editing disabled

Mary Wallace
Technology Integration Coach
Uniontown Area School District
724-438-4501 x1610

Link to last year's information about Flip Video Cameras

Why Use Video in the Classroom?

In addition to being fun and motivating, video projects teach students to plan, organize, write, communicate, collaborate, and analyze. A successful video project has undergone a process of researching, scripting, organizing, filming, editing, and publishing. Students also have the opportunity to apply artistic and dramatic skills to their academic work.
With the proliferation of webcams, phone cameras, flip cams, digital recorders, and editing tools, video has exploded in the media lives of students. Many of them spend as much time, if not more, watching YouTube as opposed to television. In fact, video has become so prolific that some colleges even include video submissions as part of their application process. As this media further matures, students may need to be able to express themselves as effectively through moving imagery as with the written word.

50 ways to use video in the classroom (ideas created by you): add ideas here!
1. A second a day for the school year (year in review)
2. Book journaling
3. instructional videos (kids teaching steps in a process)
4. science in real life
5. science ex periments
6. time lapse video
7. video lectures for absent students
8. substitute teacher directions
9. what did you learn today?
10. reading profiecency
11. teacher feedback on papers (screencast o matic)
12. Book trailers
13. PSA
14. commerials
15. class rules
16. nature walk talks
17. character education videos
18. acting out books
19. speech or debate class
20. shy student taping for speeches
21. recording assemblies
22. morning announcements
23. flipping classroom with kids as teachers
24. stop action video for analysis (physics concepts)
25. field trips highlights
26. day in the life videos
27. class introductions

Kids Could Create Common Craft Type Video

What are Common Craft-Style Videos?

Common Craft videos are made using simple paper cutouts and dialogue that focuses on explaining concepts "in plain English." Pioneered by Lee and Sachi LeFever, this style of video utilizes a white background and will have all elements planned out to make a complex subject simple. Another key to the video style is that it is short, usually around two to four minutes.

Tasks for Creating Common Craft-Style Videos

Storyboard a script for the video.

This will involve making sure students are explaining how something works, or why it was important. Encourage students to time their explanation in order to reduce it to its most simple form.

Create props for the video.

Props in this case will largely be paper cutouts of simple drawings. Students can plan to use printed words as part of their props. Ideally, printed words should be used for a title slide and a bibliography slide. It will take students a few extra minutes to type, but this will result in a more professional-looking product.

Shoot the video.

It's usually best left to the teacher when there are time constraints. Students familiar with video production can be trained to take on this task.

Narrate the video.

One or two students can be assigned to this task. Students can narrate as the action is taking place, or narration can be added on a separate voice-over.

Designate presentation specialists.

Two or three students should be involved in manipulating the paper cutouts in sync to the narration/explanation of the historical event.

Steps Needed for a Common Craft-Style Video Project

Step A

  • Assign topic.
  • Students determine images central to project.
  • Students script or "storyboard" their topic.
  • Students find clip art or draw their figures for the presentations.

Step B

  • Students participate in a trial run of the shoot where they practice the script and manipulation of figures and words.
  • Students will need a template for the area the camera will see when they are practicing.
  • Students are encouraged to make changes to their script and use a timer to make sure they are talking about the most important aspects of the historical event.

Step C

  • Teacher or student videographers film student projects.
  • Students who are finished with filming may then add a voice-over if time permits, or edit out any parts they feel detract from the expository nature of the film.
  • Students complete a group project evaluation form.

Step D

  • Videos are shown to the entire class. This would be appropriate as a test review or as a culminating project for the entire unit. This activity does not have to be done directly after filming.

How do I begin using video creation with my students?

Using video could be as simple as recording a student oral presentation for future review, or as elaborate as producing an original short film. Depending on the complexity of the project. Below are some suggested steps for ensuring that your students create thoughtful final products that demonstrate their knowledge rather than pieces full of flash but potentially lacking in substance.

1. Outline
2, Create a Script
3. Storyboard (place to find storyboards: Printable Paper Read, Write, Think lesson on film making
4. Film (be sure to have a place free from background noises, if possible.)
5. Edit:
Window Movie Maker
Animoto for Education
YouTube Video Editor

6. Publish:
TubeChop My new favorite!


Online Video Already Available
I have created a quick list of credible video resources.

YouTube EDU: http://www.youtube.com/education

Ted Talks: http://www.ted.com/talks

Discovery Education Streaming: http://streaming.discoveryeducation.com/

SchoolTube: http://www.schooltube.com/

TeacherTube: http://www.teachertube.com/

LoC YouTube Channel:http://www.youtube.com/user/LibraryOfCongress

C-SPAN: http://www.c-span.org/

Khan Academy: http://www.khanacademy.org/

How to Make Screencasts similar to Khan Academy


Other ideas for Screencasting