The Flip Camera & Movie Magic

Strategies for Increasing Student Achievement
The Flip Camera & the Classroom
Strategies for Increasing Student Achievement with a Flip Camera (download)

Identifying Similarities and Differences

• Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge.
• Use video taken with your Flip camera to provide explicit guidance in identifying similarities and differences.
• Use video taken with your Flip camera to ask students to independently identify similarities and differences.
• Ask students to compare video images
• Ask students to classify video images
• Ask students to create and/or represent metaphors using video
• Ask students to create and/or represent analogies using video

Summarizing and Note Taking

• Ask students to summarize a topic via video using your Flip camera.
  Ask students to edit video (in i.e. MovieMaker) in order to facilitate analysis of the information at a deep level.
• Use your Flip camera to capture and then edit video that highlight the critical elements of a lesson or topic, i.e. classroom reporter. 
• Provide or allow students to use video as a study guide for tests.

Reinforcing Effort and Providing Recognition

• Abstract symbolic recognition is more effective than tangible rewards.
• Use images/video taken with your Flip to communicate the importance of believing in effort, and ways students can learn to change their beliefs to an emphasis on effort.
• Use images/video taken with your digital camera to recognize student effort, achievement, and mastery.
• Create awards including video, i.e. student of the month.
• Create slide shows, class books, focus walls, or websites including images/video from a Flip.

 

Homework and Practice

• Use images/video taken with your Flip camera to enhance or add meaning to homework assignments, or to help illustrate the purpose of homework.
• Use a Flip to record key elements of a lesson for students to refer back to.
• Ask students to take images with a Flip camera as part of a homework assignment.
• Use images/video to provide feedback on homework.

 

Nonlinguistic Representations

• Use images/video taken with your Flip camera to increase the variety of nonlinguistic representations of knowledge in your classroom.
  • Create graphic representations
  • Create models
  • Generate mental pictures
  • Guide or inspire kinesthetic activity
• Use images/video taken with your Flip camera to elaborate (or “add to”) student knowledge.
• Or, ask students to elaborate on the images/video and to justify their elaborations.
• Use images/video extracted from your Flip video to create time-sequence patterns.
• Use images/video extracted from your Flip video to create process or cause-effect patterns.
• Use images/video extracted from your Flip video to create episode patterns.
• Use images extracted from your Flip video to create generalization/principle patterns.
• Use images/video extracted from your Flip video to create concept patterns.

 

Cooperative Learning

• Use images/video to applaud group successes and efforts.
• Use images/video to document individual and group accountability.
• Use images/video to facilitate group reflection.

 

Setting Objectives and Providing Feedback

• Use images/video taken with your Flip camera to represent instructional goals.
• Allow students to take video with your Flip camera in order to represent their personalized goals.
• Use images/video to support “corrective” feedback. (The instant nature of digital - and means of sharing digital - can facilitate timely feedback.)
• Allow students to use images/video to support their own feedback.

 

Generating and Testing Hypotheses

• Ask students to form hypotheses based on video taken with your Flip camera. Then ask students to clearly explain their hypotheses and conclusions.
• Use images/video to support systems analysis, problem solving, and historical investigation.
• Use images/video to prompt invention.
• Allow students to use images/video to document or facilitate experimental inquiry and decision making.

 

Cues, Questions, and Advance Organizers

• Use images/video taken with your Flip camera as cues and advance organizers.
• Use images/video as visual support for higher-level questions, especially before a learning experience.
• Use images/video to focus on what is important.
• Using images/video may be most useful with information that is not organized.

 

Reference:

This material has been adapted or quoted from…

Marzano, R. J., Pickering, D. J., Pollock, J.E. (2001). Classroom instruction that works: research-based strategies for increasing student achievement.

Association for Supervision and Curriculum Development (ASCD): Alexandria, VA.

October 5th, 2008 | Category: Handouts | Subscribe to comments | Both comments and pings are currently closed