A Lengthy Video
I find it hard to justify watching a video for an entire class-period. Even if students are filling out a worksheet tied to the video, they are only being asked Knowledge based questions. Unless a teacher is filling in a lesson plan for a substitute teacher dedicating an entire class period seems like a misuse of time.If it's necessary to watch an entire video there's got to a significant assessment that goes along with it. In English or Drama class, watching and analyzing a particular interpretation of a Shakespeare play may be valuable. I can't think of anything in science that would justify this type of time investment.
Fortunately, many of the new science videos are short but highly informative. Take a look at the Pocket Mouse video on the Howard Hughes Medical Institute (HHMI) website. It's a minute long, well produced, and communicates information very well. HHMI produces DVDs with longer segments and each portion runs for 10-15 minutes.
But, we're getting into short videos. Videos that run longer than 20 minutes are, in most cases, time-fillers rather than the engaging material we'd hoped for. And, the students know it.
A Short Video
Short videos, on the other hand, can help facilitate inquiry, curiosity, and discussion, all the things that we educators wake up in the morning eager to make happen.Video segments can help students grasp difficult concepts or visualize instructions before going on to a lab. Not only do students take in the knowledge, but the surrounding time the video can be used for questioning and analysis.
Personal Experience
Perhaps I am biased based on my own experience. I can not think of a time in my educational career where watching a lengthy video was an essential part of my understanding. I also don't know of a single respectable teacher that does this as a regular part of their course.So, until convinced otherwise, only short videos will make their way into my lesson plans.
