Читать книгу Awesome Sauce - Josh Stock - Страница 13

In college, I only had to take one math class. I’ve always been a decent math student and only needed to attend the test days to pass. I don’t say that to brag—just to point out the bizarre nature of the class. I was “taught” through a series of online videos that went through the required curriculum. I have absolutely no idea who my instructor was.

I skimmed through most of it, maybe rewatching a video once if I really needed to. Other than that, the class wasn’t helpful. In my classroom, I want the videos to feel like I am walking along with my students as they are learning. In an analysis of 6.9 million massive open online course (MOOC) video-watching sessions, Guo, Kim, and Rubin (2014) found that the most effective instruction videos incorporate some elements of the instructor speaking directly into the camera.

The internet is full of amazing video content I incorporate into my class. I still remember watching Bill Nye videos when I was a kid and being mesmerized by all the unique elements he introduced. There is nothing wrong with rocking some Bill Nye, but the majority of my videos have me in the video.

Videos in my classroom are an extension of myself. They are a means for me to be in a wide range of locations at one time. It’s like cloning a not-quite-as-awesome version of myself. In a perfect world, I would sit down and work one-on-one with each of my students every single day. I would love to guide them through their learning journeys and help them any time they needed it. However, the reality is I have twenty-five to thirty kids in my room each day, and I have to do my best to distribute myself as best as I can.

It comes down to this: I want to be the best teacher possible, and using these recipes gives me the chance to make the biggest impact on the rock-star students in my classroom.