“We’re watching a movie in math class?!”
Some of my favorite days in the math classroom are when students walk in to see the screen ready for a video on the board. Of course, they assume we are watching a movie, and while I tell them, yes, indeed, we are watching something, I use the term “movie” loosely. (Let’s be honest here. Exactly how many movies can we really tie to the math standards?) I have experimented regularly with incorporating clips from a variety of sources into my math classes, and for the most part, these attempts have been successful.
They not be full-length feature films, but videos in math can have many benefits. Image source: http://lessonplanspage.com/engaging-strategies-for-showing-films-in-class/
It wasn’t long into my first year of teaching that I realized video clips without follow-up are useless. Playing a Khan Academy video, for example, without some task for students to complete was an excellent chance for them to zone out or take a brief nap. It was then that I started to get creative. After all, I am a big fan of Khan Academy and other math-instructional videos, and I wanted students to see the benefit of using these good examples to help them with their work.
Check out a video on alternative ways to use Khan Academy and its promotion of individualization in the classroom here: Khan Academy Video
My first method, and one that I now use regularly, is to divide the video clip into segments and randomly provide students with structured notes (fill-in-the-blank style) for the various segments. Students don’t know if the handout they receive is for the beginning, middle, or end of the video they are about to watch. However, it is their job to pay attention to the clip and fill in the notes when the appropriate time arises. After the video (normally 5-10 minutes in length) ends, they must find the others in the class who had the same handout they did and compare their notes to make sure they are accurate. Students are then given a complete structured note handout for the entire movie. By asking others in the class who had different sections, they are to complete all of the notes so they have a summary of the video they watched. This idea works nicely with a variety of video clips and also promotes collaboration, group work, and attention to detail.
Another method I use to integrate videos with learning is “Find the Mistakes” worksheets. After previewing the video clip, I construct short worksheets that have the example(s) from the video, but solved incorrectly. I then distribute these worksheets to the students, who know they must watch the video in order to determine the errors. Mistakes must be circled, corrected, and briefly explained in order to receive full credit. Normally, I use these worksheets at the beginning of the unit and focus on common errors I see students make. At the end of the activity, I provide them with a handout of the problems solved correctly.
Videos and animations have become even more important to my instruction this year with my new AP Statistics class. Using MathXL, the online practice component of Pearson, I can assign media resources for students to examine outside of class. These resources include videos that demonstrate additional examples. Additionally, the Against All Odds website has been a go-to page for my Statistics instruction. In order to help students see Statistics as more than just a static field of numbers, I often find videos that relate our concepts to the real-world. When possible, I try to select videos that mention jobs and fields of interest of my class. The website provides student and teacher guides that can be printed and used in class.
As an instructor using a Pearson product, I also have access to their MyMathLab for School website. A key resource I found on this site is the Covering 10 Points in 10 Minutes podcasts. These excellent audio clips play through iTunes and are meant to provide students with a brief summary of the content in the chapter. During my after-school study sessions with students, I often play these as a way to help students remember the key concepts from the text.
Image source: media.pearsoncmg.com
Check out this Youtube overview of Statistics from Against All Odds.
In a field of study so dominated by correct answers, drill and practice, and repetition, why is it important to incorporate audio and video components in the classroom? While figures may vary depending on the source, it is estimated that up to 65% of the population learns visually while 30% learns information from hearing it (sources: Lake Superior State University and Pearson). That means teachers must search for the best ways to present information to students with different learning preferences. Not all students, and certainly not most students, will learn information from a basic lecture. As educators look to make the content and the classroom meaningful and engaging to their students, they should consider video and audio sources to address the large percentage of learners who retain information through those means. With the growing amount of digital resources available, the quality of audio and video media is greatly improving. So, yes. We are watching a ‘movie’ in math class!
Feb 13th, 2017 2:03:22pm
