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ETEC 613

April 24, 2012

ETEC 613 April 24, 2012 On the Importance of Analyzing Video For Classroom Use Nan Ketpura-Ching

On the Importance of Analyzing Video

For Classroom Use

2012 On the Importance of Analyzing Video For Classroom Use Nan Ketpura-Ching Kasey Fernandez Marie Sack

Nan Ketpura-Ching Kasey Fernandez Marie Sack Marisa Yamada

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Table of Contents

Introduction

4

Review

6

Chapter One

8

Analyzing Accuracy of Content

9

Review

13

Quiz

15

Chapter Two

17

Matching Video Content to Course Learning Objectives

18

Review

23

Quiz

25

Chapter Three

27

Discriminating Against Disturbing Images

28

Review

33

Quiz

35

Chapter Four

37

Determining Appropriate Content of Video

38

Review

44

Quiz

46

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Introduction You are Mr.: {put your last name here} You are a school teacher for

Introduction

Introduction You are Mr.: {put your last name here} You are a school teacher for older
Introduction You are Mr.: {put your last name here} You are a school teacher for older

You are Mr.: {put your last name here}

You are a school teacher for older children and are only in your first week of teaching. You want to impress your Headmaster because today he will be tutoring the new teachers an important lesson on how to correctly analyze Moving Pictures {Videos}. You have heard he is very strict, and if you do not correctly answer his questions, you will be put out of the job and little Peter will have to work the Chimneys once again.

You sit down amongst your colleagues, wipe your brow, and lean forward intently as the Headmaster begins the lesson.

You sit down amongst your colleagues, wipe your brow, and lean forward intently as the Headmaster
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“ Therefore, to prevent any such misfortunes from happening, I will see to it myself

Therefore, to prevent any such misfortunes from happening, I will see to it myself that all new teachers present are properly trained to correctly analyze Videos.

I will expect nothing but the best results from all of you and will take strict measures otherwise.”

“Right! So let’s get started.”

“Good Morning, my name is Mr. Ed U. Caysien, and I am your Headmaster. With the invention of newfangled devices putting forth Moving Pictures, or {Videos} as they are called, some of our new teachers are beginning to utilize these Videos to supplement their teachings. While this is permitted, it is imperative that as educators of this school you are able to:

Analyze the content of the Videos.

Determine if the Videos match our Course Learning Objectives.

Discriminate against disturbing and shocking images.

Determine the appropriateness of content in the Videos.

If we do not master these skills, our students will turn out as Ruffians, which I will not allow. See the chart below for an example.”

Fig. 1 – Normal Children Fig. 2 – Ruffian Children
Fig. 1 – Normal Children
Fig. 2 – Ruffian Children
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Review

Headmaster: “First, I would like to find out what you already know. Circle the correct answer.” “Then we will go over the answers together.

.” “Then we will go o ver the answers together. ” For an English course with

For an English course with an emphasis on Shakespearean literature, which of the following video descriptions is accurate, correlates to the course learning objectives and has appropriate images:

the course learning objectives and has appropriate images: A A contemporary, interpretive version of Othello spoken

A

the course learning objectives and has appropriate images: A A contemporary, interpretive version of Othello spoken
the course learning objectives and has appropriate images: A A contemporary, interpretive version of Othello spoken

A contemporary, interpretive version of Othello spoken in rap with explicit language.

version of Othello spoken in rap with explicit language. B A version of Hamlet that follows
version of Othello spoken in rap with explicit language. B A version of Hamlet that follows

B

version of Othello spoken in rap with explicit language. B A version of Hamlet that follows
version of Othello spoken in rap with explicit language. B A version of Hamlet that follows

A version of Hamlet that follows Shakespeare’s storyline and includes actors dressed in the appropriate era; using direct quotes from the text.

in the appropriate era; using direct quotes from the text. C An "R" rated movie about
in the appropriate era; using direct quotes from the text. C An "R" rated movie about

C

in the appropriate era; using direct quotes from the text. C An "R" rated movie about
in the appropriate era; using direct quotes from the text. C An "R" rated movie about

An "R" rated movie about Romeo and Juliet’s romance that includes racy scenes.

