Teachers’ Guide to Using Videos by CATLIN TUCKER MindShift Guide to Videos \ Page 2 of 17

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(MoMA) -- these are all part of -- these are (MoMA) ; a walk through the world’s most the world’s ; a walk through With this much content out there -- this much content out there With silly -- it is pretty face it, a lot of and let’s videos all those through the idea of slogging to best lend themselves to find gems that truth is, daunting. But learning might seem many worthy videos that are there of understanding help enhance students’ how showing subjects, whether it’s underwatercamouflage themselves reality influence fictional novels how Reel NASA Reel showing the miracles of science; inspirational the miracles of science; inspirational showing

NOVA Museum of Modern Art of Modern Museum on topics ranging from sustainability to gender inequality; behind-the-scenes on topics ranging from traditional lectures or providing an alternative explanation. Supplemental videos explanation. Supplemental an alternative or providing traditional lectures exploration and motivate inquiry, drive to pique interest, complement in-class work explanation. solving, expand on concepts or offer an alternative problem but, videos development-related can also find lots of professional Educators follow. stick to educational content. Examples for the purposes of this guide, we’ll Beautifully produced videos from videos from produced Beautifully TED Talks views of the international space station on art collection at the impressive students access to a world of subjects. the rich mix of content that gives about make sense of what exists online, educators can think To start? do you where So dividing videos into two categories: instructional or supplemental. Instructional ideal for replacing videos can be used to instruct or explain complex concepts, and are What’s Out There? Out What’s PART I PART NOVA’s spectacular Earth NOVA’s Space video. From into account any other video-uploading site. any other video-uploading into account every to nearly eight minute, which translates not taking And that’s every of content years day. almost impossible to comprehend. People across People to comprehend. almost impossible YouTube to 48 hours of video the globe upload You’ve heard the staggering numbers -- they seem staggering numbers -- the heard You’ve MindShift Guide to Videos \ Page 3 of 17 ,

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The collection of simple, supplemental science experiments perfect students to ask for motivating questions, design hypotheses Science Sick and make predictions. has a collection of fan-favorite videos that include Money Disappearing The PBS LearningMedia of high-quality content that trove the best of public comes from stations around broadcasting find tens of You’ll the country. thousands of videos that explain all Newton’s manner of subjects -- from to using recipes Law of Motion for fractions. Steve Spangler pairing short Spangler Steve explanations with demonstrations scientific concepts, of high interest like the science of dry ice or bubbles. Steve Spangler Science Channel Spangler Steve instructionaloffers a mix of both videos. and supplemental The • • Crash Course Chemistry #6 • . AP American Government

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to Elections for Dummies Elections is a channel that and which offers a comprehensive collection of U.S. and world history collection of U.S. and world which offers a comprehensive video Green, cover topics ranging from cover Green, War” “The Cold Their fast-paced explanations are graphics with awesome paired to teach students complicated vocabulary- concepts. The videos are rich, so teachers should provide students with time and space to absorb the information presented. Tired of standing in front of five classes delivering the same lecture on the the same lecture classes delivering of five of standing in front Tired out Check Revolution? or the French Convention Constitutional channel include: playlists Hughes’ lectures. Dummies Course Crash merges a world history course with a videos biology course. Instructional and Hank John brothers by created • • 5 AWESOME SITES FOR INSTRUCTIONAL VIDEOS INSTRUCTIONAL SITES FOR 5 AWESOME MindShift Guide to Videos \ Page 4 of 17

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Why do we have have Why do we ” and “ “Doodling in Math in Math “Doodling ” Topics work best for work Topics ” creates entertaining videos creates , a channel created by and by , a channel created which explores parabolas which explores ” The answers are captivating captivating are ” The answers 5 Historical Misconceptions Misconceptions 5 Historical and what happens when you and what happens when you and connect the dots in creative ways. unconventional CP Grey quickly cover and that pique interest like topics of interest quirky Tied?” College is if the Electoral or “ Rundown. secondary audience. cute? explanations that link the seeming mysteries of the human body with fascinating biological explanations. Channel ViHart’s the imagination doodling to capture thinking creative and spark about mathematical concepts. Check out Class” Vsauce answers Stevens, featuring Michael questions like, “ two nostrils? • • 6 EXCELLENT SITES THAT SUPPLEMENT YOUR LESSONS SUPPLEMENT YOUR 6 EXCELLENT SITES THAT find channels that focus on explaining concepts, you’ll YouTube addition to the In supplemental ideas that can and thought-provoking myriad channels that offer engaging doing in the classroom. you’re complement the work • VSauce: Is Your Red the Same As My Red? Red VSauce: Is Your MindShift Guide to Videos \ Page 5 of 17

