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Video in school?

Discussion in 'Primary' started by smifffy22b, Feb 25, 2011.

  1. Hi allThere's lots of discussion happening around video & its use in schools so we're now looking at this in the TES Resources area. I'd love to know more about how how you're using video & what you'd want to see in the Resources section of the site?
    Another question that comes up often in TES-land are stories of YouTube access being blocked in school, but then equally we hear of teachers using it as a brilliant and inventive teaching resource. Is it blocked in your school? and if not do you use it?
    Andy - Head of Resources - TES
     
  2. Hi allThere's lots of discussion happening around video & its use in schools so we're now looking at this in the TES Resources area. I'd love to know more about how how you're using video & what you'd want to see in the Resources section of the site?
    Another question that comes up often in TES-land are stories of YouTube access being blocked in school, but then equally we hear of teachers using it as a brilliant and inventive teaching resource. Is it blocked in your school? and if not do you use it?
    Andy - Head of Resources - TES
     
  3. greta444

    greta444 New commenter

    we use video as a way of gathering evidence of children's learning, especially oral work in English and Welsh. It's also a great way of peer assessing in these areas as well as in P.E. and music. It is not a 'teaching' tool per se, but an assessment tool in the main. We use the flip cameras bought from Amazon. We tried with the ddigi blue but they were very hard to get along with and had no audio facility.
    As for youtube, it's blocked in our school but there have been threads on here which give links to websites that will download the youtube videos and save them in various file formats. We are just starting to use this at our school as there's some really good stuff on youtube.
     
  4. Yep - I can see how for peer assessment it'd be great - Are people not nervous/self conscious? How do you structure the assessment - do you have formal sessions?The flip cameras are superb - super-simple and easy to use.
     
  5. greta444

    greta444 New commenter

    The children have quickley got used to being videoed and now take no notice of the camera at all. The assessment is planned in our weekly plans and would perhaps be thursday and Friday language lesson for example where we video the children and let them watch the videos back. This doesn't happen every week of course, perhaps at the end of a fortnight's work on oracy/presentations/interviews etc. Most children would either be finishing their language work or practising their presentations while I video one or two of the children at a time. The children are also capable of videoing each other from reception upwards and are very used to digital cameras, flip cameras etc.
    Only problem is remembering to download everything and get it saved and tagged in the right place.
    I'm also using the cameras to build learner profiles for Welsh and P.E. as ESTYN are vissiting soon!
     
  6. greta444

    greta444 New commenter

    Sorry - re-read your message and you mean how is the peer assessment structured?
    Well, I might do this in different ways. The children might work in pairs, small groups or as a class to critique each other's work. I always go along the 2 stars and a wish route to keep it positive although everyone seems to feel secure in having comments made about their speaking. In general comments are positive and encouraging.
    The assessment is sometimes recorded in the children's books to tick the A4L box but it is usually oral. The children usually take one constructive comment on board and write it in their books as a target for nect time they do oral work.
     
  7. hm in my school youtube is not blocked but teacher can control our pc-es and see what we do. so as its unblocked lol..
     
  8. Isoceles

    Isoceles New commenter

    We use an inexpensive web cam as a video camera to video science experiments. Great for revision, peer teaching, assessment, all sorts of benefits and fun to do.
     