Romeo and Juliet’s romance that includes racy scenes. D The reduced Shakespeare company’s comedic production
Romeo and Juliet’s romance that includes racy scenes. D The reduced Shakespeare company’s comedic production

D

Romeo and Juliet’s romance that includes racy scenes. D The reduced Shakespeare company’s comedic production which

The reduced Shakespeare company’s comedic production which goes over William Shakespeare’s son-in-law’s medical tool collection.

company’s comedic production which goes over William Shakespeare’s son-in- law’s medical tool collection. 6
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Feedback

Feedback For an English course with an emphasis on Shakespearean literature, which of the following video
Feedback For an English course with an emphasis on Shakespearean literature, which of the following video

For an English course with an emphasis on Shakespearean literature, which of the following video descriptions is accurate, correlates to the course learning objectives, and has appropriate images:

the course learning objectives, and has appropriate images : A *Incorrect.     This video may

A

*Incorrect.

   

This video may grab the student’s attention but it is not accurate to Shakespeare’s original

   

A

A contemporary, interpretive version of Othello spoken in rap.

 

work.

 

B

*Correct!

 

This video would give students an idea of what the Elizabethan age may be like, and it fosters a deeper understanding of the actual

literature.

 

A version of Hamlet that follows Shakespeare’s storyline and

B

includes actors dressed in the appropriate era; using direct quotes from the text.

 

C

*Incorrect.

     
 

An "R" rated movie about Romeo and Juliet’s romance that includes racy scenes.

This video may have some inappropriate images and may not be accurate.

C

 
 

D

*Incorrect.

     

Although accurate, this video does not match the learning objectives of emphasizing Shakespeare’s literature.

The reduced Shakespeare company’s comedic production which goes over William Shakespeare’s son-in-law’s medical tool collection.

D

 
 
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Chapter One

Analyzing Accuracy of Content

Chapter One Analyzing Accuracy of Content Introduction Examples Non-Examples Review Feedback Quiz 8

Introduction

Examples

Non-Examples

Review

Feedback

Quiz

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Chapter One Analyzing Accuracy of Content Headmaster: “ When reviewing Videos in order to determine
Chapter One Analyzing Accuracy of Content Headmaster: “ When reviewing Videos in order to determine

Chapter One

Chapter One Analyzing Accuracy of Content Headmaster: “ When reviewing Videos in order to determine which

Analyzing Accuracy of Content

Headmaster:

When reviewing Videos in order to determine which would be appropriate for sharing in a classroom environment, we teachers must consider the accuracy of the content presented in the Video. If you are already an expert on the given area, it may be easy, but you may still need to do some research.

may be easy, but you may still need to do some research. ” “The followi ng

“The following is a checklist of things that you should consider when screening a new Video for accuracy… ”

 Does the Video agree with what you already know about the subject?

Does the Video agree with what you already know about the subject?

 Is there anything that seems unsettling about the Video that you may disagree with?

Is there anything that seems unsettling about the Video that you may disagree with? (If so research the topic to make sure that the Video has the facts straight.)

 Are there any evidence supported facts stated in the Video?

Are there any evidence supported facts stated in the Video?

 If you find something that is questionable but still think that the Video is

If you find something that is questionable but still think that the Video is valuable, would your administration support your choice to show the Video?

 Is the Video overly biased or opinionated?

Is the Video overly biased or opinionated?

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Examples:

The following are descriptions and screenshots of Videos that are considered to have accurate or factual content.

Example No. 1

Colleagues

accurate or factual content. ” Example No. 1 Colleagues “ G ood to know” Example No.

Good to know”

Example No. 2

Example No. 1 Colleagues “ G ood to know” Example No. 2 “Interesting…” The above video
Example No. 1 Colleagues “ G ood to know” Example No. 2 “Interesting…” The above video

“Interesting…”

“ G ood to know” Example No. 2 “Interesting…” The above video was pulled directly from

The above video was pulled directly from Discovery Education.

According to the website’s description, the video Demonstrates how restriction enzymes and gel electrophoresis are used to manipulate DNA in genetic engineering experiments. Simulates bacterial transformation and explores gene therapy as a potential treatment for people with cystic fibrosis.” The video is factual and strays away from opinion.

