activities for students while watching a video

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8 Ways to Help Students Watch Video Critically (Instead of Zoning Out)

Because classroom “movie day” doesn’t mean turn off your brain.

Learn more about teaching critical video viewing at Common Sense .

The old classroom stereotype is that when a teacher cues up a video, it’s zone-out time on the part of the teacher and the student. Not so anymore! There is so much great video content available, and it has never been more accessible. But there is a fine art to using video in the classroom in order to maximize comprehension and develop critical-thinking skills in your students. The goal is for kids to be engaged, active viewers. Students should understand the videos they watch and be able to formulate opinions about the content. As for teachers, it may take a bit of additional prep time, but these eight tips will help set the scene for a blockbuster learning experience.

1. Choose wisely.

Make sure that the video resources you choose are relevant, specific to the topic you’re teaching and engaging. No kid wants to sit through 20 minutes of a boring movie for one minute of crucial information. A good rule of thumb to follow is to use high-quality, high-interest video from a trusted source. In addition, make sure the video is accessible for all of your students. Consider making written transcripts or using closed captioning if it is available. If you have English-language learners in your class, review vocabulary before viewing.

2. Keep it brief.

There has been much research conducted that shows the average adult attention span lasts anywhere from 8 to 20 minutes. For kids and teens, it’s even shorter. So it’s a good idea to keep educational videos brief. If you can, crop and edit content to highlight the most relevant pieces. By showing one or two short sequences, you will actually cover more ground, in more depth, than showing a longer sequence without a break.

3. Set the stage.

Before the viewing, introduce the video by giving a brief synopsis of what they are about to view. Lay out the purpose for watching it and highlight specific information you want them to look for as they watch. This will up the engagement and get your students invested in the topic before the film even rolls. Most importantly, formulate an essential question that you want your students to focus on. Write it on the board. Have them write it in their journals or on a note-catcher. In order for them to be successful, you’ve got to give them something to grab onto.

4. Create accountability.

Make it clear to your students that during the video, their role is not to sit back and relax, chat with their neighbor or check their phone. Set the expectation that while the video is rolling, they will have work to do.

One technique to try is called WSQ (pronounced “whisk”), developed by teacher-blogger Crystal Kirch. The three tasks involved are:

• W atch: Students take notes while they watch the video. Keep in mind that this is a highly developed skill, so be sure to provide enough structure and support around this task. Use a note outline that is pre-populated with some content, laid out in the order of the video. Or use a graphic organizer like this video/audio response sheet.
• S ummarize: Asking students to write a brief summary after viewing will reveal whether or not they understood what they watched. If not, some partner work or a class discussion is in order, or perhaps even a second viewing.
• Q uestion: After viewing, students write a question about the video. Check out Kirch’s blog for guidance on three types of questioning.

Inner-city high school teacher and best-selling education author Larry Ferlazzo recommends using this student question and answer sheet , particularly with English-language learners. Before the video, students make two predictions based on the video title. After viewing the video, they report whether their predictions were correct or not. Then, they each compose three questions about the video. Students swap questions and grade one another’s responses.

5. Use a back-channel tool.

A back-channel tool is an online discussion board that runs concurrently with a face-to-face activity. Tools like TodaysMeet, Chatzy and even Twitter provide students with an outlet to engage in conversation while watching the video together. Kids can react to the video and to other students’ comments, and the teacher can introduce deeper questions as the conversation unfolds.

For more tips on using tech to get the most out of video, check out this page on Common Sense Education , including the Cheat Sheet.

6. Pause and interact.

Keep students focused by peppering in moments to pause the video and ask purposeful questions. Make them fact-based questions aimed at comprehension and make sure your queries always point back to the essential question established in the preview. You can also pause the video at a suspenseful point and have students make predictions or form hypotheses. This will help them be invested because they will want to see how it turns out.

7. Take time after the video to reflect.

A well-chosen video is a great resource for stimulating a structured discussion, and it can make more efficient use of classroom time. Divide students into two- or three-person groups to answer discussion questions. Or create a whole-class summary by calling on students one at a time to retell a section of the video (in chronological order) from their notes.

8. Rewind and watch it again.

Multiple viewings are key to comprehension, but most teachers will admit that students don’t always like revisiting something they’ve already spent time on. One way to tackle this is to assign a project, ideally something creative, that requires multiple viewings in order to rehash the details. This assignment should challenge your students to think critically and synthesize what they have learned. For example, students could create a poster or mini-book. Or they could reenact the video as a play. Older students could use online tech tools to annotate or even remix the video by adding notes, changing the dialogue or creating a mash-up.

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Teaching Students How to Learn From Videos

Instructional videos can help students learn at their own pace, but only if they know how to use them.

Whether a part of online or in-person classes, videos are a teaching tool that can enable students to learn new concepts and skills and engage in practice activities, all at their own pace. What actually happens when students watch instructional videos in class, however, doesn’t always lead to the expected outcome. Before the pandemic, when I used videos in a classroom setting, students would hit play, sit back, and watch. When it came time to complete the subsequent activities, however, they immediately required assistance, despite my having explained and demonstrated what to do.

Through my work as a facilitator of professional learning, I’ve encountered many frustrated teachers who’ve spent countless hours creating instructional videos as a way of providing instruction in an online setting, only to find that their students weren’t learning from them.

From my own experience in a classroom and through my interactions with these teachers, I’ve discovered some strategies to help students learn from videos, regardless of the educational setting. It turns out that I had missed a huge step in the learning process. I had never taught my students how to learn from a video.

Break It Down

Think about your objectives for the video. If students are learning a new skill, be intentional about breaking down the experience for them. Start by analyzing the whole process of watching instructional videos, and be very deliberate about what students need to do while the video is playing.

For example, when working on a math equation, suggest that students pause after they watch the first step and try it on their own. If a video is exploring new concepts, encourage students to take notes, answer questions, or even pause the video to verbally process the idea, perhaps by teaching an imaginary friend these new ideas when in a remote setting or using a turn and talk or think-pair-share strategy in the classroom.

Pause, Rewind, and Stop Time

Discuss how pausing, rewinding, and fast-forwarding can help students interact more productively with the video. Model how to pause the recording and engage in the activity. Immediately after the video demonstrates each step of a skill, tell students to pause the video and take time to practice. While this might seem intuitive, students might not necessarily realize that this step is vital to their learning.

A fifth-grade teacher in New York City tells his students that their ability to pause, rewind, and replay a video is a superpower. They can stop time, rewind, or fast-forward time. He instructs them to use this superpower whenever they need to take time to better understand what’s happening in a video.

What better way for students to control the learning experience than to be able to watch or listen as many times as needed? Working with students to harness the power of pausing and replaying instruction needs to be deliberate and intentional. More than just reminders before instructional videos begin, students need specific, focused lessons on how to utilize these superpowers as they are watching.

Don’t Watch—Interact

In the video The Flipped Class: Overcoming Common Hurdles , by Jon Bergmann and Aaron Sams, Bergmann explains the difference between passively watching something for entertainment and engaging or interacting with an instructional video. As I was discussing this video in a workshop recently, one teacher said, “I think I’m going to stop asking my kids to watch a video. I’m going to change the verb altogether.”

By changing the term from watch to interact , we send a message to students that they need to be present, focused, and engaged with the content of the video. Our students are used to watching videos for entertainment, which is a very different activity. Interacting with videos in class needs to be active, not passive like watching a film. Students need to be actively involved with the video, not unlike when they are immersed in playing a video game. If they don’t engage, they don’t win.

Encourage Student Reflection

Asking students what they learned from a video is important, as is asking them why and how they learned it. As students progress through a video learning experience, pause the video and build in deliberate reflective moments that prompt students to evaluate whether they’ve been focusing on and understanding the material.

Asking students to mind-map new ideas or having them complete graphic organizers are strategies to direct their attention to the new information. Additionally, implementing a Project Zero Visible Thinking Routine such as “ See, Think, Wonder ” is another way to encourage students to reflect on the learning experience.

When you use videos online or in the classroom, try applying these lessons so that students actively engage with what’s in front of them on the screen and don’t just passively watch the video. This will ensure that students are better able to successfully process and absorb the skills and messages that the video is teaching, and at their own pace.

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Ideas for Using Video in the Classroom

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Videos are one of the many tools in your teaching toolbox for creating engaging science experiences. To help you better understand strategies for integrating media into your teaching, we've crafted model activities that fulfill a variety of purposes.

Why Use Media?

According to the Common Core English Language Arts Standards for Science & Technical Subjects, middle school students should be able to "compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic."

But that's not the only reason we should be using media in the classroom. Videos are one of the many tools in your teaching toolbox for creating engaging science experiences. To help you better understand strategies for integrating media into your teaching, we've crafted model activities that fulfill a variety of purposes.