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, a high school biology teacher’s video a high school biology teacher’s site explaining and demonstrating concepts; and supplemental math videos designed teaching. to enhance great energy summaries and overviews of popular novels; BackPack.TV site that partners with teachers to find quality video content. result is a user-friendly site whereThe ateachers and students can search large collection of curated videos by subject, playlist or textbooks. Several schools includeof the featured popular video collections like Academy video tutorials about math, science, humanities and art concepts; Recap Second • Educators can curate videos on their own, videos on their own, can curate Educators looking for either instructional or distinguishing the supplemental content time-strapped For the garbage. gold from help with curation, here teachers looking for some strategies and tips to help identify are videos without spending endless and evaluate hours online.

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is search platform with helpful indexes platform with helpful indexes search ranking popularity, that measure The objective and educational value. way effective a more is to create videos for YouTube to search specific content. Youtube.com/Teachers and organizing identifying by educational content aligned with Standards. State the Common Core - subject area by can search Teachers language arts, math, science and social - elementary, grade level studies, or by middle school and high school. EduTube.org Patrick JMT’s math tutorials Patrick JMT’s on YouTube. quickly identify the best content available online. quickly identify the best content available • • SITES THAT CURATE EDUCATIONAL VIDEOS EDUCATIONAL CURATE SITES THAT for videos a blind search been curated. Doing already check out videos that have First, of thousands of links, but the quality of the content yields hundreds to “biology” related the work done some of best place to start The by exploring a site that’s is widely. varies to more – a site dedicated to curating educational content. This makes it possible for you What’s Good? What’s and Evaluating Curating Content Video PART II PART finding quality content that can be usedfinding quality content for a particular purpose. video is no different. In this capacity, this capacity, In video is no different. curators of videos,teachers become what content to share with students and to share what content Part of every educator’s job is figuring out job is figuring of every educator’s Part MindShift Guide to Videos \ Page 6 of 17

The It’s the perennial It’s Many videos are fast- are videos Many Does the media used in the video addDoes summary a wrap-up, or short there Is Is there a balance between there Is for students. of content. On the other hand, thereof content. On plenty of videos rich in content thatare and variety. excitement lack energy, both. The best ones capture the content? to or detract from addition of graphics, demonstrations, music and written information should enhance the material presented. poor sound quality, Unfortunately, and other low-qualityphoto resolution additions can make a video less effective the subject. and distract students from conclusion? a ton of informationpaced, presenting thatVideos in a short period of time. of theconclude with a brief review can be extremely information covered helpful in highlighting the main points educational content andeducational content entertainment? –is themselves question educators ask for entertainment orthe video purely find You’ll educational value? is there videos with media, musicexciting student that capture and movement offer much in terms but don’t interest, • • •

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The best lessons begin Who’s producing (and possibly producing Who’s Is the content accurate? the content Is Does the video identify a clear the video identify a Does Establishing the content creators is an important factor tocredibility process. consider during the evaluation can anyone generate a channel andcan anyone upload videos. starring) in the video? expert in the an educator, creator field or an enthusiast on the topic? an videos or video channels have Most can find you section where “About” and about content creators out more the purpose of the videos and channels. be reached? stating the subject and clearly by identifying the intended outcomes. an educational the same way, In stating thevideo should begin by topic and objectives. and cross-referencing some require as part. fact-checking on your Just so, too, a website, can create anyone topic to be discussed, a questiontopic to be discussed, to objective or an to be answered have received the highest number of views won’t always be the highest quality. the highest number of views won’t received have Similar to the way we filter an online search when looking for a particularwebsite or filter an online search to the way we Similar for the quality of videos when searching evaluate always a good idea to it’s resource, or the videos that your search educational content. The videos that pop up at the top of • • Although many video curations sites have their own standards, calculations, ratings and ratings calculations, standards, their own sites have many video curations Although for video will work mean the doesn’t video, it of a given for judging the quality measures them with your important and evaluate the videos to preview students. It’s and your you in mind. goals and objectives quality of a video: the to consider when evaluating some questions are Here • WHAT MAKES A GOOD VIDEO? MAKES WHAT useful. parts whether they’re is judging using videos for learning of of the hardest One TED-Ed . MindShift Guide to Videos \ Page 7 of 17 by Sherry Turkle, by Sherry Turkle, ” ( http://bit.ly/WGir) TED Talk