  9. As one of the main contributors to our school's VLE/MLE I use video quite a lot and try to encourage others to do so.
    To economise on data storage and in order to share, I have use of LGfL VideoCentral - https://videocentral.lgfl.org.uk Videos are uploaded to the system and then linked to or embedded into our MLE.
    Some subjects make for difficult presentation, often examples of process where children crowding around to see may not see clearly or may be distracted by the behaviour of others in close proximity. Students, too, are often anxious about missing an item of information or failing to remember it.
    In the cases for example of science experiments, painting techniques, clay working, construction and other subjects, I would use video to record the demonstration. This allows students, through our MLE, to visit and revisit elements of subjects whilst they are working on them. Having ideally seen the actual, practical demonstration, they are able to look at it again either for reinforcement, to look for detail they may have missed or for revision.
    In the past I have used short video clips within PowerPoints to good effect.
    Another use of PowerPoint is to convert it to .swf flash video files using the free iSpring conversion technology. This also reduces the amount of data storage a PowerPoint requires. iSpring conversion allows conventionally 'timed' slideshows like PowerPoint provides and also allows click-to-advance, though I've had trouble converting those into YouTube videos and have not yet tried to upload them elsewhere. They do work within the MLE however.
    I created a rostrum base for the principal domestic-type video camera I use - two fairly rigid vertical bars with a rigid transverse bar and camera mount which lock the camera in an optimum position for videoing what happens beneath it - and have used it to video letter-forming techniques and examples of maths exercises which can be used for study and revision.
    I also use NCH's Debut Video Capture software - only available to purchase, sadly, but cheaper than some of the fancier competition - but which allows me to record anything from my computer screen and convert it into a video. This means that I can video step by step instructions for ICT projects and can use a stylus and graphic tablet to record annotated and illustrated videos for Maths and other projects.
    I try to add audio to most of the productions I put together, on the basis that visual literacy may often be lower than aural or oral literacy, so that students see and hear the words simultaneously.
    The principal files I work with tend to be .avi, .mpeg, .swf and .jpg, I think.
    Encouraging students to use video to record the important elements of their lesson both provides them with further responsibility for their own learning and allows the teacher to get on with the job. Once it is done, and edited (ideally by the student) it creates a permanent revision aid.
    Hope that's of use.


     
  10. Bu66er,
    Only just saw this was Primary!
     
  11. greta444

    greta444 New commenter

    tee hee, such a long and technical post too!
     
  12. Yes. Silly me.
    Then again, I did start on the trail I now follow so ardently in a primary school. We'd no digital whiteboards in the classrooms so I set up a projector with a back projection screen to run explanatory PowerPoints with video clips in them. A lot of the LGfL resources are primary school too.
    Might be useful after all [​IMG]
     
  13. Definitely useful - & Thx to Greta too.
    We're considering what we might do with video in the Resources area - There were two obvious routes to go down - Video for you, the teacher and video for use with students. Both would be useful but I hadn't really thought too closely about its uses in assessment. Sharing recorded experiments or structured activities makes a lot of sense - so I can see immediate uses in science but what about humanities or languages?
    Whenever I usually mention video to any practicing teacher I get the response "wouldn't it be great to see into someone else's classroom?" - is this true? Is this the type of thing you'd like to see - a type of "classrooms uncut" idea?
    I loved the PowerPoint to SWF software - We've been considering introducing this on the site to preview PowerPoints in situe rather than having to download it before seeing it. We'll have a further look at that.
    Thanks for the responses so far!
     
  14. <address>I can't really speak for teachers - I've spent four of the last nine years as a 'specialist' (art) TA in a primary school and now work as an LSA primarily supporting ASD pupils in a secondary school. I have been an art and a photography tutor in Adult Ed, but never qualified as a teacher. I'm also one of the principals behind our school's MLE, and I seem to be typing this in italics. Don't know why and, for some reason, it won't seem to cancel...</address><address></address><address>A lot of my video work is related to our MLE.</address><address></address><address>In essence my supporting individual students and lending support to classes which are frequently low ability means that I am, at far from a young age, having to relearn things I have forgotten or learn things I never did pick up at school. This means that I look at every resource as a student, perhaps, rather than as a teacher, in the first place. I love my kids and my school and have no desire to leave either of them, but I would give a great deal to have the time and opportunity to be working to provide more and more resources.</address><address></address><address>Humanities? Poor Cinderella History has lots of AV resources, I guess. Geography tends to have what is available/affordable on the market, but I'm hoping to create and video some models/simulations to demonstrate river formation, erosion, wave formation, longshore drift and the like.</address><address></address><address>I'd like to see Drama Departments take on the specified plays, even if as little more than play-readings, and building a resource that students in the different years can watch and listen to when the time is right. Just recently, I have voice recorded a few comprehension exercises in order that children can hear the words on the page they are looking at. It seems to me that children tend to be more advanced in their aural understanding than in their reading ability. In a recent instance I added a few sound effects for good measure.</address><address></address><address>Languages? Working on my own part to try to supply some good EAL material, I have started with animation and illustration, but I think there is good reason for banks of video clips to help with languages. In the case of 'A ball', for instance, as presented to a primary reception pupil or an EAL student, the pupil sees, in fact, a static, coloured disk, sometimes with a measure of 3D modelling on it. Why not a few seconds of an actual ball, bouncing?</address><address></address><address>Hope some of that makes sense.</address><address></address><address></address>
     

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