The above image is a screenshot from a Khan Academy video entitled, “Electoral College”.

The video is full of facts and the site provides a transcript that goes along with the video that makes it easy for teachers to read carefully to ensure that all of the facts are credible. The video is more informative than opinionated.

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Non-Examples:

The following are descriptions and screenshots of Videos that are considered to be inaccurate, questionable, or overly biased.

Non-Example No. 1

Colleagues

 

Non-Example No. 2

Non-Example No. 1 Colleagues   Non-Example No. 2 “Fascinating!”   “I knew that ”  
Non-Example No. 1 Colleagues   Non-Example No. 2 “Fascinating!”   “I knew that ”  
Non-Example No. 1 Colleagues   Non-Example No. 2 “Fascinating!”   “I knew that ”  

“Fascinating!”

Colleagues   Non-Example No. 2 “Fascinating!”   “I knew that ”   The above video is
 

“I

knew

that

 

The above video is entitled, “God and DNA” found on YouTube, the author: potholer54.

 

This is a video entitled, “Our Electoral College” found on YouTube, the author: MobTelevision.

Although it does describe a bit about how DNA works and includes a few facts it is extremely biased and talks a lot about religion, it is more of an opinion based video than a factual video and there are lots of other videos that explain how DNA works that would be a better choice for classroom viewing.

It

does include some facts but it is very biased and can

potentially teach students that their vote does not make

a

difference which is a negative message. Also, instead of

giving direct facts about specific states the authors made up numbers in order to present the concept. Actual statistics are what teachers should look for when analyzing content.

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REVIEW

REVIEW

“WE ARE GOING TO REVIEW WHAT YOU HAVE LEARNED SO FAR

“W E ARE GOING TO REVIEW WHAT YOU HAVE LEARNED SO FAR … THE ACCURACY OF

THE ACCURACY OF VIDEO CONTENT

YOU HAVE LEARNED SO FAR … THE ACCURACY OF VIDEO CONTENT  C IRCLE WHAT YOU

CIRCLE WHAT YOU THINK IS THE CORRECT ANSWER.

THEN TURN THE PAGE TO SEE IF YOU WERE CORRECT.

REMEMBER, I EXPECT GREAT RESULTS!

You turn the page…

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Review

Review   Which of the following video descriptions is both accurate and unbiased: A A video
 

Which of the following video descriptions is both accurate and unbiased:

A

A video describing the origins of the universe from a religious standpoint.

A video explaining the possible origins of the universe explained by subject matter experts and

B

explained with data.

 

C

A video that describes that the universe was created 3000 years ago.

 

A video about the origins of the universe that tries to persuade the viewer that the world was

D

created exactly 2 billion years ago without providing any facts or evidence for the claim.

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Feedback

Feedback Which of the following video descriptions is both accurate and unbiased: A *Incorrect. This video
Feedback Which of the following video descriptions is both accurate and unbiased: A *Incorrect. This video

Which of the following video descriptions is both accurate and unbiased:

following video descriptions is both accurate and unbiased: A *Incorrect. This video may include factual information,
A *Incorrect. This video may include factual information, but it is biased. A video describing
A
*Incorrect.
This video may include
factual information, but it is
biased.
A
video describing the origins of the universe from a religious
A
standpoint.
B *Correct!
A
video explaining the possible origins of the universe explained by
B
subject matter experts and explained with data.
C *Incorrect.
There is evidence and
history that proves that the
universe is older than 3000
years.
C
A video that describes that the universe was created 3000 years ago.
D
*Incorrect.
Although the author may be
presenting what they
believe to be factual, there
is not enough evidence to
support their claim.
A video about the origins of the universe that tries to persuade the
D
viewer that the world was created exactly 2 billion years ago without
providing any facts or evidence for the claim.
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Quiz

Quiz Which of the following video descriptions is both accurate and unbiased: A A video from
Which of the following video descriptions is both accurate and unbiased: A A video from
Which of the following video descriptions is both accurate and unbiased:
A
A video from the viewpoint of a Vietnamese soldier who fought in the Vietnam War.
B
A video from the viewpoint of an American soldier who fought in the Vietnam War.
C
A video containing images from the Vietnam War.
D
A video describing the dates and events of both sides in the Vietnam War.
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Quiz Answers

 

You answered: CORRECTLY.