How to Encourage Active Viewing of Media

If you are using video as part of distance learning or in-person learning, try incorporating some of the following strategies from KQED Education and our own Science Notebook Corner .

STEP 1: The Set-Up

• Have a purpose in mind . Will the video help students learn something new? Or spark interest in a topic? Read more about how to use video for different purposes in the next section, below.  
• Choose which parts of the video to show. Will you show the whole thing or just relevant clips?  
• Activate prior knowledge. Try using scaffolds to help students think about   what they already know about the topic of the video.

STEP 2: While You Watch

• Ask a focus question. Have students look for something in the clip. A focus question can make the media more meaningful by encouraging active viewing/listening.   
• Use reading strategies or a KWL chart.   Active reading strategies can be used with video, too! Students can record their thoughts before, during, and after watching.
• Turn off the sound.  Watch in silence to get curious or gather initial evidence that might help answer a focus question. Then watch again with sound to find out which questions get answered.
• Press PAUSE.  Identify and clarify what the students are hearing and seeing. Instruct students to signal when they need the video segment to be paused to ask for clarification.  
• Show it again! You may choose to watch the video twice with your students, once to elicit emotional responses and get an overview of the topic, and again to focus on facts and draw out opinions.
• Use closed-captioning. This is effective for reading reinforcement.

STEP 3: Making Connections

• Facilitate sharing. Try one or more of the group-sharing strategies included in this resource from KQED education to get students sharing ideas before, during, or after watching the video.
• Facilitate reflection. Use reflection strategies to help students think about how their thinking has changed after watching, between multiple viewings, or after sharing with peers.
• Printable tips from KQED

Hook Students on the Topic

Media can serve as a "hook" that opens up the lesson. Videos can activate prior knowledge, engage the student with something mysterious or visually appealing, or establish a purpose for learning. Lessons that use video clips in this way include:

• Planes, Trains, or Bicycles: Being a Low-impact Traveler  (Grades 6-10)
• From Farms to Phytoplankton  (Grades 6-11)

Engage Students in Science Practices

Visualizations based on aggregated data provide the unique opportunity to engage your students in various Science Practices highlighted in the Next Generation Science Standards, including asking questions, analyzing and interpreting data, and constructing explanations. Lessons that use video clips in this way include:

• Photosynthesis Seen From Space  (Grade 6-10)
• Using Empirical Data in the Classroom: Raptor Migrations!  (Grades 6-11)

Reinforce Other Hands-On Lessons

Videos often tell stories that reiterate or reframe science concepts your students are mastering through active, hands-on lessons. Lesson that use video clips in this way include:

• Kinesthetic Astronomy: Longer Days, Shorter Nights  (Grades 3-8)
• How Stable is Your Food Web?  (Grades 5-8)

Encourage Critical Thinking and Inspire Action

Want to teach your students about design thinking, but don’t know where to start? Our Flipside Science  series provides an easy-to-implement introduction. Students learn how to define problems, evaluate potential solutions, and decide what they think about environmental issues. They are then empowered and inspired to engineer their own solutions to complex problems.  Lessons that use video clips include:

• Sustainable Water Solutions: Weighing the Pros and Cons  (Grades 6-10)
• Exploring the Impacts of Feeding the World  (Grades 6-10)

Browser Plugins for Safer Classroom Viewing

Worried your students will be distracted by ads, comments, and more? Apps are updated regularly, but here are a few suggested browser plugins to make classroom use easier:

• Turn Off the Lights Blacks out the rest of the YouTube page, including comments and recommended videos.
• Hide YouTube Comments Self-explanatory!
• YouTube Playback Speed Control Allows you to increase or decrease the playback speed using the keyboard.

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Using video: while viewing.

One of the key points to remember about designing your viewing activities is that students will be both listening and watching as the video is playing so make sure that any tasks you set require only a minimum response. Asking students to read or write at any length whilst they watch will be far too demanding, so if you decide to use any kind of questions about the content of the video it’s best to choose things like true / false statements or multiple choice questions that only require a minimal physical response like ticking a box.

Make sure that if you do use questions you also give students plenty of time to read and understand the questions before they watch. Setting questions or using the readiness activity of getting students to create their own questions about what they want to know can have some advantages in that it gives students some ideas about what they are watching for and what they might expect to see. It can be more informative though to avoid creating questions about what you think students should look for and understand and just allow them to watch and then find out what they thought the important information was and what they understood.

Here are some activities you can try with any of the videos.

1. Ask the students to watch and check their own predictions (from the previous readiness activities)

2. Create a short list of true / false statements about the video and ask your students to tick the true ones as they watch.

3. Get the students to watch and talk with a partner to summarise what they saw in the video.

Procedure for setting the activities

1. Many students have a tendency to panic the first time they watch and hear authentic video and say that they can’t understand anything. If you have used some of the readiness activities you will help to reduce this, but it is good to assure students that they will be able to watch more than once and not to expect too much from them on their first viewing.

2. Make sure that the students have read and understood the tasks or any questions or statements they have to respond to during the video before you start to play the video.

Procedure for using the activities

1. Make sure that you allow your students to watch more than once before you clarify answers to any of the tasks you set.

2. Give students the opportunity to discuss in pairs what they saw between each viewing so that they have the opportunity to check and hypothesise about their understanding of the content.

3. Try to maintain their level of curiosity and encourage the students to collaborate and understand together by not giving them the ‘answers’ or correction for as long as possible.

4. Use the video tool bar to play and replay short sections of the video and highlight for students key moments in the content that can help them to answer the tasks.

5. Always make sure that at the very end of the viewing tasks the students are clear about what the correct answers are and why they are correct.

Over to you: Tell us what you think

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It works with my students,I use this way to teach English frequently.

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This method of teaching is so useful.

Improve your english and learn more with quality.

To learning english it's in the world conected.

Group discussions help a lot of students learn from among their peers so i think the pairing should be one good student and another not too good student

Perfect.Thanks.

Leaderboard

To encourage students to respond to a video as a whole

Using video: Readiness Activities

These activities will help students connect what they are seeing with what they already know about the topic and prepare and help them to understand the authentic content of the videos before they watch them.

Using video: Personal Response Activities

When we watch videos in our language we don't answer comprehension questions - we respond emotionally to the content.

National Geographic Learning: In Focus

Bringing the world to the classroom and the classroom to life

A before/while/after you watch approach to planning a video lesson

In a new series of posts on the subject of using video with language learners, I plan to look at a range of issues relating to this area of English language teaching such as the criteria for selecting video, how different genre of video lend themselves to different task types and some of the pitfalls to avoid when using video in the classroom.

To start off the series, this first post introduces a way of planning a lesson which works with most video and it suggests some of the activity types which are often used.  

Before you watch

Sometimes it’s appropriate to start a lesson with the video straight away but in most cases, you’ll want to provide some lead-in activities to prepare students for the viewing. Here are some ideas:

Prediction: Choose seven or eight key words from the video (which are spoken words or things which are seen) and write them on the board. Students work in pairs and discuss what the connection might be between them in the video.

Discussion questions: If the video is going to be about something topical – such as a current affairs news video or a TED talk – then prepare two or three discussion questions to find out what students already know about the topic. Try to personalise the questions so that students have a chance to relate the video topic to their own lives.

Pre-teach vocabulary : With an information-rich video such as a documentary, there could be a lot of new vocabulary; some of it will be low-frequency vocabulary which students don’t need to know for everyday use, but it should be explained if it’s crucial to understanding the main topic.

While you watch

For this main stage of the lesson, I normally plan on showing the video at least twice. I treat it rather like a listening or reading lesson. I like the students to watch once to get the overall gist and then watch it again and exploit the video for more detailed language work. So we can divide ‘while you watch ‘activities into two parts: first viewing and second viewing:

First viewing activities

Often, first viewing activities make use of the visual elements of a video so the students are not overwhelmed with trying to answer questions about what they see and what they hear.

Sound off: It can be useful to play the video with no sound at all on the first viewing. Students watch and afterwards say what they think they will hear when you play the video again with the sound on.

Spot the action: If the video includes lots of different actions (e.g. a person walking across the street, a car driving stopping, a bicycle, etc) you can list these actions in a random order on the board and ask students to number them in the order they happen.

What’s the purpose? Ask students to watch and decide the purpose of the video. You could write a list of different purposes on the board like this: to inform, to convince, to tell a story, to entertain, to educate, to advertise, to shock, etc. Students watch and choose from the list – in some cases a video can have more than one purpose.

Second viewing activities

Having watched the video once, students can listen and watch again for more detailed information by completing the following type of activities.

Comprehension questions: Give students a set of questions to check detailed understanding. As with reading or listening comprehension questions, these might take the form of multiple choice or true or false.

