Usually the conversation about “videos for instruction” get relegated to the tired conversation about whether or not students learn best from a video or their live teacher #flipclass.
This isn’t what I’m talking about. I’m talking about students producing the videos… starring in the videos… scripting the videos.
Stuff like this:
How the Unit Circle REALLY works: http://www.nextvista.org/unraveling-the-unit-circle-using-spaghetti/
How-to Complete the square: http://www.nextvista.org/completing-the-square-2016/
Now as you watch those, it’s fair to ask the question, “yeah but the students are simply going to watch an instructional video for a single skill, right?” And from a student learning perspective from the side of the CONSUMER, that’s likely true. And when you go to Next Vista’s website, you’ll see that it’s fairly simple to find videos, but it’s also that there’s lots of opportunities to submit videos. That’s where this conversation turns. When you see this from the side of the CREATOR, you get a whole different view.
Rushton Hurley (the founder of Next Vista for Learning) has a line I’ve heard him use a couple of time: “When your students know their classmates and community will see their work, they want it to be good. When they know their teacher will be the only one who sees it, they want it to be good enough.” And I think that platforms like Next Vista can provide the space for students to invest their time and effort into learning math to the level needed to record videos that can help others learn the math that deeply, too.
That’s something we’ve learned as math teachers. When you don’t know what you are talking about, that becomes a problem when you are trying to instruct someone else on that topic. By exploring creative outputs for our math learner, we are operationalizing that same truth. In order to create effectively to support learning, you have to have deep knowledge of the content yourself.
And the prospect of deep math knowledge for our students is enough to get my attention.