   

You answered: INCORRECTLY.

 

You sigh with relief. Content accuracy wasn’t as hard as you thought!

You are let go. You pack up your belongings and walk out into the streets.

You and your colleagues congratulate each other, break for tea, then continue on with the next lesson.

You finally find work as a circus lion-trainer but appear in the Police Illustrated News the next day.

next lesson. You finally find work as a circus lion-trainer but appear in the Police Illustrated
next lesson. You finally find work as a circus lion-trainer but appear in the Police Illustrated
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Chapter Two

Matching Video Content to Course Learning Objectives

Chapter Two Matching Video Content to Course Learning Objectives Introduction Examples Non-Examples Review Feedback Quiz 17

Introduction

Examples

Non-Examples

Review

Feedback

Quiz

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Chapter Two Matching Video Content to Course Learning Objectives Headmaster: “Good job! For those still

Chapter Two

Chapter Two Matching Video Content to Course Learning Objectives Headmaster: “Good job! For those still sitting

Matching Video Content to Course Learning Objectives

Two Matching Video Content to Course Learning Objectives Headmaster: “Good job! For those still sitting in

Headmaster:

“Good job! For those still sitting in this room, you are the ones who have answered correctly. Let’s move on.”

the ones who have answered correctly. Let’s move on.” “Before sharing a video on a class

“Before sharing a video on a class {web}site, it is wise to determine the purpose of sharing the video.”

The best way to do this is to:

First have a clear understanding of your course’s objectives or standards.

Identify which standards or course objectives directly correlate with the video.

Determine how the video relates to the course or class learning objectives.

It is helpful to keep a list of these objectives in order to refer to them throughout the semester. Many high school teachers include this list in their class syllabus or curriculum map, while others have the list given to them by the school.

The Common Core standards have been adopted by many schools across the US. You can explore the Math and English Language Arts standards at the website http://www.corestandards.org/.

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Once you have your list of course objectives handy you must chose which objective(s) you would like to focus on. After reading the objective thoroughly, you can view the video or read a synopsis in order to determine whether or not the video is appropriate for the specified objective.”

Consider the following:

 Does the video teach the material specified in the objective?  Is the video
 Does the video teach the material specified in the objective?
 Is the video missing some information important to achieving the objective?
 If the Video is missing some important information do you have access to resources that
you can use to supplement the video in order to encourage complete understanding of the
objective?
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Example:

The following screenshot and description would be appropriate for reaching the following learning objective in a Pre-Algebra class:

Identify which quadrant the point (x,y) is located in.’”

Example No. 1

Colleagues

“The objective of this lesson is to learn how to plot points on the coordinate
“The objective of this lesson is to learn how to plot points on the coordinate
plane and identify the four quadrants.”
on the coordinate plane and identify the four quadrants.” “So far, I get it…” “quadrant…” The

“So far, I get it…”

identify the four quadrants.” “So far, I get it…” “quadrant…” The above video was pulled directly

“quadrant…”

The above video was pulled directly from YouTube/Khan Academy.

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Non-Example:

The following screenshot and description would NOT be appropriate for reaching the following learning objective in a Pre-Algebra class:

Identify which quadrant the point (x,y) is located in. The learning objective of this non-examples video is: ‘Graphing linear equations using the intercepts method.’”

Non-Example No. 1 Colleagues *blink* “The objective of this lesson is to learn how to
Non-Example No. 1
Colleagues
*blink*
“The objective of this lesson is to learn how to graph lines on the coordinate plane
using the x and y intercepts method.”
“Ah, I get it.”
The above video was pulled directly from YouTube/Khan Academy.
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REVIEW “WE ARE GOING TO REVIEW WHAT YOU HAVE LEARNED SO FAR… MATCHING CONTENT TO
REVIEW
“WE ARE GOING TO REVIEW WHAT YOU HAVE LEARNED SO FAR…
MATCHING CONTENT TO OBJECTIVES
 CIRCLE WHAT YOU THINK IS THE CORRECT ANSWER.
 THEN TURN THE PAGE TO SEE IF YOU WERE CORRECT.
“YOU ALL ARE DOING GREAT SO FAR. KEEP IT UP!”
You turn the page…
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Review

