Video: Simple yet transformational

I have had the pleasure and the time to visit several classrooms over the past few months and have observed some great transformations in technology.  As I reflect on those visits, one activity stands out as being so simple, yet so transformative.  Video.  

In one of my visits to a world language class, I watched students interview other students while video taping the whole thing.  The interview took place either in the classroom or the hallway.  This particular interview had scripted questions about a famous actor.  The person holding the iPad asked the questions and recorded their partner while he/she answered them.  All of this was done in Italian.  When the interview was complete, the teacher randomly assigned students to show their video to the class using appleTV.  The class then discussed/analyzed each presentation.

A few of the things I loved about this strategy included:

• students worked together to make sure that they were prepared to give their interview.
• students knew they would be randomly called on after the activity so they needed to be prepared.
• The teacher guided the critique after watching the videos, however, all students were involved and participated.
• Students got practice “public” speaking, without having to stand in front of the whole class.  
• The energy in the room was elevated during this activity.
• This type of strategy could be used at any time in the classroom and for various activities.

After my visit, I first thought, “Those world language teachers do so many fun things with their students.”  Then I began to challenge myself to think of how this strategy could be used in other classes.  

A few weeks later I was having a conversation with a math teacher about having content goals as well as language goals in her ELL classroom.  She brought up the idea of using video with her kids but was unsure of how to get started.  I was SO EXCITED.  I shared my experience with her and encouraged her to give it a try.  She agreed.

Conclusion: Success!!

When it came time for her students to video each other, the lesson completely changed, as well as the energy level in the class.  After students were told what the expectation was, they moved their desks together and got to work.  A few amazing observations:

• some students felt it best to work through their “script” first before taping
• students were helping other students “prepare” for their performance
• if a student “messed up” they can just delete and start over
• all students participated
• they all took ownership
• real math was taking place with relevant math vocabulary.

This process did take more time than a normal set of problems on a piece of paper would have taken and everything did not turn out perfect as planned, but the outcome was fantastic.  

I am super proud of the teachers that take risks and try new things, or reinvent the use of older techniques.  I believe each time we try new things we get better, our perspective may change, and our student’s level of adaptability increases.