The Use of Self-Made Videos in a Blended Learning Classroom
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The Use of Self-Made Videos in a Blended Learning Classroom


♪[theme music] With that being said, go ahead and open
up your Chromebooks for us please. And go to our Google Classroom. Find Unit 3. By the end of our time with our Cornell
Notes today you should have the front page completed. Excellent. Alright. Seeing that everybody is there, go ahead
and click on the video and begin your Cornell Notes. [Audio playing on computer] Alright, so
we’re going to be starting our next unit which involves ratios,
rates, and proportions. Okay we’re going to go through our Cornell Notes
process like we’ve done in the past. Blended learning is when we’re using
technology along with the teacher inside the classroom uh to help facilitate our
learning process and our objective to the students. Whatever that might be on a
given day or during a given lesson. Uh, we use that method because uh it allows
the students to engage directly with the video so there’s not a buffer
between the teacher per Se and the lesson being given or what’s being
talked about. Uh they are it’s right in their ear and right in their face. And so there
are no opportunities for distractions. So I was looking back at the sixth grade
standards because remember that guide we have, uh that the uh secondary math put
together where it talks about the standards that they should have already covered, the
standards that they’re going to cover in 8th grade. So I was looking at last year’s standards
and I saw one big blaring difference. You know how it says here, compute unit
rates associated with ratios of fractions, including ratios of length,
area, blah, blah, blah. So basically what it’s telling us is the
difference between sixth and seventh grade is that in sixth grade they would
do rates such as say, four… We were uh you know going to be begin a
new unit of ratios and proportions and we understand that uh student in the sixth
grade they were finding the unit rate using just whole numbers. Nonetheless we wanted to remind the students
of the steps of finding the unit rate. And so we went about it through a blended
classroom where the students were able to not only watch a video, take some Cornell
Notes, reflect on the their thinking but then collaborate also. Hey class, how you doing? Alright, so
we’re going to be starting our next unit which involves ratios, rates, and
proportions. Okay, we’re going to go through our Cornell Notes process like we’ve done
in the past. And so um what you see me talking through here, and also
what you see me writing down… guess what you should be doing? That’s right, you should be
writing it down also. Okay… We made a video instead of just standing up
and teaching it in front of the classroom for several reasons. If you look at um
recent studies of how people learn, mainly students, middle school students. So they
actually seem to have more engagement with the technology, with videos. I mean they’ll
watch a YouTube of someone unpacking a box for ten minutes and be able to
regurgitate what that person did. So you’re still going to exactly what we
did in sixth grade. You’re going to create your ratio of one half over one fourth
and make it a rate by adding your units. -And just so you know really quick you
guys, this is what we talked about earlier uh a complex fraction which means
a fraction over a fraction. -There’s nothing fancy. We literally just
if-if one of us makes a video we will literally hold it in our left
hand and write at the same time. -After we record the uh videos on the phone,
we upload them and we put them on our onto our Google Classroom and students
access them from there and they’re able to you know play, play as much as they want,
rewind it, pause as the video is taking place while they’re doing
their Cornell Notes. -The students take that time on the
computer to watch that video and interact never more than 15 minutes. There will never
be a video that will ever be more than 15 minutes because that’s already, um they’ve
already lost the engagement at that time. So before we get started. You guys see those
things in red, under examples, those are are what we call stems. You can use
those to start your sentences. If you got everything and you’re like, no I’ve
got this Mrs. Hernandez I don’t need any help. I’m Jose Torres and I’ve just like
nailed that last problem. In fact I did something extra that I
didn’t even need to do. Then maybe he’s going to write a learning
statement. But if your me and your like oh, I kind of understand this but I’m not
understanding how to do this part, then write a questions. So you write a question or
you write a learning statement. OK, Ariel… A big part of our process that goes along
with the video to ensure that it is something that is meaningful and purposeful
is to have the students complete an assignment or activity at the same time.
Um not just complete that activity, but to also reflect on the process of them watching
that video, the learning that’s taking place, and you know perhaps Te learning
that’s not taking place. to get to the… divide to get to the smaller,
multiply to get to the… One of the things that I had questions
about from a few students were that they saw that there were three fractions in
their box in the end and they were thinking, alright, I have these three fractions but
how do I know when to multiply or how do I know when I am supposed to divide
to get an equivalent fraction. -So, okay. Keep going,
I’m just writing notes. -Yeah, no. So I-I think the
biggest question is, um do I-should I divide or should I multiply,
not realizing you can do both or you can do either, or you can multiply twice, or you
can divide twice depending on the fraction that you have, the size of the fraction.
-Okay In making a second video what we normally
do is by the end of class, the whole-during during the whole entire class period we’re
looking for errors. We’re looking for misconceptions or mistakes.
-We were able to determine where the struggle was. So with that um it’s just maybe a five
ten minute conversation, and a four to five minute video and we’re able to address
those you know struggles or challenges the following day when
the students come in. Good afternoon. When you come in go ahead
and open your Chromebooks. Make sure your at a voice level of zero. Thank you for
coming in quietly and your starter is on the Google Classroom. So don’t forget you guys you’re doing the
starter on the Google Classroom, but we want to see your work on your starter page. So you
should be showing your work, how you came to that answer and then you will type that
answer into the Google Classroom, okay? We do not have a big bank of videos that
we have say uh pre-created to pull from And the reason we don’t do that is because
each year our group of students has a different set of needs. We have a specific objective and that
objective leads into uh-to meeting the standard and because of that we make specific
videos based on the objective for the day. Based on the standard that we are wanting
to meet. We know what we want so we simply go backwards and-and create a document and
create a learning tool in which the kids can use that to actually meet that
standard or objective for the day. How many
words does she type per minute? Per minute, meaning the number one.
That is our unit rate. ♪[theme music]

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