september 5, 2006 by: evelyn l. josue up nismed integrating video lessons in instruction to develop...

September 5, 2006by: Evelyn L. Josue UP NISMED

Integrating Video Lessons in Instruction to Develop HOTS

• We’ve all heard the proverb “Seeing is Believing”. “Seeing is We’ve all heard the proverb “Seeing is Believing”. “Seeing is remembering too!”remembering too!”

• Marshall (2001) cites the conclusion of Wiman & Mierhenry Marshall (2001) cites the conclusion of Wiman & Mierhenry (1969) (1969)

“ “people will generally remember”people will generally remember”

≈ ≈ 10% of what they read10% of what they read

≈ ≈ 20% of what they hear20% of what they hear

≈ ≈ 30% of what they see30% of what they see

≈ ≈ 50% of what they see and hear.50% of what they see and hear.

Why Use Video in InstructionWhy Use Video in Instruction


Video offers information in Video offers information in multiple formsmultiple forms

≈ ≈ ImagesImages

≈ ≈ MotionMotion

≈ ≈ SoundsSounds

≈ ≈ TextText

Kozma (1991)Kozma (1991)

≈ ≈ combination of multiple symbol combination of multiple symbol systems -– that is, a mix of spoken systems -– that is, a mix of spoken language, text, still images, and language, text, still images, and moving images ---yields greater moving images ---yields greater learning gains than media that rely learning gains than media that rely primarily on one symbol system. primarily on one symbol system.

Marshall (2001)Marshall (2001)

≈ ≈ Television’s multiple modes can Television’s multiple modes can portray content through a variety portray content through a variety of approaches, e.g. linguistic, of approaches, e.g. linguistic, aesthetic, logical, or narrative, aesthetic, logical, or narrative, thus more effectively matching thus more effectively matching viewers’ various intelligence viewers’ various intelligence preferences.preferences.

TV / Video Promote Student AchievementTV / Video Promote Student Achievement

≈ ≈ In terms of media comparisons, there In terms of media comparisons, there is evidence that children more easily is evidence that children more easily understand information conveyed by understand information conveyed by television than by printtelevision than by print..

Handbook of Children’s Media, Dorothy G. Handbook of Children’s Media, Dorothy G. Singer and Jerome L. Singer, ©2001 by Singer and Jerome L. Singer, ©2001 by Sage Publications, Inc.Sage Publications, Inc.

What Experts Further Say……What Experts Further Say……

≈ ≈ In children who watched informative In children who watched informative and educational programs for child and educational programs for child audiences gained more vocabulary in audiences gained more vocabulary in two years than children who rarely two years than children who rarely watched such programs. watched such programs.

TOPEKA HOME VIEWING STUDY TOPEKA HOME VIEWING STUDY UNIVERSITY OF TEXAS AT AUSTINUNIVERSITY OF TEXAS AT AUSTIN

What Experts Further Say……What Experts Further Say……

≈ ≈ Children who watch carefully Children who watch carefully constructed educational programs that constructed educational programs that are aimed at their age level do better are aimed at their age level do better on prereading skills (age 5) than on prereading skills (age 5) than children who watched less frequently children who watched less frequently or not at all. or not at all.

MACBETH, 1996, WRIGHT, ET AL. 2001MACBETH, 1996, WRIGHT, ET AL. 2001

How Can Video Help Develop Higher How Can Video Help Develop Higher Order Thinking Skills (HOTS)?Order Thinking Skills (HOTS)?

