Watch the video before you plan your lesson. Write down the questions that you believe are important. Provide some of them as essential questions for the students to focus on as they read. Tell them to take notes.
Or tell students that they will make the assessment for this video. Give them DOK qestion stems and tell them to create 5 questions about the video.
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Having them fill blanks in a short text, having them read that text before showing the video.
1. Give a general spiel about the video - a sentence or two that's engaging or intriguing. Explain that everyone will take their own own notes, and that one person's notes might look different from someone else's. Explain the following:
2. Have a student control the Pause/Play.
3. SIt with the kids and model the behavior that you've by now explained - when you hear something you want to write down, say "Pause," so the controller can pause the video. Then say "Play" when you're ready to listen. You'll take the notes for the person who is controlling the Pause/Play.
For the very first go-round, depending on the nature of the class, just say Pause, scribble away, then say Play. You may be the only person saying anything for a couple of rounds! You will find very shortly, however, that people will clamor to understand what the heck you are doing. Explain it again. They'll catch on very quickly.
This is the way we ALWAYS watch videos - the kids are very engaged and take fab notes that they then use for taking quizzes, laying foundations and for creating quizzes for classmates.
It's good for the kids to see who is calling for a Pause and why - they gain a new respect for some students and we have some great student-student discussions mid-video.
Reason why I do this - Kids are involved in constructing meaning, it's interesting to them to interact with each other and the video, and I personally find it distracting to try to answer pre-made questions while trying to keep up, so I don't ask them to do it, either.
(Context: I teach high school in an urban school district with the typical attendant academic readiness characteristics.)
Thanks Kimiko, what is DOK?
After watching the movie yourself, ,note areas that are good stopping points. In class, use these stopping points to "pause" the video and engage the students in a brief discussion about the information/ questions they have at that point. After the second or third "Pause", I call on those who have not volunteered a point/question. I do try to note important/good questions to use to start a discussion afterwards.
Immediately after the video, I pair up the students so they can talk about what they heard/learned. This is helpful to slower processing kids and to ELL students who can benefit from seeing a peer's notes.
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