Adding or Subtracting Learning?

You ever try to find that perfect video for students to view to further their own learning in a particular topic?

Let’s say you are wanting to teach the concept of “probability” to students, and you want to find a video that might supplement their learning.  You know that sharing a video of 20 minutes is probably too long, so a sweet spot could be three to four minutes. You spend a ton of time trying to find the perfect video on probability, and you know what you are learning about through this process? Probability. My guess is that you already know it.

So why couldn’t this be an assignment?

Create a simple Google Form and ask students to find a great video on the concept of probability, that is under four minutes.  Here are the questions that I would ask on the form:

  1. Name?
  2. Title of video?
  3. Link to video?
  4. Why did you choose this video on probability and how do you think it would help others understand the concept?

So what happens during this process?

  1. The students learn about the concept of probability.
  2. Using criteria to discuss why this video was powerful.
  3. Students learn the power of curation skills.

You know what is another benefit? Less initial work for the teacher. Instead of spending a ton of time trying to find the “perfect” video, the students are doing the searches while learning about the concept.  In the first scenario where the teacher finds the video, the students are learning about the concept of probability.  In the second scenario, there are other elements that go beyond the concept of probability that will also serve the student well.

I remember hearing one speaker say that at the end of the day, it is teachers that are often tired and students that are full of the energy, and why isn’t the other way around?  Many times, the work we do as educators is actually taking away some of the most powerful learning from our students.

Just something to think about.

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