Which of the following screenshot and video descriptions would meet the Algebra 1 learning objective:
Which of the following screenshot and video descriptions would meet the Algebra 1
learning objective: “Solve direct variation problems”:
A
B
“The objective of this lesson is to learn how to
solve percent word problems.”
“The objective of this lesson is to learn how
to solve direct variation problems.”
C
D
“The objective of this lesson is to learn how to
solve multi-step equations.”
“The objective of this lesson is to learn how to
evaluate and work with variables and expressions.”
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Feedback

Which of the following screenshot and video descriptions would meet the Algebra 1 learning objective
Which of the following screenshot and video descriptions would meet the Algebra 1 learning objective –
“Solve direct variation problems”:
A
B
*Incorrect. This video lesson is solving percent
problems.
*Correct! This video lesson is solving direct
variations problems.
C
D
*Incorrect. This video lesson is solving multiple
steps equations.
*Incorrect. This video lesson is evaluating
variables and expressions.
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Quiz

Which of the following screenshot and video descriptions would meet the Algebra 1 learning objective:
Which of the following screenshot and video descriptions would meet the Algebra 1
learning objective: “Solve direct variation problems”:
A
B
“The objective of this lesson is to learn how to write
linear equations in point-slope and standard form.”
“The objective of this lesson is to learn how to solve
equations with variables on both sides.”
C
D
“The objective of this lesson is to learn how to solve
inequalities.”
“The objective of this lesson is to learn how to solve
absolute value inequalities.”
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Quiz Answers

You answered: CORRECTLY. You answered: INCORRECTLY. Phew. You passed Matching Content with Objectives. You are
You answered: CORRECTLY.
You answered: INCORRECTLY.
Phew. You passed Matching Content with Objectives.
You are let go. You pack up your belongings and walk out
into the streets.
You and your colleagues congratulate each other, break
for scones, then continue on with the next lesson.
You fall into a band of Ruffians and get pressured into
robbing an antique store. You appear in the Police
Illustrated News the next day.
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Chapter Three

Discriminating Against Disturbing Images

Chapter Three Discriminating Against Disturbing Images Introduction Examples Non-Examples Review Feedback Quiz 27

Introduction

Examples

Non-Examples

Review

Feedback

Quiz

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Chapter Three Discriminating Against Disturbing Images Headmaster: “Unlike movies, web presented videos do not have

Chapter Three

Chapter Three Discriminating Against Disturbing Images Headmaster: “Unlike movies, web presented videos do not have a

Discriminating Against Disturbing Images

Chapter Three Discriminating Against Disturbing Images Headmaster: “Unlike movies, web presented videos do not have a

Headmaster:

“Unlike movies, web presented videos do not have a standard rating system. Therefore it is important for the teacher to rate the appropriateness of the video themselves. Disturbing images may cloud a student’s memory, making it difficult to remember other important parts of a video.

it difficult to remember other important parts of a video. Also, some parents are very protective
it difficult to remember other important parts of a video. Also, some parents are very protective

Also, some parents are very protective of what their children watch, so it is important to be sensitive of this matter. Some level of disturbance may be necessary in order to properly teach certain subjects, but it is crucial to know when to draw the line. At times, a disclaimer may be appropriate to warn students and parents of a potentially disturbing image.

warn students and parents of a potentially disturbing image. If you find a video that is
warn students and parents of a potentially disturbing image. If you find a video that is

If you find a video that is disturbing but that you feel is perfect for the curriculum, consider sending home a notice to parents and students regarding the nature of the video and your reasoning behind showing the video. This way, they can choose whether or not they would like to expose themselves to disturbing media.”

the video. This way, they can choose whether or not they would like to expose themselves
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When reviewing a video for sharing on a web page consider the following when determining the level of disturbance:

 
 

Are my students mature enough to watch this video?

 
 Is the video overly graphic in nature?

Is the video overly graphic in nature?

