The Modern Classrooms Project: Blended Instruction Guide

Objective 1: Effective, Efficient Instructional Videos

Objective 2: Embedded Questions / Guided Notes

Objective 3: Learning Management System

Objective 1: Effective, Efficient Instructional Videos

I can record or identify an instructional video that effectively and efficiently explains a given learning objective.

Teachers in Modern Classrooms make instruction more efficient and more effective through the use of instructional videos. This short introduction explains how videos can be used in a Modern Classroom. 

We’ve found that the most engaging videos tend to be videos that our teachers themselves create.  However, this can be time-intensive… and there are often great videos online which can do the job as well.  

Whether you create your own videos or use existing ones, there are a few research-backed best practices that every video should follow.  Those are:

• Concision: Engagement drops dramatically for videos longer than 6 minutes.  Be concise.
• Use of visuals: Images and on-screen writing catch students' attention.  Avoid text where possible.
• Enthusiasm: Quick speaking and high energy are engaging -- students can always rewind if they miss something.  Don’t bore your students.
• Personality: Students want to hear a human being, not a robot.  Let that shine through the screen.

Every video you use should follow as many of these practices as possible -- and the best way to do that is often to record your own!  To learn how to do that, read on.

How to Create Your Own Instructional Videos

To keep things simple, we recommend that teachers create screencast-style videos, which show the screen of a computer or tablet with an accompanying voiceover.  (Exemplar here.)  Here’s how:  

Step 1: Video Planning.  If you plan to record your own videos, you’ll want a simple and easy set of slides you can record over.  For an example, check out this Slide Development Template.  Remember: keep it short, use visuals instead of text, and leave room for your personality!

Step 2: Video Recording.  Once you’ve got your slides, you’re ready to record your screen!  There are lots of ways to do this -- please ask us if you need help.  Our recommended tools are:

Whether you create your own videos or find ones that already exist, our rubric for instructional videos is below:

Objective 2: Embedded Questions / Guided Notes

I can write embedded questions and/or guided notes that highlight major take-aways from a given instructional video.

Research shows that two simple strategies can increase student engagement with instructional videos.  Those strategies are:

• Embedded Questions.  With Edpuzzle, you can upload your videos and embed questions and comments at key points in the video.  We recommend that you use closed-response (multiple- choice) questions so that students get immediate feedback on their responses. Here is a tutorial on how to use Edpuzzle.

• Note that if you are using Edpuzzle with videos that already exist online, you’ll want to download those videos and reupload them to Edpuzzle.  You can use a website like SaveTheVideo.com to do this.

        Edpuzzle also allows you to create classes and monitor student engagement.  It’s an amazing tool!

If you are a DCPS educator, you already have a subscription to PlayPosit which provides very similar functionality

• Guided Notes. As your students watch your videos, they should take notes on key content -- just as they would for a typical lecture. For many students, having guided notes templates (see exemplar units) or another note-taking strategy (such as Cornell notes) can be extremely helpful.

You can even combine these strategies by reminding students, with Edpuzzle comments, to take notes!

Our rubric for video engagement strategies is below:

Objective 3: Learning Management System

I can present videos, notes, and other student-facing materials in a clear and well-organized learning management system.

Your Learning Management System (LMS) is the place where students access all assignments, instructional videos, etc.  It should be well-organized, so that students can easily find what they need.

There are many LMS options out there we generally recommend that you use whichever one your school or district already has in place.  Most LMS providers have extensive online guidance on how to use their various features, and we are happy to help you work through the process of putting your course online. Below are some resources on different LMS options:

• Google Classroom: Our step-by-step guide /  Google Classroom help center
• Canvas: Our step-by-step guide /Video Overview/ Instructor resources from Canvas
• Blackboard: Official Instructor Guide

If for some reason you prefer not to use your school’s LMS, you can follow our exemplars and create a Google Site.  These are free, easy to use, and can be shared in perpetuity with people outside your school.  If you like, we’re also happy to help you master Google Sites.

Whatever LMS you use, there are a few general principles to keep in mind:

• Keep things organized.  Make it clear to students -- and yourself! -- where they can find the resources and assignments they need.

• Follow a progression. Students should move fluidly from one task/lesson to another.  The more apparent this path is, the better.

• Be patient!  No matter how good you are, your students will take time to get used to a new system.  Think ahead about how you’ll present your LMS to your classes at the start of the year, and prepare to keep supporting students as they master it.

Our rubric for learning management systems is below: