| Nowhere, nowhere is there any rule that says | | | | Social Studies: As the video contains footage |
| that, as a teacher, you have to follow the | | | | from around the world (including Norway, India |
| textbook strictly. Textbooks are great, but they | | | | and the UK), it could be used as part of a study |
| should be servants, not masters. It's time to ditch | | | | on these countries. Alternatively, it could be used |
| them... well, not exactly. It's time to get | | | | as part of a topic on disasters (or floods). |
| cross-curricular and study certain topics when you | | | | Suitable video strategy: Small clips could be played |
| want to, not when the textbook says. These | | | | in order to generate interest in the topic, e.g. the |
| strategies can be used by one teacher teaching all | | | | footage in India before and during the monsoon. |
| subjects to one class, or by multiple teachers, | | | | Mathematics: This video could be used as an |
| each teaching a different subject. And getting | | | | introduction to a unit on measuring liquid volumes. |
| cross-curricular activities fit in very nicely with the | | | | Suitable video strategy: Short clips only, or even |
| use of technology in the classroom. It's all about | | | | freeze-frames. |
| planning a cunning video strategy. | | | | English and language arts: The video could be used |
| Videos lend themselves very aptly to | | | | as part of a theme unit related to rain and water |
| cross-curricular theme units. They're very | | | | (e.g. onomatopoeia, synonyms for wetness, |
| portable, for one thing, and most teachers know | | | | poems about weather, descriptive writing). As the |
| how to operate a video player. However, you will | | | | video was made in the UK and is narrated by a |
| need to work as a team, if multiple teachers are | | | | British presenter, it could also be used for a unit |
| using the same video for an interlinked | | | | on the difference between UK and US English. |
| cross-curricular theme unit. It would be a pretty | | | | Suitable video strategy: Short clips and episodes. |
| poor thing for the students if the video strategy | | | | These can be played "as is" or else with either |
| used by all the teachers was to play the whole | | | | the sound or the visuals missing. Freeze-frames |
| video through, accompanied by a few notes (pity | | | | could be used as "starters" for a piece of |
| the teacher who was last in line to show the | | | | descriptive writing. |
| video after the video had been shown three | | | | If kayaking is planned as an activity, the video |
| times already...). | | | | contains footage of the presenter kayaking in |
| If the same video is used in multiple ways in | | | | white water rapids. This could be used to |
| different curriculum areas, the ideas from each | | | | demonstrate correct technique for this activity. |
| area are reinforced each time the video is seen. It | | | | Suitable video strategy:Slow motion replay of the |
| could be an idea to view a potential video as a | | | | relevant footage. Screen advance also offers the |
| group of teachers and brainstorm ways of using | | | | teacher the opportunity to highlight key points at |
| it in your lesson plans (along with an appropriate | | | | each stage. |
| video strategy) to come up with an integrated, | | | | Visual arts: Again, a challenge, but the video could |
| cross-curricular plan. | | | | be used for a unit on drawing clouds using |
| Let's take a sample educational video and consider | | | | different media. |
| a cross-curricular approach to this one video, and | | | | Suitable video strategy:Freeze-frames and short |
| some video strategy tips for each curriculum | | | | episodes, used as models for students to sketch |
| area. The video I've chosen to illustrate this is one | | | | from. A tough CRT screen can also be used as a |
| of the BBC's Wild Weather DVDs - the episode | | | | light box so the image beneath can be traced, |
| entitled "Wet". This video has a number of the | | | | with the help of some sticky tape. |
| beautiful features of classroom videos, combining | | | | This is just one example of how just one video |
| live action with computer graphics and microscopic | | | | can be used and re-used by multiple subject |
| close-ups. | | | | areas. Of course, other videos could be used in |
| Science: The most obvious curriculum area for | | | | other ways - the possibilities are limited only by |
| using this video, as the video follows the water | | | | your video library and your imagination. But the |
| cycle and ocean currents. It also includes an | | | | video has to be used properly - too many |
| episode on rainmaking. | | | | teachers don't. If you're ready to stop making |
| Suitable video strategy: The entire video, or half | | | | "The 7 Biggest Mistakes Teachers Make Using |
| of it could be shown as a main teaching exercise. | | | | Video in the Classroom" and start experiencing |
| Don't forget to pause it at times. Alternatively, | | | | the benefits of using video effectively in your |
| key episodes could be played, e.g. the opening | | | | classroom, your next step is to download a free |
| sequence, as a way of catching interest at the | | | | copy of "Biggest Mistakes Using Video" right now. |
| start of the unit. | | | | |