Student Made Videos

In an increasingly digital world, incorporating technology into the classroom is not just an option, but a necessity. One engaging way to do this in mathematics is by having students create their own short videos. This approach leverages students' familiarity with digital media and can transform passive learning into an active, creative process. However, like any pedagogical tool, it comes with its own set of advantages and disadvantages.

There are multiple reasons to consider having students create their own videos. First, the act of creating a video forces students to deeply understand a concept. To explain something clearly to an audience, they must synthesize information, identify key points, and anticipate potential misunderstandings. This process solidifies their own knowledge and develops their mathematical communication skills. They move from simply "doing" math to "explaining" math.

 Second, for many students, traditional math instruction can feel abstract or even dry. Video creation adds an element of fun, creativity, and relevance. It taps into their digital literacy and allows them to express their understanding in a medium they often consume outside of school. This can significantly boost motivation, particularly for visual or kinesthetic learners who might struggle with purely written or lecture-based explanations.

Third, it helps students develop their 21st-century skills. This goes beyond learning basic math concepts, as it allows students develop a range of valuable skills:  Learning to use video editing software, recording tools, and presentation apps helps students learn some new technology. It also improves problem solving skills since they have to figure how to visually represent abstract concepts or simplify complex explanations. It can help students develop collaborative skills since they learn teamwork, delegation, and conflict resolution when they work in groups. It also helps them develop their critical thinking skills by evaluating the effectiveness of their explanations and making revisions.

Fourth, student  videos offer teachers a unique window into their understanding. Misconceptions become evident through their explanations, providing valuable formative assessment data. This allows for targeted intervention. Furthermore, video projects can be easily differentiated – some students might create a simple explanation, while others can tackle more complex topics or incorporate advanced visual effects.

Finally, it creates resources since the  best student-created videos can become a valuable classroom resource. A "video library" of student explanations can be used by peers for review, by new students next year, or even shared with parents to help them understand current teaching methods.

On the other hand,  creating quality videos takes time – for both students and teachers. Students need time to plan, script, record, and edit. Teachers need time to introduce the project, provide technical support, and, most significantly, grade the often diverse formats and content. This can cut into valuable instructional time for core math concepts.  

In addition, not all students have equal access to reliable technology or internet connectivity at home. Even in school, varying levels of tech proficiency can create inequities. Teachers might spend significant time troubleshooting technical issues rather than focusing on mathematical content.

Unfortunately, there's  a risk that students might become overly focused on the aesthetics of the video (music, transitions, effects) rather than the mathematical content. The project can become a "video project" with math as an afterthought, rather than a "math project" utilizing video as a medium.

It's also known that grading subjective video projects can be more challenging than traditional assignments. Developing clear rubrics that prioritize mathematical accuracy and clarity over production quality is crucial. Ensuring fairness and consistency can be difficult.

Finally, classroom manage and the noise level can be an issue.  If students are recording in class, the noise and activity can be disruptive to other learning activities. Planning for dedicated recording spaces or assigning it as homework is often necessary.

The best video topics are those that benefit from visual explanation, demonstrate a process, or connect math to real-world applications.

Good Topics for Math Videos:

• Procedural Explanations: "How to do long division," "Solving multi-step equations," "Graphing linear inequalities."
• Concept Clarification: "What is a fraction?", "Understanding exponents," "Explaining the Pythagorean Theorem."
• Problem-Solving Strategies: "Using inverse operations to solve equations," "Modeling word problems with algebra."
• Real-World Connections: "Math in sports statistics," "Calculating area for home renovation," "Understanding compound interest for savings."

Creative Video Ideas:

• "Math in Minutes" Tutorial: A quick, clear explanation of a single concept, like a mini Khan Academy video.
• "Math Rap Battle": Two concepts (e.g., mean vs. median) battle it out to explain their importance.
• "Daily Math Challenge": Present a real-world math problem and then show the solution.
• "Math Story": A narrative that incorporates mathematical concepts into the plot.
• "Mythbusters Math Edition": Test a common misconception about a math concept.
• "Field Trip Math": Go outside and find examples of geometric shapes, angles, or measurements in their environment.

By carefully weighing the pros and cons and strategically selecting topics and project ideas, educators can leverage the power of video creation to foster deeper mathematical understanding and engagement in their classrooms. The key is to ensure the technology serves the learning, rather than overshadowing it.  Let me know what you think, I'd love to hear.  Have a great day.