Connected, but alone? On the popular “ the contradictory idea that the author explores with connectivity comes isolation. She explores the phenomenon that young people today are connected to each other than ever before more yet in many ways they feel more via technology, This talk can inspire disconnected and lonely. with students to consider their relationships other people and how technology has impacted those relationships. Educators can weave online content into online content into can weave Educators that enhances learning curriculae in a way videos can never for students. Though the personal dynamic between replace they can be used to educators and students, create pique interest; ignite conversations; inquiry;perplexity and inspire flip instruction labs, and extend engagement; demonstrate create experiments and abstract concepts; and opportunities and teachers to for students media. their own create

can lead to discussions and a platform for sharing ideas, even if it’s out of the classroom. out of the classroom. if it’s for sharing ideas, even can lead to discussions and a platform IGNITE CONVERSATIONS! Even has experienced the frustration teacher class. of a discussion falling flat in Every open-ended questions, students sometimes choose not when teachers design substantive, when videos with other students. That’s their ideas or engage in conversations to share Blending Videos into Videos Blending Curriculum Your PART III III PART SOME EXAMPLES: students spend so much time pursuing students spend so much them. clearly captivates of online content, images, music and video images, music and of online content, week, according to the report “Born to be to the report according week, The flood Yahoo. commissioned by Wired” The average young person between the ages person between young The average each spends 16.7 hours online of 13 and 24 MindShift Guide to Videos \ Page 8 of 17

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French Invasion of Russia Invasion French discussion topic. Collaborize discussion topic. Collaborize If teachers have access to technology in have access to technology If teachers can pair the video the classroom,they channel tool like with a back to the video students to react encouraging as they watch. identify Students can post comments, quotes, ask questions and interesting make connections. is also a great The back channel conversation conversations. starting point for real-time students’ ideas and use Educators can capture them to find commonality. statement Did students identify an interesting worth analyzing? Did some of the students post the same question? Do the opinions about the strong comments reveal subject being discussed? Collaborize Classroom Classroom Collaborize channel which has thousands of videos on topics including math, science, channel which has thousands of videos on topics including math, science, astronomy, art history of its videos, “ and humanities. One astronomy, has been embedded into a with different is an online discussion platform specializing in conversations Classroom educators can pages where the ability to embed media, and results question structures, see the outcomes of discussions. they have online discussion space where can watch the video in their private Students thoughtfully to their peers reply time to consider the question, articulate a response, students to engage in the discussions online enables Taking each other. and learn from comfortable for them. Students pace, and in a location that’s at their own conversation ideas. This particular topic has the added benefit of their peers’ also get to learn from with a debate topic teaching argument writing, as the video is paired students to dig deeper. When whole-class discussions don’t allow every allow student to share discussions don’t When whole-class students to dig deeper. can try using his or her thoughts, you groups the class up into four smaller breaking opportunities for creates strategy which effectively a simple four corner conversation teacher randomly assigns students to corners of the The intimate conversations. more teacher uses the back channel as the Alternately, question. to discuss a predesigned room invites students to go to the discussion topic that inspiration for discussion topics and them most. interests way to use also a powerful with dynamic videos are discussions paired Online the for example, Take, conversations. asynchronous interesting videos to drive Academy Following the video and back-channel with a face-to-face conversation encourages the video and back-channel with a face-to-face conversation Following MindShift Guide to Videos \ Page 9 of 17

