5. As you approach the end of the
unit, teach students how to use
the video-editing software, especially how to insert photos, video
clips, and captions.
6. Revisit your unit outline or concept map with your students so
they can use it to structure their
videos as they select and upload
content. Have students add captions to their clips that correspond to the labels on your unit
outline, along with additional
writing showing their interpretation of each learning experience.
Students Assess Themselves
After guiding students through these
steps, talk with your class about how
they will assess their documentary
videos. Construct a rubric with your
students using rubistar.4teachers.
org. Rubistar has templates designed
specifically for video production.
Work with students to choose rubric
categories, such as knowledge, length,
clarity, and interest.
Once students complete their videos, have them self-assess using the
rubric they helped you create. Then
organize them into small groups for
peer evaluation. Bring closure to the
project by having students write an “I
learned” reflection and read it aloud
to a nearby peer. Here are some “I
learned” statements from my students:
• I learned how to add video clips
and pictures to make a movie.
• I learned how to add effects to a
movie, and I also learned how to
add a title.
• I learned that you can add a caption
to different places in a movie.
when students understand the benefits of reflection, because the project
focuses on self-assessment activities.
Students younger than fourth grade
might need one-on-one guidance when
working with video-editing software.
But a teacher could scaffold some of
the more technical steps, such as assembling the final video, while having
younger students collect and select images and video clips for inclusion.
Like any good project, documentary
videos serve more than one purpose.
Along with the benefits of engaging
in reflective practice, students can include the videos in their digital portfolios as evidence of subject-matter
learning and technology skill development. The movies are also useful
for communicating with parents and
community members about what is
going on in your classroom. You can
show them during curriculum night,
open house, or parent conferences.
I post movies to my school webpage
as another way to communicate with
families.
Although there are many ways that
teachers can teach the NETS to students,
I think creating documentary video
reflections includes a unique mix of advanced technology skills, creativity, and
self-expression. The final product also
gives students a chance to show what
they know in an interesting and engaging way. Perhaps best of all, the process
integrates cognitive and technical skills
that we all want students to learn, such
as critical thinking, knowledge construction, innovation, technology know-how,
and personal expression.
Any Content Area, Any Grade Level
You can create documentary video reflections for any content area. However,
in my experience, it is most effective
—David Denton, EdD, is an assistant professor at Seattle Pacific University in Washington,
USA, where he teaches instructional technology.
He previously taught middle school for 11 years.