Fill-in-the-blanks: Take a transcript of the video and delete certain key words (such as those you pre-taught). Students watch and complete the text.

Note-taking: For more advanced students, ask them to take notes on what they think the key points are from the videos. This works particularly well with a video showing a lecture, presentation or documentary.

One important point to add here is that watching a video and completing the types of exercises above can be difficult – not just because of the language – but because looking at a screen and looking down to write is very difficult! So, if students have already watched a video once, give them time to read the exercises through and try to predict some of the answers before playing the video again. In addition, allow time for students to answer questions after the video has ended.

After you watch

Having watched the video at least twice, you can end the lesson with some speaking and writing activities.

Write a summary: Students write a 100-word summary of the information in the video or the story that it told.

Narrate the video: Students work in pairs. Play the video with the sound off and students take turns to narrate the video in their own words.

Response questions: If the video presented something topical, for example it was on the subject of climate change, then allow time for students to respond and say if they agree with any points made  

The structure above is a very straight-forward way of planning a lesson with most types of video. As you become more confident with the format, you can start to vary your approach and try out other types of activity. In the next posts, we’ll take a look at some of those variations and consider using different types of video genre.

John Hughes is the author of many titles with National Geographic Learning including the course series Life and the new third edition of World English . Both course series include video lessons with a ‘Before/While/After You Watch’ approach. John has also written the scripts for a number of the videos in the books.

Author: John Hughes

Thanks, John! Very useful guidelines as I sit here preparing another video lesson for my 8th graders tomorrow.

Great tips! Thanks@

Thank you John for sharing! It’s very useful and informative.

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Using video 2

Video is a great resource to use in class and there are an endless number of ways to exploit it to create motivating, memorable classes with a high level of language production.

Your choice of video may well be limited depending on what you have available to you wherever you are so the suggested activities have been kept deliberately general. They also include several tasks where you have the sound of the video down, and you simply use the moving image, so they work with videos originally in any language. You can also get a lot of mileage out of using cartoons, soap operas or reality TV shows that are aimed at teenagers if you don't watch them, as the students will be able to tell you all about the characters and you can exploit the natural information gap between you and them!

If you are using films, try to get them with subtitles in English. If you can't, make your tasks based mainly on the visuals. You need a high level of proficiency in a language to be able to follow films so lower levels could find it demotivating if the tasks are too difficult. Using video should increase the students' level of motivation, so take your time to prepare tasks that will be challenging but not impossible for students to succeed in.

When you are planning a video lesson, try to think of it in three parts:

• Before you watch The important thing about  before you watch tasks is that they get students into the topic and you prepare them for what they are going to see. This is the time to pre-teach any tricky vocabulary if you need to. Before you watch  tasks could be brainstorms, quizzes, vocabulary matching or any other task that gives some background knowledge about what they are going to watch.
• While you watch These are the tasks that students do while they are viewing, or during a pause in the viewing. Remember how annoying it is to be interrupted continuously while you're watching TV? Bear this in mind while you prepare these tasks. They should be short and simple. You are asking your students to do a lot of multi-tasking by giving them while you watch  tasks and you could be in danger of converting a potentially fun and enjoyable class into a real bore by over-loading the students with things to do. Having said that, we should always keep our students active during the viewing so they don't switch off.
• After you watch Many tasks can follow on from watching a video and what you choose to do really depends on what you are watching. To give a few examples, a discussion could follow on naturally from a documentary, a role play or a 'what happens next' could follow on from a soap opera and a character study or making your own comic strip could follow a cartoon.

Here are some classic video activities to get you started.

1) True or false?

Students watch a section of video and have to write three sentences about what they see. The sentences can be a mix of true and false. Pause the viewing periodically and ask a couple of students to read a sentence and the others must say whether it's true or false.

2) Sound down

Sit students in pairs facing one another, with one facing the screen and the other facing away. Turn the sound down and play about two minutes of video. Choose the section carefully to ensure there's enough action. The student watching must explain what's happening to their partner. Then change places so the other student gets a turn. Then watch the whole clip to see how accurate they were. If you like, do the task once, then ask the students who were watching which words they needed. Put some vocabulary on the board then repeat the task so they get another go at describing the action.

This can be a lot of fun. Choose a scene and get the students into groups according to how many characters there are. Play the scene without volume and get each student to choose a character. Play it again, stopping after each bit of speech and get the students to invent the dialogue. You need to go slowly and play back many times to give the students time to think and write. When they have the dialogue for the scene, play again and get each group to dub the scene with their dialogue. You can also do this with adverts.

4) Hold it there!

Pause the video at an appropriate moment to leave a still image on the screen. Use the image as if it were a photo or a picture and use it to prompt discussion, create role-plays or simply for students to describe what they can see.

5) What's going to happen next?

Pause the video at an appropriate moment and ask students to predict what's going to happen next. You could put the class into teams to discuss the options and the team who's closest to what actually happens when you watch the scene wins a point.

6) Order the events

Write a list of events that happen in the video clip on the board or on a worksheet but put them in the wrong order. Students watch and re-order the events correctly.

Just a word of warning to end on, do check all the material you show students beforehand just in case there are scenes that you think may not be suitable. It could be quite uncomfortable, for you and them, if raunchy bedroom scenes or very violent scenes appear on the screen and you are with a class of young students. Also be careful to check the school's policy on using video and don't allow any students to see films with higher age restrictions than the age of the youngest student in the class.

If you use it well, video can really be an excellent resource for the EFL classroom and as with all resources, the more you use them the more ideas you will get on how to use them. 

Additional reading

• www.teachingenglish.org.uk/article/video-young-learners-1
• www.teachingenglish.org.uk/article/video-young-learners-2

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15 creative video project ideas for students (and their teachers)

Fall is here. The leaves are starting to change color and teachers everywhere are asking the same question: How do I come up with video project ideas for my students?

Video has been a staple learning tool for decades. But having students create, design, and edit video projects themselves is becoming a much more common classroom activity. Video projects are a great way to help students of all ages  actively engage with subject matter  and learn from one another.

Online apps like  Biteable  make it easy for students to turn video ideas for school into a reality. Templates and easy-to-use editing tools keep the process simple and offer plenty of inspiration for student video projects.

To help teachers and students alike leverage video as an  educational tool , we’ve gathered our favorite creative video project ideas for students. Each idea comes with a ready-to-edit video template so you and your students can get started right away.

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Elementary student video project ideas

It can be tricky to keep young students interested and engaged all day long. Creating videos gives elementary students a fun, creative way to learn about anything. And student-created videos are an amazing classroom learning supplement. If a video is produced by their peers, interest will skyrocket.

1. Create a book trailer

Instead of a traditional book report, have students design a movie-style trailer that drums up excitement about a novel or a non-fiction book. Creating a book trailer gives students the opportunity to think creatively, share a story with their classmates, and reinforce their learning in a new way.

2. Give a video tour

To supplement social studies curriculum, students can create a video showing off a significant location or their favorite part of the school. If you have a field trip planned, ask students to share their experience by recording videos throughout the day and adding voice over narration.

A video tour of the school is also a great way to share the campus with new students and visitors. As a way to pass the torch before they leave for middle school, how about asking your fifth graders to collaborate on an orientation video for incoming kindergarteners?

3. Celebrate the holidays

There’s always something to celebrate, no matter what time of year it is. Have students film letters to Santa, make video Valentines for parents or grandparents, or make short educational videos about lesser known holidays. Students can even create simple, digital thank-you notes for classroom visitors or parent volunteers.

4. Recreate a moment in history

Learning about historical people and events? Have your students research and recreate major moments in history, like the story of Rosa Parks or the Oregon Trail.

Videos help students visualize and remember these important moments. It also gives students the opportunity to experiment with digital storytelling. And students will be challenged to bring each scene to life accurately.

5. Try stop-motion video

Video learning isn’t limited to literary or historical topics. Encourage students to use stop-motion or create their own slides to explain science experiments or other STEM projects. With the right footage, like Biteable’s extensive collection of clay animation footage, students won’t even need to build stop motion models. They can just focus on the presentation and storytelling in their video.

Video project ideas for middle and high school students

Video projects for high schoolers can be a little more advanced, as students should be practicing editing and narrative skills in addition to learning about new topics.

6. Create a news channel

To supplement learning in a current events class, have your students film a news broadcast covering both local and international events.

Ask students to take on certain roles in the newsroom: anchor, sports reporter, weather reporter, or entertainment correspondent. Doing a news segment helps everyone get involved and promotes teamwork.

7. Start a portfolio

Many high school students are thinking about college applications. Give them the chance to  jumpstart their applications with a portfolio video project  and showcase what makes them unique.