 
 

Are there some students or parents that may find it offensive?

 
 If there are some disturbing images, is it necessary to bear in order to

If there are some disturbing images, is it necessary to bear in order to reach the objective?

 
 

Is there a less disturbing video that would be more appropriate to share?

 
 Does the administration support the sharing of this type of video?

Does the administration support the sharing of this type of video?

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Example:

The following screen shot and description is a video that would be appropriate for sharing on a class web page due to the mild nature:

Example No. 1 Colleagues “I see faces.” “What’s HIV?” The above video was pulled directly
Example No. 1
Colleagues
“I see faces.”
“What’s HIV?”
The above video was pulled directly from YouTube.
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Non-Example:

The following screenshot and description is a video that would NOT be appropriate for sharing in a class due to the disturbing nature:

Non-Example No. 1

Colleagues

due to the disturbing nature: Non-Example No. 1 Colleagues “Shocking…” “lol…” The above video was pulled

“Shocking…”

nature: Non-Example No. 1 Colleagues “Shocking…” “lol…” The above video was pulled directly from

“lol…”

nature: Non-Example No. 1 Colleagues “Shocking…” “lol…” The above video was pulled directly from YouTube. 31

The above video was pulled directly from YouTube.

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REVIEW

REVIEW

“WE ARE GOING TO REVIEW WHAT YOU HAVE LEARNED SO FAR…”

E ARE GOING TO REVIEW WHAT YOU HAVE LEARNED SO FAR …” D ISCRIMINATING A GAINST

DISCRIMINATING AGAINST DISTURBING IMAGES

FAR …” D ISCRIMINATING A GAINST D ISTURBING I MAGES  C IRCLE WHAT YOU THINK

CIRCLE WHAT YOU THINK IS THE CORRECT ANSWER.

THEN TURN THE PAGE TO SEE IF YOU WERE CORRECT.

THIS SHOULD NOT BE DIFFICULT.

You turn the page…

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Review

Which of the following screenshots would have disturbing images for a 9 th grade high
Which of the following screenshots would have disturbing images for a 9 th grade high school biology student:
A
B
C
D
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Feedback

Feedback Which of the following screenshots would have disturbing images for a 9 th grade high

Which of the following screenshots would have disturbing images for a 9 th grade high school biology student:

images for a 9 th grade high school biology student:     A B    
 
   
 
   

A

B

   
 

*Incorrect. The graphic in the video is not disturbing.

*Incorrect. The graphic in the video is not disturbing.

 
   
 
   

C

D

   
not disturbing.     C D     *Incorrect. The graphic in the video is not

*Incorrect. The graphic in the video is not disturbing.

  *Incorrect. The graphic in the video is not disturbing. *Correct! This graphic in the video
  *Incorrect. The graphic in the video is not disturbing. *Correct! This graphic in the video
  *Incorrect. The graphic in the video is not disturbing. *Correct! This graphic in the video
*Correct! This graphic in the video is too explicit.
*Correct! This graphic in the video is too explicit.
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Quiz

Which of the following screenshots would have disturbing images for a 9 th grade high
Which of the following screenshots would have disturbing images for a 9 th grade high school biology student:
A
B
C
D
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Quiz Answers

You answered: CORRECTLY. You answered: INCORRECTLY. Discriminating Against Disturbing Images was…interesting. You are
You answered: CORRECTLY.
You answered: INCORRECTLY.
Discriminating Against Disturbing Images was…interesting.
You are let go. You pack up your belongings and walk out
into the streets.
You and your colleagues take a break to ruminate, and then
continue on with the next lesson.
Because you could not determine what a disturbing
image is, you are ostracized, your wife leaves you, and
you eventually get arrested for lewd behavior.
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Chapter Four

Determining Appropriate Content for Video

Chapter Four Determining Appropriate Content for Video Introduction Examples Non-Examples Review Feedback Quiz 37

Introduction

Examples

Non-Examples

Review

Feedback

Quiz

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Chapter Four Determining Appropriate Content of Video Headmaster: “We are approaching our last lesson of

Chapter Four

Chapter Four Determining Appropriate Content of Video Headmaster: “We are approaching our last lesson of the

Determining Appropriate Content of Video

Chapter Four Determining Appropriate Content of Video Headmaster: “We are approaching our last lesson of the

Headmaster:

“We are approaching our last lesson of the day. Congratulations to those who are still here! However, there is one last quiz you must pass before you are excused.”

is one last quiz you must pass before you are excused.” To summarize, the lessons we

To summarize, the lessons we have covered today were :

How to judge the accuracy of a video’s content.

