The YouTube Classroom: using videos to grab attention

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Our children are now growing up wired for visual and sound with all the technology that is available to them.

We as teachers are need to learn how to embrace this shift in our classrooms as well.

TV adverts are full of quick visual stimuli and attention grabbing music and this is what our children are being taught as the medium to grab people’s attention.

My son spends as much time searching YouTube for his favourite music or TV program as he does playing games.

Have you thought of  utilising this in your classroom?

Video as Attention Grabbers

Put a YouTube clip or TV Advert at the beginning as a lesson starter to grab their attention. 

We’ve all gone to conferences where presenters do this – and the attention grabber helps us to connect that visual stimuli to the learning we did that day.

Here’s one played at a recent PD day I went to: http://www.youtube.com/watch?v=eIeZg0-Tc9M 

Play one in the middle to give them a break from work or re-grab their attention – just like a TV advert.

I love showing snippets of music concerts or music videos that relate to our Unit of Inquiry, the students seem to respond to this better than just listening to a music track.

Do you have the issue where the internet isn’t reliable or, like I do, you have been moved to a room without internet access?

The simple fix to this is download a YouTube ripper. These programs can, in some instances, not only download from YouTube but from any website that has a video embedded in it. This will mean you can play the video without having to connect to the internet.

The 3 FREE programs I use are:

YTD-Downloader

YTD (both PC & MAC): http://www.youtubedownloadersite.com

VDownloader

VDownloader (iPad): https://itunes.apple.com/us/app/v-downloader/id590259505?mt=8

videoder

Videoder (Android): https://play.google.com/store/apps/details?id=com.rahul.videoder

Without fail I always get asked to play the video again – and this is where I use it as a reward for the students to complete their work for me in the allotted time.

I don’t believe in using video or technology ONLY as a reward. There will, at most times, be a student in the class who can’t help but muck around and then we are punishing the good students for one student’s poor behaviour.

Therefore, play it once, wet their appetite for more, and use video as a motivator to start and finish work.

Some teachers in the high school classroom play video clips at the start of the lesson as not only an introduction for their topic but to motivate students to get to their lesson on time so as not to miss out on the video.

Some use YouTube tutorials to not only give the teacher a break in teaching but the students some variety in delivery – and why reinvent the wheel! And lets admit it, we can’t be the expert at everything so why not bring the expert into the classroom via YouTube. Also set a YouTube tutorial as homework – using the ‘Flipped Classroom’ method of delivery.

These are all great and efficient use of video in the classroom.

I hope this inspires you to utilise video in your own teaching.

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Teach to transform!

Cheryl

10 things I love about using iPad’s in my classroom

Introducing one-to-one iPad’s into classrooms has become one of the hottest topics of conversation. I thought I would share with you the benefits I see of this new form of technology in schools. The 10 things I love about using iPad’s in my classroom is written through the lens of the Learner Profiles from International Baccalaureate (IB), in the context of the Primary Years Program (PYP).

In my teaching and research I see iPad’s developing students to be…

inquirer

Iquirers

  • They are able to ask and present questions verbally and in written form (Siri, search engines, word processing, voice recording apps eg notability)
  • with one-to-one devices students are able to be independent in their learning, not only working in working by themselves instead of sharing devices/computers, but teachers are able to tailor the use of apps and activities to cater for individual needs. This provides excellent opportunity for differentiation in learning. For example iPad’s give students the opportunity to watch a video, listen to text or read text and then respond through a video diary (iMovie), voice recording (Garage Band), word processing (Pages) or even just presenting dot points or observation/key words (Visual Poetry).
  • students are quicker to engage with technology and don’t give up as easily on tasks set using iPad’s

thinkerThinkers

  • They use what they know to research, create, write & publish
  • They use their prior knowledge to link with new; technology, information, and understanding how to use universal & content specific apps
  • they make decisions on content they view and create

communicator

Communicators

  • follow directions eg. how to use an app
  • express ideas in more than one mode; visual (art, photo, video) , aural (video, voice recording), written (word processing, note taking, visual poetry)
  • work together with others eg one group creating sound in Garage Band while another group works in iMovie and then merging the 2 projects for final presentation

knowledgeableKnowledgeable

  • explore; locally using note taking apps, videoing or voice recording interviews, viewing local websites or globally using the internet or You Tube
  • use a range of disciplines to get an in-depth understanding (viewing, reading, listening, interviewing)

risktaker

Risk takers

  • iPad’s enable students to make mistakes, there is always the ‘back’ or ‘undo’ function
  • they encourage students to explore and do or present things in new ways (written, video, image, oral)

principled

Principled

  • the opportunity to learn how to act with integrity and honesty in their use of iPad’s (publishing content, social media, taking photo’s and video)
  • the opportunity to take responsibility for their actions and use of the device, accepting any consequences that come along with misuse

caring

Caring

  • the opportunity to show responsibility for an expensive piece of equipment
  • the opportunity to act thoughtfully using blogs and social media in critiquing peers work (Edmodo, Social media, Instagram)

openminded

Open minded

  • listening to, viewing and commenting on other’s work (Edmodo, Web browsers, Youtube, blogs)
  • accepting that you can present information in a variety of ways (written, oral, visual)
  • acknowledging that you can look at things and interpret different meanings or points of view (eg Youtube, music)

balanced

Balanced

  • understanding that not all your time and all your learning should be spent on the iPad
  • being organised and using time wisely (organisation apps eg calendars, time logs, timers)

reflectiveReflective

  • about their learning (blogs, video diaries, written diaries, Edmodo, social media)
  • thinking about how things could have been done better eg. could we use a different app

Using iPad’s in my classroom has enriched and diversified my teaching program. I believe they are definitely a fantastic tool if used to their full potential in catering for students needs.

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Teach to transform!

Cheryl