Art students can show off their best work and design skills. Students applying to traditional schools can answer an application question or create a video showcasing their community service and extracurriculars.

8. Promote a good cause

Rather than writing a traditional essay or report, have students create a video advocating for a cause that’s important to them. This helps students build their identity and develop persuasive skills. And students can share their  promotional video  with everyone, not just their teacher and classmates.

9. Questions for your future self

Think ahead with a video full of inspiring questions This project is great for incoming freshmen. At the beginning of the year, have students create videos with questions for their future self or with goals for their life and career. At graduation, send the videos back to them. It’s a fun, positive way to celebrate their success throughout high school.

Higher ed video project ideas

Higher education might not seem like the place for student-made videos. But in the real world, businesses use video for all sorts of things. Video projects build plenty of resume-worthy skills that college students can take with them to the workforce.

10. Create a university promotion video

It’s easy to forget that colleges and universities are businesses, too. And they need help with promotion. A solid college or university promotion video could open opportunities for internships or college employment. Promoting something that they’re already familiar with is a great way for students to build video persuasion skills.

11. Record and edit interviews

Being able to conduct a good interview and edit it in a way that’s appropriate for the purpose of the interview is a valuable skill in multiple industries. And interviewing experts in the field is appropriate for just about any class.

12. Make a video self-assessment

Grades are important. But being able to self-assess is also an incredibly valuable way for students to incrementally improve at any skill.

Making video self-assessments gives students a more active role in the grading process and offers them a creative way to highlight the work they’ve put into a course. It also gives them a chance to make an argument for the grade they feel they deserve — a skill that easily correlates to performance reviews in their future workplace.

13. Film a job interview guide

For most people, the interview is the most nerve-wracking part of getting a job. Practicing interview questions is a great way to prepare. But most students don’t know how to prepare for a job interview.

Creating a job interview  how-to guide  is a perfect way for students to learn how to prepare for a job interview and help other students prepare at the same time.

14. Create a video presentation based on a written assignment

Written assignments are the backbone of a university education (in most disciplines, at least). However, the audience for most written assignments is limited to the professor and assistants. Creating presentation videos for their assignments gives students the opportunity to share their hard work with their fellow students, while also learning valuable video editing skills.

15. Build a video resume

For most students, the job search starts even before graduation. A video resume helps students highlight the skills they acquired and the experience they gained during college. And, given the global workforce, a  video resume is a great supplement to a paper resume, especially when applying for remote or distant positions where an in-person interview may not be an option.

Take your video project from idea to reality with Biteable

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Biteable has a huge  library of video templates that help students get going fast rather than struggling to start from a blank screen. Drag-and-drop editing and easy to use tools let students focus on what’s important: the project assignment and delivering a thoughtful message.

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15 Tools for Teaching With Video

A good video clip can spark discussion, reinforce a key concept, or introduce students to an entirely new topic. Just showing a video or telling students to watch a video usually isn’t enough direction to make the video meaningful. That is particularly true if the video is more than a few minutes long. Here are fifteen tools to use the next time you’re planning to use a video in your classroom.

Video Discussion Tools

Vynchronize lets you create an online room in which you can watch a video while chatting about it with other viewers at the same time. To use Vynchronize just go to the site, enter your name, and pick a name for your chat room. As soon as you do that your chat room will be launched and you can invite others to join by giving them the URL assigned to your room. Within your room you can play videos from YouTube and Vimeo. To play a video just copy its URL from YouTube or Vimeo and then paste it into the video queue. Chat about the video happens in a side panel on the same page. You can pause, rewind, and fast-forward the video just like you can on YouTube or Vimeo.

ClassHook has a feature called Pause Prompts that is perfect for in-classroom discussion of video clips. Pause Prompts are short questions or discussion prompts that you build into the video clips that you plan to display in your classroom. When you play a video in your classroom the video will automatically pause and display your discussion prompt or question to your students. Watch my short video to see ClassHook’s Pause Prompts in action.

Timelinely is a tool for annotating videos that are hosted on YouTube. To get started you just have to copy a YouTube URL into the Timelinely homepage to get started. Once you have entered the URL for a video, a new screen appears that allows you to add tags or annotations to the timeline of the video. You can do this while the video plays or you can simply jump to a place on the video to add annotations. Your annotations can include text or images.

TurboNote is a Chrome extension you can use to take notes while watching any video. To take notes students just need to click the TurboNote extension icon in their browsers and start writing notes in the menu that appears on the right side of the screen. Any notes that students type are automatically time-stamped. Notes can be edited while the video is playing or while the video is stopped. All notes can be shared via social media and email.

Flipgrid can be used to have students record responses to videos that you post for them. Post a video as a “topic resource” and then let students reply with their own video comments. A detailed overview of how to use Flipgrid is available here .

Graded/ Quiz-style Activities

Year after year EDpuzzle remains on my list of great tools for teaching with video. EDpuzzle is a neat tool that allows you to add your voice and text questions to educational videos. On EDpuzzle you can search for educational videos and or upload your own videos to use as the basis of your lesson. In your EDpuzzle lessons you can make it a requirement for students to answer a question before moving forward in the video. EDpuzzle has an online classroom component that you can use to assign videos to students and track their progress through your video lessons.

Teachem is a service that uses the TED Ed model of creating lessons based on video. On Teachem teachers can build courses that are composed of a series of videos hosted on YouTube. Teachers can write questions and comments in “flashcards” that are tied to specific parts of each video and display next to each video. Students can take notes while watching the videos using the Teachem SmartNote system. Creating a Teachem course a straightforward process of choosing a video URL then writing corresponding questions. When you create a Teachem course you can make it public or private. Public courses can be accessed by anyone that has address for your course. Teachem contains an option to collaborate with colleagues on the creation of courses.

TES Blendspace makes it easy for teachers to organize and share educational materials in a visually pleasing format. On TES Teach you arrange videos, links, images, and files around any topic of your choosing. TES Teach has built-in search tools so that you do not have to leave your TES Teach account in order to locate resources. When you share a set of TES Teach materials with your students they can give you feedback to show that they understand the materials or they can ask questions about the materials. You can also see if your students actually looked at all of the materials that you have shared with them.

PlayPosit is an excellent service for creating, assigning, and tracking your students’ progress on flipped lessons. PlayPosit allows you to build flipped lessons using YouTube and Vimeo videos, create questions about the videos, then assign lessons to their students. Once you have found a video through PlayPosit you can add questions to it at any point along its timeline. Students need to answer your questions before they move on to the next portion of your chosen video. You can track your students’ progress within PlayPosit’s classroom environment.

MoocNote is a tool for adding timestamped comments, questions, and links to videos. To do this on MoocNote you simply paste a link to a YouTube video into the MoocNote editor. Once the video is imported you can start to add your comments, questions, and links. The link features is particularly useful for providing students with additional resources for learning about the topics covered in your shared videos. MoocNote allows you to organize playlists (MoocNote calls them courses) of videos according to topics that you identify. MoocNote could be a good tool for high school teachers who want to organize playlists of videos for their students and add some clarifying information to those videos. You could also have students use MoocNote to annotate videos to demonstrate an understanding of the topic at hand.

Trimming Videos and Removing Distractions

ytCropper lets you share just a portion of a YouTube video by specifying the start time and end time of the video that you want others to see. To do this simply go to the ytCropper site then paste in the URL of the YouTube video that you want to share. Once you have done that you can specify the start and end time of the portion of the video that you want people to watch. ytCropper will generate a link to the cropped version of the video. Share that link to have people watch your specified portion of the video.

Watchkin is a service that provides a few ways to watch YouTube videos without seeing the related video suggestions and comments. You can enter the direct URL of a video into Watchkin to have the sidebar content removed. You can search for videos through Watchkin and have family-friendly results displayed (if a video appears that is not family-friendly Watchkin has a mechanism for flagging it as inappropriate). Watchkin also offers a browser bookmarklet tool that you can click while on YouTube.com to have the related content disappear from the page.

Quietube is a convenient tool that you can add to your browser’s bookmarks bar. With Quietube installed you can simply click it whenever you’re viewing a video on YouTube and all of the related clutter will be hidden from view. Installing Quietube requires nothing more than dragging the Quietube button into your browser’s toolbar.

SafeShare.tv makes it possible to view YouTube videos without displaying the related videos and associated comments. To use SafeShare.tv simply copy the URL of a YouTube video and paste it into SafeShare.tv . SafeShare also offers browser a bookmarklet tool that will eliminate the need to copy and paste links from YouTube into SafeShare.

If you plan to show a video through Google Slides use the built-in formatting tools to specify start and end times. The video formatting tools in Google Slides includes the option to specify specific start and end times for the videos that you include in your slides. Watch my video to see how to set start and end times for videos in Google Slides.