How to match a course objective to the video content.

How to discriminate against disturbing images.

Our last lesson will cover the all-encompassing Determining Appropriate Content of Video.

all-encompassing Determining Appropriate Content of Video. Once you have collected all of the information on how

Once you have collected all of the information on how to correctly analyze the Videos you will utilize in your classrooms from the three lessons listed above, you will be more aptly qualified to make a final judgment about the overall appropriateness of the Video. There are important questions you must ask yourself when analyzing your Videos.

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To determine if the content of the video is appropriate, the following must be considered:

 
 

Is the content accurate?

 
 
 

Is the video relevant to the course learning objectives?

 
 

Are the images appropriate?

 
 
 

Is the content of the video appropriate for sharing with my class?

If you can answer yes to all of these questions after looking over the data that you collected, then congratulations! You have a found a video that is appropriate for classroom use and is safe for our students to view.

A great way to organize and remember all the information is by placing your data into a checklist.

We have provided you with an example checklist sheet you can use while analyzing your Videos (See next page).

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Video Content Appropriateness Checklist

Course learning objective

Name of Video

Video URL

Evaluative Questions Yes No N/A I. Determine Video Content Accuracy  Is the information in
Evaluative Questions
Yes
No
N/A
I. Determine Video Content Accuracy
 Is the information in the video correct?
 Is there credible support for the information presented in the video?
II. Determine How Well Video Content Match Course Learning Objectives
 Does the video teach the material specified in the course learning objectives?
 Will my students be able to understand the level of complexity of the content in the video?
III. Determine Video Image Appropriateness
 Is the video overly graphic in nature?
 Are there some students or parents that may find the video offensive?

Considering all of the above information, is this video appropriate for sharing with your class? YES / NO

Comments:

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Example:

Getting back to our lesson, the following is an example of a video description that is appropriate for teaching the Percent discount problem.”

Example No. 1 Colleagues A video that shows the example: The original price of a
Example No. 1
Colleagues
A video that shows the example:
The original price of a dress is $130.00.
“So tired…”
The dress is now on sale for $104.00.
What is the percentage of discount?
The video shows the steps for solving the problem,
and gives the correct answer of 20% discount.
“My dress was
cheaper
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Non-Example:

“The following is an example of a video description that is NOT appropriate for teaching the percent discount problem.”

Non-Example No. 1 Colleagues A video that shows the example: Given 3x + y =
Non-Example No. 1
Colleagues
A video that shows the example:
Given 3x + y = 10. Solve for y in terms of x.
“My back…”
The video shows the steps for solving the problem,
and gives the answer of x = (10 - y) / 3.
This is an example of solving for a variable
and the answer is incorrect.
“My eyes…”
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REVIEW

REVIEW

WE ARE GOING TO REVIEW WHAT YOU HAVE LEARNED SO FAR

“ WE ARE GOING TO REVIEW WHAT YOU HAVE LEARNED SO FAR … A PPROPRIATE CONTENT

APPROPRIATE CONTENT FOR VIDEO

YOU HAVE LEARNED SO FAR … A PPROPRIATE CONTENT FOR V IDEO  C IRCLE WHAT

CIRCLE WHAT YOU THINK IS THE CORRECT ANSWER.

THEN TURN THE PAGE TO SEE IF YOU WERE CORRECT.

“ALMOST FINISHED, EVERYONE. HANG IN THERE!”

You turn the page…

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Review

Review   For an Algebra 1 math class about solving for a variable, which of the
 

For an Algebra 1 math class about solving for a variable, which of the following video descriptions is accurate, correlates to course learning objectives and has appropriate images:

 

A

video that shows the example: What is 5% of 30, and shows the steps that lead

A

to the answer of 20.