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check out High Speed Video of Flipping Cats of Flipping High Speed Video their feet. a channel self-described as “dedicated to exploring the world using science.” In Dustin asks the question, “How does a cat feet up to feet down in a falling go from frame without violating the reference conservation of angular momentum?” a The video begins by dropping and capturing the movement in slow motion. At 1:41, the video can be paused to allow students time to discuss the experiment, and make predictions Hook your students’ interest with a video Hook your students’ interest about how and why cats always land on a hypothesis, you can play the rest of the video. The explanation will be much more will be much more The explanation of the video. can play the rest a hypothesis, you if they They want to know in the answer. invested now because students are interesting these kinds of instances, stated hypotheses. In or their in their predictions correct were inquiry a clip of a video at the right time can drive that makes showing learning otherwise meaningful. more abstract concepts much Once students have had time to collaborate, ask questions, make predictions and form had time to collaborate, ask questions, make predictions students have Once PIQUE INTEREST, CREATE PERPLEXITY PERPLEXITY CREATE INTEREST, PIQUE INQUIRY! AND INSPIRE can be the toughest part of teaching. student interest Capturing and maintaining a topic, information or explaining introducing do this? Before a good way to What’s or ties the situation an interesting presents a video that asks a question, present want edit just the section you the video, from a clip issue. Pull topic to a real-world questions unanswered. pause the video at a spot that leaves students to see, or time to absorb the information, them the video and give students to watch Allow hypothesis. and/or form a predictions ask questions, make MindShift Guide to Videos \ Page 10 of 17 ) http://bit.ly/W66TuJ can easily design an online of our entire history and cuture. Take a look at Take history and cuture. of our entire students to some of the questions prompting ( “think” and “dig deeper.” a treasure trove of beautifully illustrated videos with rich content, is a great of beautifully illustrated videos with rich content, is a great trove a treasure , (http://bit.ly/14cw3QZ ) around any YouTube video through TED-Ed. video through YouTube any (http://bit.ly/14cw3QZ ) around colleceted from millions of books tell the story colleceted from TED Talk speakers Erez Liberman Aiden and speakers Erez TED Talk Jean-Baptiste Michel show us how words TED-Ed Teachers platform for trying model. out the flipped classroom lesson Students need the most support when they’re applying new concepts; ironically, this applying new ironically, concepts; support need the most when they’re Students and isolated are when students for homework is usually assigned stage of learning model flipped classroom experimenting with the are why educators alone. That’s working the time and space in more instruction online, which then creates as a way to move work. group and collaborative projects for hands-on classroom resource an online read an article or explore watch a video, a flipped model, students In learned online, practice and apply what they’ve pace. Then in class, they at their own interests students’ design activities around then teachers. Educators with the help of their learning. what they’re or inquiries about FLIP YOUR CLASSROOM: EXTEND AND ENGAGE! EXTEND CLASSROOM: FLIP YOUR SOME EXAMPLES: MindShift Guide to Videos \ Page 11 of 17

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http://bit.ly/RgTwsJ new fictional experiences might change your new fictional experiences might change everyday life? perspective on real, to Harry Potter, Pride and Prejudice From learn how popular fiction can spark public Educators dialogue and shape culture.” 173 “flips.” used the opportunity to create ( called ” on how compelling Ted-Ed video compelling Ted-Ed a than just consume information. How Fiction Can Change Reality In addition to watching videos and answering questions (multiple choice and short questions (multiple choice to watching videos and answering addition In online work students can dig deeper with other kinds of activities that weave answer), to truly of using precious with that in the classroom blend instructional media. Instead deeper into the subject can delve or transfer information, students class time to deliver projects. in class and creative with hands -on exploration, conversations the flipped model YouTube, in school districts that block educators who work For an opportunity to expose students to rich video content when students also provides at home. are The flipped classroom has been criticized for virtually replicating an already ineffective ineffective replicating an already for virtually has been criticized The flipped classroom information that flipping instruction point out model. Others and presenting lecture online classifies students as consumers of information. just sending students home to watch online lectures. than model can include more students to do require dynamic lessons that is creating component here The powerful more world — but have you ever considered how world — but have you ever considered Educator Jessica Wise and her cohorts have Educator Jessica Wise and her cohorts have come up with “ helped shape history have novels throughout stories can be events. “Reading and real-world another life, a window into real an escape from ` MindShift Guide to Videos \ Page 12 of 17 .

