5 Reasons to Include Video Production in the Classroom

Since the days of watching Steven Spielberg movies as a child, I’ve been captivated by the stories told. Up until the last few years it has not been affordable, or easy for that matter to make movies in the classroom.  Cameras were more expensive a few years ago which limited classroom use. If a school owned a camcorder it usually was the only camera in the school and was used sparingly. With the introduction of Media Literacy in the Language Arts Curriculum in 2006 and with easier methods of video production it is now a snap to include video production in your classroom. 

1. Creativity and Innovation

The International Society for Technology in Education has a series of National Education Standards or NETS. The first two indicators are creativity and innovation. Video production in the classroom falls into these two categories. I can’t think of a more creative and innovative way to tell a story then to do it by film making. Creativity is defined as a creative endeavour that has value. When students brainstorm, write scripts and storyboards, create shot lists and scene schedules these are opportunities for students to be creative. An original script on a topic of value, say Anti-Bullying or Healthy Active Living can be an opportunity for students to be creative and original.

2. Beyond Pencil and Paper

All too often the default 20th century tool is paper and pencil. When thinking about 21st century students we need to recognize that between the years of 8 and 18 students spend up to 6 hours of screen time a week. This may not seem like a lot but if you take into account the various screens; laptops, T.V. mobile learning devices, the time accumulates. Why not introduce cameras, software and T.V. screens to students and have them use these tools for Summative tasks? Perhaps it is a history topic summative assessment. Students could be given a particular situation to be solved or scene to be filmed and they have to come up with scripts, actors, editing and post production. This could be an alternative to writing an essay with paper and pencil.

3. Importance of the Social

Students learn in groups. Especially nowadays with social media in  the lives of our youth, working and learning together becomes more important. The various tasks involved in creating a movie are well suited to all our students. For instance some students may be very comfortable as a producer or director. Others may wish to be actors in the movie, while still others may be at their best behind the camera or learning how to use the video editing software. There is something for everyone. But most importantly students come to rely on one another. No one part can stand alone. All team members must work together to complete the task. Also, with the global student and teacher communities it could very well be that a part of the film is created in one country and another part of the film is created in another country by another group of students. With 21 century collaborative tools such as Skype and Wikis, students can now collaborate on their film making. 

4. Visual Literacy

In Martin Scorsese’s video on October 10, 2006 on Edutopia’s website he talks about how stories can be told in the various ways film can tell a story. He speaks about how lenses change the look and feel of the camera. He talks about certain tools which can be used and are just as valid as those tools which are used in literature. Students need to be critical viewers of what it is they view on a television commercial and in films. He talks about how ideas are expressed. The grammar of film is important. All the films effects, lighting are all very important to understanding what it is on the screen. We need to teach our students how to interpret films. Visual literacy is just as important as other modes of learning. But in the 21 century becomes more important as the number of screens increases in the lives of our students. 

5. Purpose and Audience

Video production allows our students to get their point across in interesting and engaging ways. If students consider their audience and how the main idea of their films can inform and educate their audience then great things can happen. Having an authentic audience and task will make the job of film making fun and engaging. Students can learn from their experiences and shape their story to a particular audience.

Phonological Awareness Skills and iPad Apps.

The PAT 2.

That's alright, I had to ask for clarification too.

The Phonological Awareness Test assesses pre-reading skills in a very systematic manner. Brilliant really. Once the test is administered, a teacher can work specifically on a particular skill with a student.

So when our school's literacy lead asked me to join a meeting with our district level learning partner, I jumped at the chance.

What followed was a terrific conversation about just which apps. could be used on iPad to specifically target the phonological awareness skills for Pre-K and early readers. We created a helpful framework we could share. (Link below).

I learned so much. Each of the skills is assessed in sequence and specific data is recorded. Our System Learning Partner had her iPad open, and had spent a considerable amount of time shuffling through the many iPad apps. to find environments that would be appropriate. So we did the same. We swiped through many apps. and matched the phonological skill to the iPad app. To say I was a little excited about this process is an understatement.

The process takes a while but is worth it. Lots of well invested time. Our first meeting was about 90 minutes or so. This doesn't count finding the applications in the first place. And meeting in a team of primary language experts has got to be the way to go. I learned so much and we could talk about the app. and how if could be used. We'll be continuing our work after the Easter break.

In all my searching on the web, I haven't found a resource that targets specific skills like our framework. And the good thing? It is for pre-readers and beginning readers. Pre-K to about grade 3.

Here's what we have so far: Matching Phonological Awareness Skills to iPad Apps.

Finding Their Passions

It is hard to believe that only three years ago I stood at the podium at an Expanding our Boundaries Ontario Teachers Federation session in Toronto and described how a particular teacher had nudged my young lad into theatre.

Fast forward three years and another passion has emerged for him. Science Fair! And again, a teacher encouraged and supported that passion.

Beyond the shear joy of knowing that the teachers who are with my children a good portion of the day are connecting, supporting, and encouraging along the way, I wonder whether I can be as effective in my teaching practice?

What are the things we must do as teachers to really engage our students to help them find their passions?

There is no hard and fast formula but this is what I've been doing in my current practice.

1. Take an Interest

Connect with students about what it is they like to do. Whether it is sports, a hobby or whatever. I really try to engage students in conversations about what it is they like to do. And I try not to judge if it may not be something I don't like to do.

2. Care about Them

It could be as simple as nod and a word when they are sitting outside the office or if they injure themselves on the playground in some way. Take an interest. Sometimes I just sit outside the office just before my prep and after the bell has sounded to end outdoor recess. I engage students in conversations as they enter but most approach me with a story, a riddle or just to talk.

3. Help them to Learn

For me it can be software related but it doesn't have to be. It could be a good series of books, a project they are working on or some school related task. It may be an encouragement to stick with it when the project isn't going so well, or an offer of assistance with a particularly difficult task.

I'll admit, I may have days where I may not seem approachable at all. It could be just the business of the day or school related tasks that need to be completed. On these days I don't feel quite as connected to the students as I should, but we all get days like that.

There are many things that influence us to be all that we can be with students, even after 30 years in the profession, like me. Certainly one of the universals I try to follow is that All Students Can Learn. I guess I'm a good example of that. I still consider myself a student and have developed strategies to be a daily learner and so have many of my colleagues.

But most importantly it has been teachers-along-the-way who have encouraged and supported the journey.

Photo: My young lad receiving best of show honours from the local college president at our regional science fair.