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'Watch-Think-Write' and Other Proven Strategies for Using Video in the Classroom

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One of the first things I added to my teacher tool kit during my first few years of teaching was video. As a science middle school teacher, I saw using documentaries as an effective strategy. After all, the interviewees and talking heads presented in videos are experts in their field, often working with cutting-edge tools that I could only dream of using. They also often had animations and visualizations that helped clarify ideas. Not only that, but by showing those documentaries, my students and I could  journey to places we’d never be able to go. In those early days, my planning time was often spent finding that “perfect” video that I could simply plug in, play and be done with the lesson.

I soon realized, however, that there was a problem with this approach. First, my students would often see this time as simply a form of entertainment. They would enter what I started calling “TV mode,” and instead of focusing on the content that I was so excited to show them, they would focus on the expert’s accent or on the cuteness of the animals showcased. Second, the plug and play approach limited my sources of video to documentaries and educational shows. Although these are rich source of information, I also saw opportunities in YouTube videos and commercial films. I remember watching Spiderman and thinking how great it would be to show the movie and discuss the different chase scenes in terms of Newton’s Laws of Motion. Although the idea sounded great, I also knew that I would not be able to explain to my administration and parents the use of this commercial movie as an educational experience. Never mind that it would, for sure, be seen as mere entertainment by my students. I needed ways to be able to circumvent these problems and use videos effectively.

As I continued on my journey, I finally understood that the key to using video effectively in the classroom is preparation. I could maximize the learning opportunities videos offer by encouraging students to become active viewers using a few simple tools and strategies.

Preparing the video:

• Preview the video. It goes without saying, but you do have to watch the full clip that you’re interested in showing and make sure that, as you watch it, you are thinking about your specific students. Whether your selection comes from YouTube or PBS, you do not want to be surprised by inappropriate content or material that is way above the students’ maturity level. I learned this one the hard way while showing National Geographic’s “The Human Footprint." As I was previewing I had my “teacher hat” on and failed to recognize that the section on Cleansing and Beauty Products would get my students tittering about the girl in the shower. Nothing is actually shown or inappropriate, but just the idea was enough to derail my middle schoolers!
• Edit the video. Cut the video into smaller sections, showing only what you need. Vibby allows you to break up a video into highlighted sections. Once you click play, the “vib” will play the highlights and skip over whatever was not highlighted. You can also add comments, which makes it easy to provide students with specific focus points. (I have used Vibby to show clips of commercial action films to explain motion and forces concepts to my 8th graders, engaging them immediately because they recognize the scenes, often leading to discussions of how these films misrepresent the laws of physics.)
• Insert pointed questions, comments and commentaries. I often insert the questions I want to pose to the class, using either Edpuzzle and PlayPosIt . Both tools work similarly, allowing you to add different question types (multiple choice, short answer, etc.) as well as comments and audio commentaries. The video automatically stops at question points, allowing for a more seamless discussion. Here is an example I use when discussing biogeochemical cycles in my 7th grade class.
• Prepare guided notes . As you are previewing the video, think about  the key points and concepts you want your students to learn. Create your guided notes, leaving blanks for the information you want the students to write down.

One thing I’ve discovered is that it is also relatively easy to create your own videos using tools like screencast-o-matic or screencastify . In fact, a couple of years ago, as I was working with Better Lesson (a lesson plan and curriculum resource site), I did just that. I started by creating a screencast of myself teaching the concept. Then I Edpuzzled it and prepared my guided notes . I invite you to see the lesson in action at Better Lesson - Cladistics .

Before viewing:

• Activate prior knowledge. To do this, I usually use a simple quick write, a chain note or a turn and talk. I want my students to start thinking about what they already know about the subject, which helps them make connections between the video and the content already explored.
• Give a purpose for watching. State it clearly: “As you watch, pay attention to….” “You are looking for …” or “After watching you will ….” In my experience, this is the most important part of using videos effectively. Giving a purpose for watching almost guarantees that the students will not enter the “TV mode” I mentioned earlier, and, instead, will focus their attention on what you want them to learn from the video.

During viewing:

• Pause often. Even when I decide not to embed questions or comments during the preparation phase, I find that it is important to pause the video to allow processing of the information,to address questions and facilitate discussions prompted by the video. I came upon this practice quite by accident one day after presenting a two-hour documentary on DNA (Cracking the Code). Some of the content was a little too much for my 7th graders, so I found myself pausing often to explain the finer details. Eventually, the students themselves started asking me to stop because they did not understand something. As I reflected on the day, I and chastising myself for “all the time wasted” that kept me  from moving  to  my next plan, I  realized that we had, in fact, covered what I wanted, and more! Not only that, but the kids had not even entered “TV mode.” The simple act of pausing had made the use of this video a more engaging and effective tool.
• Watch: Students watch the segment. No writing allowed.
• Think: The whole class or table group discuss the segment. No writing allowed. (The time given for this is adjusted depending of the class and content.)
• Write: Students are able to include the new information in their guided notes, and even summarize or pose new questions to address.

After viewing:

Once I had all the previous elements more or less in place, I found there were still times that “TV mode” reared its ugly head. That’s when I understood that even with all the video preparation, I still needed to provide a way for my students to  go beyond the guided notes they took. Here are some of the things that have worked for me:

• Turn and talk. Students can discuss key points in partnerships, using their guided notes as a way to explain the content to each other.
• Learning event. Using a “Did you know…?” format, students can create short sound bites to share with the class or with other classes.
• Concept maps. Students can create concept maps based on prior knowledge and new ideas gleaned from the video segments.
• Problem solvers. Students use information from the video to answer a question or solve a problem.
• Video curators. Students find a video clip that explains a specific key point not clearly discussed in the original video presented, and share it with the class.
• Video creators. Using the segment presented as a model, students develop their own educational videos or documentaries.

I still believe that using videos is a great way to engage students, and I continue to find myself looking for “perfect” videos. However, now that I have understood that there is a big difference between playing a movie and using videos as a teaching tool, I am a lot more strategic when including them. It does take some work, but your students and classroom will reap the benefits. Do you have other tools or tips to share? I would love to know about them.

Editor’s Note:

If you want to learn more about how to use media effectively in your classroom, take our free, online course  Using Media as Core Text  on  KQED Teach .

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51 Creative Video Project Ideas for Students (With Templates)

• video project ideas

It’s always a challenge to keep students engaged during classes, especially virtual classes. One of the ways to do this are video projects. Video projects not only make for fun viewing, they also supplement learning. While creating videos with fellow students is a fun activity, it’s not always easy to come up with video project ideas.

So here we bring you some of our favorite creative video project ideas for students. We also share ready-to-use free video templates that you can plug into and start using. Stay tuned till the end and find a bonus section for students on how to make a good video project! Let’s dive in!

A. Video project ideas for elementary students B. Video project ideas for high school students C. Video project ideas for higher education students D. How to make a good video project

Bring your video project ideas to life in minutes

With 3000+ ready-to-use project video templates

A. Video project ideas for elementary students

Video projects for elementary students are mostly a way for the teachers to ensure comprehension and interest in the classroom. These can also be a good tool to make students think about different topics. Let’s check out some video project ideas for this age group:

1. Summarise a lesson

Get your students to summarise history or literature lessons on video. Have students research major figures and events in history and make videos around these concepts. This gives students the chance to learn digital storytelling as well as thoroughly research important historical figures! For example, check out this video sharing the history of television!

Use This Template

2. Share a talent video

Have students share a video performing a talent! They can share singing, dancing, painting, art, baking, playing an instrument or various such videos. This can be a fun activity where students learn more about their peers. For example, check out this music artist launch promotion video that can be used by students to promote their own music videos .

3. Create a book report video

Instead of traditional book reports, get students to create book reports or trailers for various literature projects. These can be a good way to get students curious about concepts you will be teaching them too! Check out this video book report.

4. Celebrate a holiday

Get students to create videos on their traditional or religious holidays. This is a great way to cultivate curiosity, awareness and tolerance for different ethnicities and cultures. Check out this Christmas facts video as an example.

Use This template

5. Create science experiment videos

Encourage students to create their own slides to explain science experiments and their findings. This way, students start thinking of STEM disciplines in a more analytical, hands on manner. Check out the lesson plan presentation below that can be used to document the objectives and findings of such an experiment.

B. Video project ideas for high school students

Video projects for high school students can be a little more advanced as they are in the process of growing their skills and learning more about different subjects.

1. Create a video portfolio

High school is when students start thinking about college applications. This is a great time to start making a portfolio. Teachers can give students the chance to create a portfolio video and share their unique skills and interests. For example, students interested in engineering and STEM can share their coding or science related know-how. Check out this copywriter portfolio as an example.