Socrative

is a student response system that is a student response students into teams to collaborate as they complete the quiz. Each team is assigned as they ship that moves forward a rocket a playful, answer questions. It’s correctly way to assess students. less stressful Socrative can be used as a traditional quiz Socrative can be used as a traditional quiz and allows teachers to collect students’ data in spreadsheets. teachers can run a quiz as a Alternatively, space race, a fun competition used to group Socrative For educators who use the flipped classroom model with videos, it’s important to find it’s model with videos, educators who use the flipped classroom For complete and understand the assignment. ways of ensuring that students different ways to do this. a few different are There information. and fun games to review activities design quizzes, teachers can use to use smart complete the activities on phones, tablets or computers to Students after to review is a quiz on “Communication Norms” example, below For watching a video. EXERCISES FOR FLIPPED CLASSROOMS CLASSROOMS FOR FLIPPED EXERCISES MindShift Guide to Videos \ Page 13 of 17

Steve Spangler , is a great collection of , is a great , found on the !

At the end of this science experiment, encouraged to use the students are how they think the comments field to share teachers can happened. Alternately, result collect their students’ conclusions through a simple Google form. Sick Science Science Channel having a wide range science experiments can replicate of complexity that students or even watch, in lieu of in the classroom, doing the actual experiment if supplies constraints. or time are In schools that can’t finance exciting science labs and experiments, teachers can teachers labs and experiments, science finance exciting schools that can’t In of the same experiences. videos that connect students to some use online science just a few. are Here DEMONSTRATE LABS, EXPERIMENTS EXPERIMENTS LABS, DEMONSTRATE CONCEPTS AND ABSTRACT MindShift Guide to Videos \ Page 14 of 17 http://bit.ly/14clDz9 Two ninth grade students created ninth grade students created Two The video production class at El class at The video production a window into their class. The a window combination of video mastery and celebrates It humor is captivating. and skill, while work their hard in prospective interest exciting students. and published a video titled “Similes has more which and Metaphors,” than 100,000 views. The purpose was to teach of the video project language their peers about figurative using popular music, but they have taught a much larger effectively video. audience with their creative http://bit.ly/9rgmBP Diamante High School created School created High Diamante the school a video to provide • • Students of El Diamante High produce Students of El Diamante High produce their own captivating videos. also promote the idea that students should “use should “use the idea that students also promote A group of fourthA group grade students Elementary in Kansas Inman from of a their investigation share Their modern day ghost town. video documents their research, collaboration and exploration of Kansas. Covert, http://bit.ly/SGqNii Common Core Standards Common Core • Students of all ages and grades are showing off their video-production skills: off their video-production showing of all ages and grades are Students Using produced videos for learning has many benefits. But just as important as guiding guiding as important as just But has many benefits. videos for learning produced Using them the opportunity watch videos, is giving students to to be creators and producers of like sites about all kinds of subjects. Self-publish for learning videos as vehicles their own giving multimedia projects, a global audience for students’ provide Vimeo and YouTube of relevance. another layer their work The with writing and to interact and collaborate and publish produce technology . . . to “use of digital media and visual displays the smart also prioritize The standards others.” of presentations.” information and enhance understanding of data to express CREATE OPPORTUNITIES FOR PUBLISHING FOR OPPORTUNITIES CREATE MindShift Guide to Videos \ Page 15 of 17

