, they produce videos in which they express their thoughts and demonstrate their abilities to the rest of the world.
In my experience as an educator in elementary schools, I’ve found that the incorporation of videos created by students is a seamless process. My students’ current habits and interests are easily tapped into with the help of video, which also makes it easy to connect them with real audiences. They are able to document their knowledge, reflect on the process of learning new things, and teach others how to do new things through the use of video.
4 TYPES OF STUDENT-CREATED VIDEOS IN MY CLASSROOM
: 1. Instructional videos for products: Students frequently create learning product videos as part of their summative assignments in order to demonstrate what they have learned.
My students collaborated in small groups throughout one school year to produce green screen videos that explained the life cycles of a variety of different animals. While I was watching the videos, I could tell how well they understood how an organism develops and changes over the course of its lifetime, as well as whether or not they were able to effectively use key vocabulary.
The second grade students at my school were taught about Puerto Rico and the devasting effects of Hurricane Maria at the end of our economics unit and our unit on writing opinion pieces the previous school year. They came up with a plan for a fundraiser and recorded videos of themselves reading opinion pieces that they had written about the importance of people donating money.
They were able to raise more than $300 after sharing their videos on our Seesaw blog with their families and with other students. As a result of our students using their videos to assist others, I was able to evaluate their proficiency in writing and public speaking as well as their familiarity with various economic concepts.
2. Response videos: Sometimes I’ll ask my students to make a quick video in response to a question or prompt. These response videos serve the same purpose as exit tickets; I pose a question to the students regarding a topic covered in class, and they record a video answer. During the time that we were studying sound, for instance, they produced response videos in which they explained how to alter the pitch of a drum. These videos of people giving their responses are an excellent method for collecting formative data.
The members of a community can become more connected to one another through the use of response videos centred on a particular prompt. In celebration of National Poetry Month, our institution posed the following question to the students in our classes: “What is a favourite poem you have written or read?” A school-wide Flipgrid was used by our students to record 160 different poetry videos. Amy Ludwig VanDerwater, a poet, also provided a video message for the students that she recorded herself reading. The children really enjoyed hearing all of the different voices that were given to respond to the prompt.
3. Video reflections: I frequently give assignments that require my students to record themselves reflecting on the teaching and learning process. These videos shed light on aspects that do not always become apparent in formative assessments and final products, which is very helpful.
I gain insight into the approaches that were unsuccessful as well as the ways in which my students solved problems. Students talk about their dogged determination, adaptability, and upbeat attitude.
It is challenging to comprehend and articulate the educational process at any age, but it can be especially challenging for younger students to do so in a manner that is adequate in written form. Videos that focus on reflection provide a straightforward method of capturing the language of metacognition.
4. Tutorial videos: A good number of my students are avid viewers of instructional videos on YouTube, such as those that demonstrate how to progress in a video game or perform a dance move. These students are eager to create their own tutorial videos so that they can share them with their peers.
A step-by-step guide that was written by one of the author’s pupils. Students can demonstrate their knowledge effectively through the use of videos like this one.
Students have a wonderful opportunity to demonstrate their comprehensive comprehension of a particular skill, procedure, or concept by working through tutorials. They are able to not only perform a task successfully but also instruct others in its execution. My pupils have developed step-by-step guides covering topics such as the coding of robotics projects and the incorporation of working wheels into makerspace endeavours.
Through the use of Google Classroom, we show these videos to our classmates, helping to drive home the point that we are all both teachers and students.
Students can learn a lot from watching videos, but the real learning takes place when they put themselves in front of the camera and talk about what they’ve learned. Through their videos, not only do they teach me about what and how they are learning, but also about how to be a responsible citizen in the modern digital world.
My students always produce their best work when they are aware that the purpose of their work extends beyond merely earning a grade and that there is an audience beyond just me. They get really excited when a fellow student comments positively on a video they’ve uploaded to Seesaw or Flipgrid or asks a question about it. When a close friend achieves success using a tutorial that they developed, it puts a huge smile on their face. When their videos are able to assist communities that are struggling, they rejoice.