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Films & Videotapes in the Classroom
Films and videotapes can lend themselves to classroom use very well because they can provide a bridge between the abstract concepts and real-world or concrete images. For example, in an English class on Shakespeare’s dramas, an instructor can show students the video of a Shakespeare play. A political science class on 20th-century American politics may show a documentary of a historical political movement and speeches by its
leading figures. A chemistry class can present a videotape of an important but dangerous or expensive experiment. In a communications class, the students can tape themselves during a problem-solving session so that later they can analyze the group process that occurred. To use videos effectively in teaching and facilitate student learning, instructors may take the following recommendations by Davis (1993) into consideration.
It is always good to prepare students to see a film or videotape. Instructors should tell students why they want to show the film or video to the class, what issues students should concentrate on, and how the film/video is tied into what the class is studying. It also works well for the instructor to give students some specific questions to think about and prepare to discuss before or after the film or video presentation.
Instructors can help students view the film/video presentation critically and thoughtfully and understand better by providing some context or background information, stopping at certain junctures and engaging them in in-depth discussions. In this sense, it is most helpful if the instructor reviews the presentation in advance and determines how much of the film/video should be shown, where to stop and engage students in discussions, and what questions should be asked. It is useful to provide an outline of a video’s main points on the overhead projector, chalkboard, or in a handout, so that students know what to be looking for as they watch the presentation.
The following are additional tips on using films and videos in teaching, shared by Ohio State instructors:
- Practice using the equipment and become very familiar and comfortable with it beforehand.
- Watch the tape before showing it to the class.
- Explain to students in advance your reasons for showing the film or video and tell students how you expect them to process the information during and after the film/video presentation.
- Show the shortest clip necessary to illustrate the concept.
- Tell students whether you expect them to take notes.
- Consider including one or more specific questions about the video or film on your exam to add legitimacy to its showing.
- Interrupt the presentation as needed to clarify points, but not too often.
- Have a follow-up activity prepared (e.g., follow-up classroom discussions, short essay, reflection paper, or critique of the film or video). Students tend to be more motivated and attentive if they know they are expected to process the information seriously.
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