You can also go to directly to YouTube.com to YouTube.com can also go to directly You is located in and select “Sign in” which cornerthe upper right hand screen. of your that allows It will take you to a screen Gmail or “Create you to sign into your An Account.” Create a Playlist of Your Uploaded Videos a Playlist of Your Create Manager” and a playlist of your own uploaded videos, click “Video If you want to create the select “Playlist.” Click “New Playlist” to give your playlist a title and description. Select uploaded videos that you want to add to your personal playlist. Search YouTube Out of Your Get More video, click “Filters” below the YouTube to find the perfect keywords When you search by search your will allow you narrow results. The filter capability search box to refine search commons. like closed caption or creative type, duration and additional features date, result aded by that content provider. of new videos uploaded by that content provider. subscribed to a channel, you’ll be notified account and can also view your subscriptions at any time by signing into your YouTube You clicking on the hyperlink “subscriptions.” Videos Managing Your uploads, playlists and history by account, you can manage your Once you have a YouTube can customize your viewing experience as well as change You Manager.” clicking on “Video your privacy settings. Content Favorite Video a Playlist of Your Create your own a playlist of your favorite videos or compile a playlist of can create You below the content. If you see a video you want to add to a playlist, click the “Add to” button playlist and continue searching video. Add the video to the appropriate videos. for related Once you’ve created your YouTube channel, you can upload, comment and create playlists. channel, you can upload, comment and create your YouTube Once you’ve created you love? Find a video or collection of videos channel! Click “subscribe” below the video. Once you’ve Subscribe to that content creator’s If you don’t have a Gmail account, you’ll need to create one. If you do have a Gmail account, one. If you do have a Gmail you’ll need to create have a Gmail account, If you don’t channel. your YouTube to create at the top of your screen sign in and select YouTube

for a YouTube YouTube for a account? Not sure how how Not sure up to sign MindShift Guide to Videos \ Page 16 of 17 -

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, Stop Online Piracy Act The Difference between the United King between The Difference Britain and England Explained dom, Great The title explains it all, but this video will help parts of the to the different refer you correctly United Kingdom. http://bit.ly/Ze25UL Naked Science: Birth of the Solar System the farThis National Geographic video explores peaceful birth of the Solar System. from http://bit.ly/1rwrPm The Biggest Spiral Galaxy - Sixty Symbols This video examines why NGC 6872 was named spiral galaxy observed. the largest http://bit.ly/VRGnGR - Sick Science! for Breakfast Iron This cool Steve Spangler science experiment levels in yourshows you how to test for iron morning cereal. http://bit.ly/13IXWxp The Scientific Power of Thought SOPA and PIPA SOPA explains the meaningThis Khan Academy video behind the Act IP Protect online piracy legislation. http://bit.ly/wiC9xv Does wearing a hat keep you warm while dancing naked? Although this video is about heat distribution, it can also be used to teach percentages. http://bit.ly/Y4l5Wi ASAP Science explores how imagination and actionASAP Science explores influence each other. http://bit.ly/VtUu8I

fame, explains how Mythbusters

What if the Earth Were Hollow What if the Earth Were VSauce EDU creators, amazing YouTube Two this and Minute Physics, collaborate to answer hypothetical science question http://bit.ly/OkbdDp Holden, J.D., and the Red Cap: The Catcher in the Rye Part 2 YouTube has by far the biggest collection of self-published videos online. We’ve asked We’ve online. videos collection of self-published far the biggest has by YouTube what Here’s on the site. educational videos best examples of to curate ten of the the staff they came up with. TEN GREAT EXAMPLES OF EDUCATIONAL VIDEOS OF EDUCATIONAL EXAMPLES TEN GREAT http://bit.ly/YGOSnD How Simple Ideas Lead to Scientific Discoveries This is the most-watched video for the TED- Ed channel in its lifetime. Adam Savage, best known for some of the most fundamental discoveries in ideas simple and creative science came from about solving problems. http://bit.ly/Au54f0 John Green discusses J.D. Salinger’s discusses J.D. Salinger’s John Green how Catcher in the Rye and explores war experience, educational Salinger’s life inform the and romantic background life. events of Holden Caulfield’s MindShift Guide to Videos \ Page 17

Video of Flipping Cats Video As My Red? Smarter Every Day/High Speed NOVA/PBS Crash Course Chemistry #6 Red the Same V Sauce: Is Your math tutorials Patrick JMT’s TED-Ed (ed.ted.com) p. 9 to Using Videos WRITTEN BY Catlin Tucker EDITED BY Tina Barseghian IMAGES p. 2 p. 3 p. 4 p. 5 p. 6,7,10,11, cover: Teachers’ Guide