2. Create a news show

Students need to know current events, both for their school community and for the world around them. Having a school news show is a way to communicate with the school community of students, teachers, staff, and parents. This can be a group effort that helps students learn the value of teamwork and allocation. Check out this newsreel video you can customise to create your own weekly news show.

Use This Template 

3. Make a video tour of an important location

If students visit a place -- on a field trip, on vacation or any time -- they can share their learning experience with others by recording video of it and narrating as they go. (If they're at a museum or other such places, asking permission first is probably a good idea!) If they can't visit it, creating a video slideshow with InVideo is also an option. Get your students to share video projects on important locations as an assignment. These projects can be themed around festivals , cultural concepts and activities too. For example, check out their Halloween cross country tour slideshow.

4. Share practice records

Learning a language, cooking , music or sports require constant practise. To gauge the progress of each student, you can ask them to record themselves learning to play an instrument or speaking a new language. Students can make video projects of themselves learning or mastering a particular song, key phrases and more. For example, check out this violinist’s progress video.

5. Create an ad or a promotional video for school events 

Get students to make an advertisement or a pitch for a school event. This could include a political ad for class president election, a video resume , or an ad for the latest games or tournaments in the school. Students will need to think about the audience they are trying to reach and the length of the advertisement. For example, check out this match poster video.

6. Promote a good cause

Get students to create a video project promoting a cause they believe in. This helps them build their opinions and develop persuasive skills. Students can share this video with everyone, not just the classroom! For example, here’s a video you can customise to debunk myths around a way of life (going vegan in this case).

C. Video project ideas for higher education students

Post high school, it may seem that video projects aren’t that important. But this is the time when students are most focused on improving skills related to their career. Video projects can thus help students showcase their understanding and interest areas, especially to future employers. So let’s check out some video project ideas for these students.

1. Interview interesting people

The people around us and around the world are living history. Their experiences, information, and advice is a treasure trove waiting to be mined. Get your students to interview individuals from their interest areas or in interesting professions. They could be in-person interviews where both parties sit next to each other or they could be virtual interviews, where someone far away records responses to questions. These interviews can act as learning aids, as well as help students connect with people in their future careers. Check out this video interview on how to approach people for their life stories.

Make your own video highlighting interesting interviews by sharing quotes , testimonials, and more. Check out this testimonial video as an example you can use and customise.

2. Teach a concept via videos

Truly understanding something is the ability to teach it to others. Students can make a video where they are recording themselves completing a task on their computer screen or they can make a demonstration video like a coding class. Teachers and professors could then use these videos to help reinforce skills in your class or even flip some of your lessons. For example, check out this video tutorial on note taking apps.

3. Create a self-assessment video

Being able to assess oneself is an extremely important skill that students need to improve themselves. Self assessment empowers students to become better learners. It also allows them to take an active role in their assessment and push for a grade they feel is unfair - a direct correlation to performance reviews at the workplace! Personalise this testimonial video to create your own self assessment video.

4. Create a video presentation for a written assignment

Written assignments are a staple when it comes to college. But only professors and classmates can view these. Instead, creating a short, promotional video on a written assignment is a great way for students to share their work with more people and learn editing skills at the same time. Check out this digital marketing trends video you can use to create your own video presentations .

5. Create a video resume

For most students, the job hunt begins in college itself. A video resume helps highlight key skills as well as share the student’s personality and attitude with employers. Especially when applying to remote or distant positions, a video resume along with a normal resume provides brownie points. Check out this video resume you can use as a blueprint to create your own.

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6. Create a University promotion video

Universities and colleges need as much promotion as they can get. And who better than students to share their experiences and highlights. Get students to create unique videos with their best anecdotes or areas in the university. This is also a good way to get them to research interesting aspects of college life. Check out the University promotional video and make it your own.

D. BONUS: How To Make A Good Video Project

Your school video project can earn you good grades. It is also an opportunity to showcase your creativity. But how to create the perfect video without any error? Video creation may not be your forte, but you still wish to excel in school video projects, right? No worries!

If you have a school video assignment in hand but don’t know where to begin, read below to learn how to create a video project super easy and quick, without any error and fuss. Now, let’s divide your video project into 5 easy steps.

Step 1: Video topic or idea

If you are working on a school assignment, you probably have a video topic given by your teacher or professor. If you are looking for video topic ideas though, find them here .

Step 2: Plan your video assignment

Planning is super important for your videos. This is when you decide how you want to create your video. Consider whether you want to live record your video or create it online using an app or a tool. An online tool like InVideo offers you pre-created templates that might meet your requirements. This is also a super quick and easy way to make your video from scratch. The first thing you need to do is go to InVideo and login or sign up if you wish to use this tool. Next click on the “Pre Made Templates” Option and select the video dimension you want. Finally, type phrases related to your video in the search bar.

You will now see templates related to your search as you scroll below. Simply select the template you want to use and click on the “Use This Template” button to start editing!

If your video idea is to record an event , but you don’t have a DSLR, camcorder or GoPro, use your own smartphone camera for the school project.

Step 3: Prepare a video script

Now that you know how you will record your video, the next step is creating a script for your video. Here’s a step-by-step guide on script writing you can refer to. 

3 questions to ask yourself before you create your script:

- What is the objective of your video? - How long does your video need to be? - Who is the audience that will watch your video?

Step 4: Shoot your video + audio

Once your script is finalized, it’s time to shoot your video. You also need to make sure that you are recording audio to go with your video. Check out this list of equipment and how you can use it to record video and audio. 

Step 5: Edit your video

As mentioned earlier, one of the most effortless ways you can edit your video is using the free, online InVideo editor . This is simple, easy to use, and does not need you to make any downloads. Here’s how you can edit your video on InVideo.

Step 1: Log in to InVideo . Now click on the “Blank Canvas” option and select the dimension of your video. Next, click the “Make A Video” button.

Step 2: Now click on the “Upload Media” button at the left-hand corner of your screen and upload the video you shot.

Step 3: Double click your uploaded video to add it to the timeline. You will now see a pop-up that asks if you wish to trim your video. You can Trim your video or use the full version. Simply click on the “Done” button once you are finished with your trim.

Step 4: You can now use the controls on the right side of the screen to edit your video further.

Step 5: You can apply filters, create transitions between shots for a seamless flow, add subtitles, or insert a logo to give a personal touch to your school video. Just head to the left side of your screen and select the controls you wish to use.

Step 6: Once you are done with your edits, it’s time to download your video. For this click on the “Download & Share” button on the top right. Now click the “Export” video button.

Step 7: Your video will now start to render. You can download it once it’s complete. You can also directly share the video link or share it on social media using the button provided.

Wrapping up

So these were some video project ideas for students and how you can create your own videos on InVideo. If you’ve found value in this article, and are looking for more video ideas, you also want to check out this guide where we’ve put together 200+ video ideas for businesses and brands that you can take further inspiration from. 

For more quick tips and hacks on editing and creating videos, subscribe to our YouTube Channel . 

This post was written by Upasna and edited by Abhilash from Team InVideo

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56 Questions to Ask Students After Watching a Video

As educators, it is important to not only provide engaging and informative videos to the students but also to encourage discussion and critical thinking about the content of those videos.

One way to do this is to ask thoughtful and thought-provoking questions after students have watched a video. In this article, we present questions teachers can use to stimulate discussion and promote critical thinking among their students after watching a video.

56 Questions to ask students after watching a video:

General questions.

• What was the main topic of the video?
• Can you summarize the main points from the video in your own words?
• What did you like best about the video? Why?
• What did you like least about the video? Why?
• Were there parts of the video that you found confusing or hard to understand? Can you explain what was confusing and why?
• Do you agree or disagree with the statements in the video? Why?
• Can you think of examples from your own experience that relates to the issues raised in the video?
• What new information or insights did you gain from the video?
• How does the information from the video relate to other things you have learned in class or outside of class?
• Can you think of any real-world applications for the concepts discussed in the video?

Understanding the Main Theme

• What is the central idea or theme of the video?
• What are the key takeaways from the video?
• What are the most important points of the video?

Thinking critically about the content

• What was the main argument or thesis of the video?
• Was the argument well structured and supported with evidence?
• Were there gaps or weaknesses in the argument? If so, how were they addressed?
• Were there points in the video that you found persuasive? Why?
• Were there points in the video that you found unconvincing or unpersuasive? And why?
• Did the video present counterarguments or alternative perspectives? If so, how were these addressed?
• Did the video use logical fallacies or flawed reasoning? If so, can you identify and explain them?
• Did the video provide any new or original insights or perspectives?
• Was the video well-researched and supported with credible sources or references?
• Did the video make bold or controversial claims? If so, were they supported with evidence?
• What evidence or supporting documents were there for the main points in the video?
• Did the video present counterarguments or alternative perspectives? If so, how were they addressed?
• Did the video include examples or case studies to illustrate its points?
• Did the video raise questions or open up new areas for further exploration?
• Did the video provide solutions or recommendations for addressing the issues it discussed?

