edci335

The Water Cycle: Video Investigation

The video below is the one I found on Youtube, and I will be reviewing it based on the criteria below.

  1. What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?

In the video, there isn’t much student interaction other than watching the video and following along. This video would be a good introduction to the topic in a lesson, but it would need a detailed activity to build off of. Including the activity will elevate the lesson while also building connection for students by learning from hands-on learning as well.

  1. In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?

Since this activity is directed at grade 2 students, the teacher will facilitate a class discussion after the video to create conversation around what was just watched. Throughout the video, students will simply be asked to watch and listen to the video as it plays.

  1. What activity could you suggest that they do, after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

After watching the video, should could complete the experiment on condensation that is suggested in the video. This will be done by the teacher with students watching, due to the fact that it involves boiling water. After watching this experiment, students will complete a worksheet to show their understanding on condensation. This would help solidify their knowledge on water cycles, specifically condensation. This activity altogether will involve a beaker, water, a hot plate, worksheet, and a pencil.

  1. How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?

Students will get feedback on the activity by having a student conference after completing their worksheet. This will allow the students to fully communicate their ideas to the teacher, as well as give the teacher an opportunity to have a conversation with the student and straighten out any confusion they have. 

  1. How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?

The work for this activity would be manageable, but will require prep work on the teachers behalf. Prep will involve set up for the experiment, and creating a worksheet. The student conference at the end will also take some time to get through, but is worthwhile to have that conversation with students. This is an activity that could be done with a large classroom of students, but would be more manageable with a smaller group of students.

  1. How could the video have been designed to generate more or better activity from viewers or students?

I found that since this video is directed at primary students, it would have been nice to have it be more interactive instead of just go through the information. More of a question and answer type video to interact with more would have had higher student engagement and more interesting overall.

  1. How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

When playing this video for the class I would add subtitles, so that any student with a hearing impairment would be able to follow along. As well as pausing the video to check for student understanding at multiple points throughout the video. This will help facilitate discussion among students, and allow for a space to learn as a group. Lastly, I would make sure all students had access to the video and are able to hear and see it clearly.