 

A

video that shows the example: Solve 2x + y = 4 for y and shows the steps that

B

lead to the answer of y = 4 - 2x.

 

A

video that shows the example: Solve 2x + y = 4 for y and shows the steps that

C

lead to the answer of x = 4 - 2y.

 

A

video that shows the example: Solve |2x -1| = 7 and shows the steps that lead to

D

the answer of x = 4 or x = -3.

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Feedback

Feedback For an Algebra 1 math class about solving for a variable, which of the following
Feedback For an Algebra 1 math class about solving for a variable, which of the following

For an Algebra 1 math class about solving for a variable, which of the following video descriptions is accurate, correlates to course learning objectives and has appropriate images:

to course learning objectives and has appropriate images: A *Incorrect. This is a   percent problem

A

*Incorrect. This is a

 

percent problem and not a solving for a variable problem. The answer to the problem is also incorrect. The images are appropriate.

   

A

video that shows the example: What is 5% of 30, and shows the

A

steps that lead to the answer of 20.

 
 

B

*Correct! This is a

 

solving for a variable problem with a correct answer. The images are appropriate.

B

A

video that shows the example: Solve 2x + y = 4 for y and shows the

steps that lead to the answer of y = 4 - 2x.

 

C

*Incorrect. This is a

   

solving for a variable problem, but the answer is not correct. The images are appropriate.

A

video that shows the example: Solve 2x + y = 4 for y and shows the

C

steps that lead to the answer of x = 4 - 2y.

 
 

D

*Incorrect.

     

This is an absolute value equity problem with the correct answer, but it is not a solving for a variable problem. The images are appropriate.

A

video that shows the example: Solve |2x -1| = 7 and shows the

D

steps that lead to the answer of x = 4 or x = -3.

 
 
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Quiz

Quiz   For an art history class on the topic of the Rosetta Stone, which of
 

For an art history class on the topic of the Rosetta Stone, which of the following video descriptions is accurate, correlates to course learning objectives, and has appropriate images for the topic:

A

video that describes the similarities and differences in the languages of the

A

Phoenicians, Persians, and Greeks and provides images of Roman sculpture.

 

A

video that describes and shows images of the turbulent love lives of the ancient Greeks

B

and Egyptians as told by various historians.

 

A

video that describes through images and various research historians the three languages

stating the same exact thing found on the Rosetta Stone, two of which finally helped break

C

the code of Egyptian hieroglyphics: Ancient Greek and demotic (the Egyptian common language).

 

A

video about the three languages: Ancient Greek, demotic, and hieroglyphics scribed on

D

the Rosetta Stone which possibly, when decoded, reveals a secret alien code regarding the end of the world with SETI as the resource.

 
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Quiz Answers

You answered: CORRECTLY.

You answered: INCORRECTLY.

You and your colleagues shake hands with the Headmaster, relieved that it’s over. You are now ready to correctly analyze Video for classroom use.

Little Peter will be happy to know he will not have to work as a chimney sweep to support the family.

You are let go. You pack up your belongings and walk out into the streets.

You wander from job to job but the Opium Dens call to you. You eventually get arrested in a raid and appear in the Police Illustrated News.

to job but the Opium Dens call to you. You eventually get arrested in a raid
to job but the Opium Dens call to you. You eventually get arrested in a raid
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Are You Up To The Challenge? 1. Choose an objective we have covered for your

Are You Up To The Challenge?

Are You Up To The Challenge? 1. Choose an objective we have covered for your course.

1. Choose an objective we have covered for your course.

2. Fill out the checklist provided on page 40 to find a video that would be appropriate to use for your course.

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Quiz Answers

Chapter 1: D A video describing the dates and events of both sides in the
Chapter 1:
D
A video describing the dates and events of both sides in the Vietnam War.
Chapter 2:
The objective of this lesson is to learn how to solve equations with variables on both sides.
B
Chapter 3:
Total abdominal hysterectomy.
B
Chapter 4:
C
A video that describes through images and various research historians the three languages
stating the same exact thing found on the Rosetta Stone, two of which finally helped break
the code of Egyptian hieroglyphics: Ancient Greek and demotic (the Egyptian common
language).
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