Making connections to other topics or personal experiences

• How does the information from the video relate to what we have learned in other subjects or classes?
• Can you think of real-world examples or applications for the concepts discussed in the video?
• How does the video relate to your own experiences or interests?
• Can you think of personal examples or anecdotes that illustrate the points made in the video?

Reflecting on the Video and Its Impact

• What was the most interesting or surprising thing you learned from the video?
• What was the most important or valuable thing you took away from the video?
• How do you think the information from the video will impact your thinking or behavior in the future?
• Can you think of any possible drawbacks or limitations to the information presented in the video?
• How could the video be improved or enhanced in the future?
• How did the video make you feel?
• Did the video inspire or motivate you in any way? If so, how?
• Did the video challenge or change any of your beliefs or assumptions? If so, how?
• Did the video give you new insights or perspectives that you had not considered before?
• In what ways do you think the video will be beneficial to you in the future?
• How do you think the video will impact your understanding or knowledge of the topic?
• Can you think of specific actions or steps you could take after watching the video?
• How do you think the video will affect your behavior or decision-making in the future?
• In what ways do you think the video could have been more effective or engaging?

Evaluating the Credibility of the Information

• Who was the intended audience for the video?
• Who was the creator or producer of the video?
• What are their credentials or qualifications?
• What is their perspective or bias, if any?
• Was the information in the video supported by credible sources or references?
• Did the video contain conflicting or contradictory information? If so, how were these resolved?
• Was the information in the video presented in a balanced and objective way, or was it biased toward a particular point of view?
• Did the video use any persuasive techniques or emotional appeals? If so, how effective were they?
• Was the information in the video current and up-to-date, or was it outdated?
• Overall, how reliable and trustworthy do you consider the information in the video to be? And why?

Frequently Asked Questions

How do videos help students learn.

Videos can be a useful tool to help students learn. They can provide a visual representation of concepts and ideas which can make them easier to understand. Videos can also be engaging and hold students’ attention better than a textbook or lecture. In addition, videos can be accessed at any time, allowing students to review material at their own pace. This can be especially helpful for students who have difficulty with a particular concept and need more time to review it.

Are videos effective for learning?

Videos can be an effective way to learn new information because they can provide a visual representation of the material being taught, which can help improve comprehension and retention. Videos can also be interactive, allowing the viewer to engage with the material in a way that is not possible with text-based learning. In addition, videos can be accessed at any time and from any location, making them a convenient learning tool. However, the effectiveness of video in learning ultimately depends on the quality of the video and how well it is suited to the learner’s needs and learning style.

How do you engage students watching videos?

One way to keep students engaged while watching videos is to pause the video periodically and ask them questions about the content they just watched. This way, you can make sure they are paying attention and understanding the material.

You can also encourage them to take notes or complete a worksheet or activity related to the video, which will further engage them and help them retain the information. In addition, videos that are interactive, visually appealing, and relevant to students’ lives can help spark their interest and engagement.

Asking these discussions can help students better understand key concepts from the videos, make connections to other topics and personal experiences, and reflect on the impact and relevance of the information they are learning.

By encouraging students to think deeply and critically about the videos they watch, teachers can help them develop the skills they need to be lifelong learners and critical thinkers.

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The 15 Best Video Games for Teens, Recommended by Real Teenage Gamers

Kid played, kid approved.

The Best Video Games for Teens

• Fortnite Transformers Pack
• Puyo Puyo Tetris 2
• Stardew Valley

In order to determine the best video games for teenagers, I consulted several experts: the six teenagers my son plays games with over Xbox Live and on his PC, as well as fellow Reviews editor and our own resident gaming expert, Mike Epstein , who has also written for publications like GamesRadar and Popular Science . “The first thing to keep in mind when buying a game as a gift, regardless of age, is taste,” he says. “Buying a game isn’t any different than buying a movie, or a book, or a CD.” You know, back in the ancient times when people bought such things.

He adds, “You want to buy a game that reflects your teen’s taste, both in terms of aesthetics and gameplay.” Think puzzle games like Puyo Puyo Tetris for kids who are into solving things, building games like Minecraft for LEGO fans, and shooting games for action fans. He understands that parents have a harder choice when it comes to buying games, and I think we can all agree that it’s so hard to police everything they watch and play, especially when most of our kids can figure out pretty quickly how to hide anything we don’t want them to see. We also need to be educated about the games they want to play and the games they should be playing. For example, Epstein says that many games feature heavy violence and some even nudity.

The band of teens I spoke with admitted that with programs like GamePass, Steam, and PlayStationPlus, there’s not a lot they can’t play. You can put on parental controls, but if you’re okay with games like Call of Duty, you have to set it to M for mature, which opens up the floodgates. Listening in occasionally, checking in when they don’t expect it, and even entering their games as fellow players are some of the best protections. Or, you can do what more and more parents are doing and nix the unlimited games, buying the games individually instead. If you are gifting a teen , or you are buying for your own child, here are our picks for the best video games for teenagers according to them. Many of them are available across platforms, but a few are single-platform games. I chose a range for this list.

Epic Games Fortnite Transformers Pack (PlayStation 5)

I have played my fair share of Fortnite , and I’m still not 100 percent sure of the purpose of this game, but it’s fun. You build forts, fight each other, do dumb little dances that your children love when you break out in public, and choose new skins. It’s fun and easy!

It’s a party royale style game, which mostly means it’s a multiplayer game with maximum fun in mind. As a player-versus-environment cooperative game, your children team up to win challenges.

More: Gifts for the Gamers in Your Life

Nintendo Splatoon 3 (Nintendo Switch)

I will let everyone know that I beat my 15-year-old at this game just last night. He didn’t see me coming. I don’t even have real-world paintball shooting experience. Splatoon is basically paintball gone cartoony and wild.

It’s a third-person paintball shooter game with combat that all revolves around ink. Cuttlefish and other creatures fight the befurred group to prevent the downfall of the power of the city.

Mo jang Minecraft: Switch Edition

Everyone loves playing Minecraft. Both my kids love Minecraft and all the games that you can play in the game itself. Where else can you build your own castle and then have it invaded by a plague of zombie pigs? Chiefly a building game, it has echoes of the Sims and some strategy games as well.

Take it from my teen son, who says: “Minecraft is like the Keanu Reeves of video games. Everyone likes it.”

Skybound Cuphead Standard Edition (Nintendo Switch)

Imagine if old cartoons from the 1930s were made into action games. That’s Cuphead. It’s absolutely ridiculous, it requires very little brainpower.

You are an anthropomorphic cup who works at a casino repossessing souls for the devil in repayment of debts. It sounds very dark, but I assure you that it is not. It’s all boss fights and silly run-and-gun intervals that keep it entertaining.

Sega Puyo Puyo Tetris 2 Launch Edition (Playstation 4)

Yes, this is essentially just a fancy Tetris game, but if you have played Tetris, you understand both the basics of play and the benefits of it.

This is the game my son and his friends play to chill out. One of the teens said, “It’s a puzzle, but it’s like, really pretty and really easy, and if you’re feeling up to a standard one-vee-one, you can do that, too.” FYI: The kids really do say it like that, “one-vee-one.”

The soundtrack is annoying, though.

Fangamer Stardew Valley (Nintendo Switch)

“This is basically a multi-layer farming game about how capitalism screws over small businesses, and you’re a farmer.” Did you follow that? It’s like Farmville — a farm simulation game — but less annoying and spammy. It’s good to know that kids only understand Farmville in the abstract these days.

Nintendo Animal Crossing: New Horizons (Nintendo Switch)

I have a personal vendetta against Tom Nook, and so do all the teens. Does it stop any of us from playing it? No, it does not. He’s a tyrant, and we are his servants, but the cooperative animal game became popular during the pandemic, and it’s only grown since then. If you ask anyone the point of Animal Crossing, the only answer you’ll get is “to be screwed over by Tom Nook,” and try to win the cash you lose back.

Valve Portal 2 (Xbox)

Apparently, this game has vexed the 15-year-olds on more than one occasion. The game, according to my sources, is a first-person perspective puzzle game, where you’re trying to escape a facility where you have been trapped. Upon entering each level, you’re given harder and harder puzzles to solve. The optics in this game are gorgeous, and the challenges force the player to think around them with multiple layers of obstacles coming into play. It’s a thinking game that gets the player hooked very quickly.

505 Games Terraria (Nintendo Switch)

This adventure game in the traditional action/sandbox style started a fight about the description and how it compares to Minecraft, but they all agreed it’s campy and silly and doesn’t take itself too seriously. You can dig, fight, explore, and create.

