How does a supplemental video for direct instruction affect student learning in a secondary art classroom?

Seminar Title

How does a supplemental video for direct instruction affect student learning in a secondary art classroom?

Video Instruction

8th Grade

Middle School

Art

All Disciplines

SEMINAR INVITATION Do you ever wish you could clone yourself to challenge and instruct multiple students at once? I am excited about my research because my higher achieving students are able to challenge themselves and continue their learning without waiting for the rest of the class, while at the same time I am able to help out others who are struggling and need more assistance. Although student motivation varies between individuals, the highly self-motivated students are continuing to be challenged beyond the core instruction. I believe my research is relevant to most grade levels and is easily adaptable to other disciplines. My main concept was student learning, but it also touches on motivation, quality of video instruction, and differentiation. So, if you are looking for an opportunity to engage in a deep discussion about student learning and motivation, this is the session for you!

Seminar Abstract Daniel Nelson St. Cloud Blended 3 dxnels16@smumn.edu How does a supplemental video for direct instruction affect student learning in a secondary art classroom? The question guiding my research is as follows: How does a supplemental video for direct instruction affect student learning in a secondary art classroom? When reviewing the literature, I found as most important was to focus on how students learn. Within student learning, my research discusses 1) the influences on a student’s cognitive load 2) trends of attention span due to age and technology and 3) how personal meaning and relevance of information affects motivation and retention. Corresponding to student learning, my research contains effective instructional stategies to build students’ skills. These strategies include 1) creating intentional practice time 2) giving effective feedback and 3) students constructing and not solely observing. These concepts are congruent with my findings on video instruction. Depending on how video instruction is used, it can have many pros and cons on student learning. Before implementing, I had to develop all instructional videos for the unit, provide consistent and easy access for each of the students to the videos, and plan out logistics, such as headphones and computer use. I have learned that individual motivation is amplified through video instruction. Because I was able to give more individual feedback throughout the process, I found that the students who typically have motivation to excel, quickly finished and produced a high quality project. However, the students who typically have low motivation finished slowly, produced lower quality projects, and received less individual feedback because time was spent primarily redirecting and reinstructing. As a result of my interest in seeing how effective direct instruction through video is on student learning, I am going to only use video instruction for explicit step-by-step projects. In addition, I am interested in researching and using video instruction to supplement my teaching, where I would have a gallery of videos for the students to use at their leisure.