Strategies for Increasing Student Achievement with a Flip Camera
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.
- 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.
- 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.
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.