It has a 16-bit (Super NES) style with a fun interplay between the procedurally-generated world and your character. It’s built for long, engaging play.

Electronic Arts Star Wars Jedi: Fallen Order (PlayStation 5)

“Just imagine yourself in the Star Wars Universe, and you need to fight absolutely everyone. It’s atmospheric.” I did play this one, and while I couldn’t figure out the missions, much like the old Mortal Kombat, it’s a third-person fight game and tons of fun.

It follows former Padawan, Cal Kestis, a target of the Imperial army, as he completes his training and becomes a full-fledged Jedi.

2K NBA 2K24 Kobe Bryant Edition (PlayStation 5)

New versions of this basketball game come out yearly, and it’s always solid, with great graphics, fast play, and ease of entry. Kids love it, adults love it, and even people who don’t like basketball like it. It’s universally popular.

Electronic Arts The Sims 4 (PC/Mac)

We can tell each other that we don’t know every facet of this game, and we have definitely never mimed SimsSpeak, but I think we both know that we’re well aware of The Sims , and we understand the ever-present allure of the game. This is just the newest version, and the most sophisticated. Teens apparently still love it as much as we did when we were young.

Electronic Arts Madden NFL 24 (Xbox Series X and Xbox One)

Raise your hand if you’ve ever been a Madden weekend widow. I’m here to tell you that you can now lose both your partner and your child for an entire weekend (or more) playing the newest version. It’s more than a football game — it’s the football game.

Nintendo Super Smash Bros. Ultimate (Nintendo Switch)

It’s a mega brawl with all the most popular Nintendo characters. Every release of this game gets better, according to the kids, and according to me, who has been playing Princess Peach since she’s been able to rescue herself. Mario certainly isn’t good at it if the number of times she’s been kidnapped is any indication.

2K LEGO 2K Drive Standard Edition (Xbox Series X)

According to my experts, other racing games right now are buggy messes, but LEGO 2K is actually fun, and really makes you think about your moves. Which, I think can only be a good thing. Let’s just hope they take that into their essay writing for their SATs.

It’s your basic racing game but with far better graphics, challenges, and tricks. It’s a zen-out-and-play game.

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GRAPHIC: Student severely injured in ‘promposal’ gone wrong files $1 million claim

CHANDLER, Ariz. (KPHO/Gray News) - An Arizona student’s lawyer says he was involved in a life-altering car crash when a “promposal” on his high school campus went horribly wrong. The city and the school district are now facing a $1 million lawsuit.

William Vannasap was a senior at Arizona College Prep High School when a “promposal” by another student turned into a car crash on school property. Surveillance video of the April incident shows William Vannasap on his motorcycle when a Porsche blows through a stop sign and crashes into him. He can be seen flying onto the pavement.

The video also shows a school resource officer at a parking lot near the stop sign quickly drive toward the crash, KPHO reports .

William Vannasap suffered a concussion, and the right side of his body was severely injured in the crash. He was on crutches for weeks and now has a herniated disc. He continues to suffer pain and memory issues that he thinks could be permanent, according to his lawyer, April Speelmon.

In October, Speelmon filed a notice of claim against the city of Chandler, the school resource officer, the principal and the Chandler Unified School District for a $1 million settlement.

“They do bear liability and responsibility for what happened to William,” Speelmon said.

According to the claim, the senior driving the Porsche planned to ask a girl to a dance. It says he asked the school resource officer to pretend to pull him over for running a stop sign and then reveal a poster. But that did not go according to plan.

In body camera video shared by Speelmon, the student’s damaged Porsche can be seen with its airbags deployed. That’s when you can hear the student say, “I was supposed to go through the stop sign. That was the thing, like.”

The school resource officer responded by saying they will talk about that later and since the crash happened on private property, the student won’t be getting a ticket.

“We were just mind blown,” said Mayci Vannasap, the victim’s sister. “I just think it was irresponsible on all parts.”

The student claims the officer and school administration were in on the plan. The officer said he didn’t know the student wanted to blow the stop sign at a high rate of speed, and as the driver, he had the responsibility to maintain safety in the incident.

In a police report, the school resource officer said the plan was for the student to slow-roll the stop sign, but the document states they were driving around 40 mph.

William Vannasap’s family said his injuries were the only consequences that came from the crash.

“I don’t believe they have the capacity to efficiently supervise children on campus if they’re going to be pulling stunts like that,” his sister said.

William Vannasap is now attending Arizona State University but is struggling, his lawyer says.

“He tells me that it’s hard for him to study. He can’t focus the way he used to. Things are just really different for him, and it’s really scary. He’s suffered a lot of anxiety because of what he’s gone through,” Speelmon said. “And he says, that for him, it makes him feel so ashamed that he’s not functioning the way he used to.”

Speelmon said the city and the school district have 60 days to respond to the claim. If they don’t, she plans to file a lawsuit before the end of the month.

She’s also working on a claim against the student driver.

KPHO reached out to both the city and school district and were told they cannot comment at this time.

Copyright 2023 KPHO via Gray Media Group, Inc. All rights reserved.

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On camera, kanpur teen collides with auto during overtaking bid, dies, the boy tried to overtake an autorickshaw but lost control and collided head-on with the auto's tyre before completely falling on the road. he died on the spot..

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A 17-year-old boy died after he collided with an auto-rickshaw as he lost control while trying to overtake the vehicle in Kanpur. The accident was caught on a CCTV camera installed in the area.

While returning, he tried to overtake an autorickshaw but lost control and collided head-on with the auto's tyre, before completely falling on the road. He died on the spot.

NEWS... BUT NOT AS YOU KNOW IT

How to watch Manchester United vs Chelsea for free on Amazon Prime tonight

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Manchester United are preparing to face Chelsea at Old Trafford tonight – and fans will be able to watch it for free on their TVs with Amazon Prime Video .

Chelsea news, exclusives and analysis

The streaming giant has the rights to broadcast 20 Premier League games a season, with the first round of those matches taking place this week.

Amazon’s festive billing started on Tuesday which saw Wolves edge past Burnley 1-0 at Molineux, before title-chasing Arsenal netted a dramatic last-gasp winner through Declan Rice to seal a 4-3 win over Luton.

As well as the heavyweight clash in Manchester, Liverpool make the trip to Bramall Lane to take on Sheffield United, who welcome back Chris Wilder as manager following the sacking of Paul Heckingbottom.

Champions Manchester City will also look to get back to winning ways following three successive draws, but Pep Guardiola’s men must overcome an Aston Villa side who have won their last 13 Premier League home fixtures under Unai Emery.

How to watch Premier League games on Amazon Prime for free

Existing customers will not need to do anything – they can sit back, relax and look forward to the matches.

For new customers, Amazon Prime subscription is currently priced at £8.99 per month, or £95 for the year.

Fans who do not have an existing subscription for the streaming service can sign up for a 30-day free trial.

This will provide access to Amazon’s Premier League fixtures across the whole of December, with another round of games set to be shown on December 26, 27 and 28.

The trial will automatically become a monthly subscription at the end of the 30 days, by which point customers will need to have cancelled the trial to avoid being billed automatically.

New and existing Amazon Prime customers can watch the Premier League games on Amazon Fire TV, smart TVs, game consoles, mobiles, selected laptops and other compatible streaming devices.

Premier League fixtures on Amazon Prime in December

Tuesday, December 5

Wolves 1-0 Burnley

Luton Town 3-4 Arsenal

Wednesday, December 6

Brighton & Hove Albion v Brentford (7.30pm)

Crystal Palace v AFC Bournemouth (7.30pm)

Fulham v Nottingham Forest (7.30pm)

Sheffield United v Liverpool (7.30pm)

Aston Villa v Manchester City (8.15pm)

Manchester United v Chelsea (8.15pm)

Thursday, December 7

Everton v Newcastle United (7.30pm)

Tottenham Hotspur v West Ham United (8.15pm)

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Tuesday, December 26

Newcastle United v Nottingham Forest (12.30pm)

Sheffield United v Luton Town (3pm)

AFC Bournemouth v Fulham (3pm)

Burnley v Liverpool (5.30pm)

Manchester United v Aston Villa (8pm)

Wednesday, December 27

Brentford v Wolves (7.30pm)

Chelsea v Crystal Palace (7.30pm)

Everton v Manchester City (8.15pm)

Thursday, December 28

Brighton & Hove Albion v Tottenham Hotspur (7.30pm)

Arsenal v West Ham United (8.15pm)

MORE : Arsenal consider move for Fulham midfielder Joao Palhinha as Douglas Luiz alternative

MORE : Ruud Gullit aims dig at Chelsea owners who lack ‘heart’ and have ‘no affection’ for the club

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