Basic skills we want all our students to acquire


describedescribe

demonstratedemonstrate

comparecompareexplainexplain

interpretinterpret

predict predict

differentiatedifferentiate

ComprehensionComprehension

discussdiscuss

identifyidentify



inferinfer

demonstratedemonstrate

calculatecalculateapplyapply

experimentexperiment

classify classify

relaterelate

AppplicationAppplication AppplicationAppplication

illustrateillustrate

solvesolve

SynthesisSynthesisSynthesisSynthesis

AnalysisAnalysisAnalysisAnalysis

compare

HOT HOT SkillsSkillsHOT HOT SkillsSkills

criticizedecide

EvaluationEvaluationEvaluationEvaluation

judge

plan

composeformulate

justify

discuss

devise

compare

contrast

distinguish

analyze

correlate

InferHOTSHOTS

Titles of Video LessonTitles of Video Lesson

First QuarterFirst Quarter TITLE TITLE

1. Measuring Length and Temperature1. Measuring Length and Temperature

2. Measuring Mass 2. Measuring Mass

3. Density3. Density

4. It’s Only A Phase: Solid, Liquid, Gas 4. It’s Only A Phase: Solid, Liquid, Gas


Second QuarterSecond Quarter TITLE TITLE

5. Forces in Action5. Forces in Action

6. Energy Transfer and Transformation 6. Energy Transfer and Transformation

7. The Carabao Egret7. The Carabao Egret

8. Resources from the Ocean8. Resources from the Ocean


Third QuarterThird Quarter TITLE TITLE

9. The Restless Plates9. The Restless Plates

10. Volcanoes and Earthquakes 10. Volcanoes and Earthquakes

11. Weathering and Erosion11. Weathering and Erosion

12. Water Quality and Water Supply12. Water Quality and Water Supply


Fourth QuarterFourth Quarter TITLE TITLE

13. Wind Circulation13. Wind Circulation

14. Weather and Seasons14. Weather and Seasons

15. Air Pollution 15. Air Pollution

16. Constellations16. Constellations

Sample VideoSample Video: Density: Density

Bloom’s Bloom’s TaxonomyTaxonomy

ThinkingThinkingSkillsSkills

Sample QuestionsSample Questions

Analysis Analysis Compare / Compare / InferInferp. 3 of 6p. 3 of 6

• Examine the table. Some objects Examine the table. Some objects which have lower masses sank. which have lower masses sank. Compare the masses of the objects Compare the masses of the objects that sank. Knowing the masses of the that sank. Knowing the masses of the objects, can you tell whether it will objects, can you tell whether it will sink or float? Can you explain why?sink or float? Can you explain why?

• Examine the table. Some objects Examine the table. Some objects which have higher volumes floated on which have higher volumes floated on water. Does the volume of an object water. Does the volume of an object tell us if it will sink or float in water? tell us if it will sink or float in water? Can you explain why?Can you explain why?

DensityDensity




Analysis Analysis Compare / Compare / Analyze Analyze p. 3 of 6p. 3 of 6

• Examine the table. Which of the Examine the table. Which of the objects have lower densities than objects have lower densities than water? How do their masses and water? How do their masses and corresponding volumes compare? corresponding volumes compare? Aren’t these the objects that floated Aren’t these the objects that floated on water?on water?

• Examine the table. Which of the Examine the table. Which of the objects have higher densities than objects have higher densities than water? How do their masses and water? How do their masses and corresponding volumes compare? corresponding volumes compare? Aren’t these the objects that sank in Aren’t these the objects that sank in water?water?

DensityDensity




ComprehensionComprehension PredictPredictp. 5 of 6p. 5 of 6

What if all the liquids are mixed in a What if all the liquids are mixed in a single container? What happens? single container? What happens?

DiscussDiscussp. 4 of 6p. 4 of 6

Discuss the relationship between mass Discuss the relationship between mass and volume of an object. and volume of an object.

ApplicationApplication SolveSolvep. 2 of 6p. 2 of 6

Solve for the density of some of the Solve for the density of some of the objects listed in the table. objects listed in the table.

RelateRelatep. 5 of 6p. 5 of 6

Oil occupies the topmost layer while Oil occupies the topmost layer while honey settles at the bottom. How do honey settles at the bottom. How do you relate this observation to the you relate this observation to the density in the table? density in the table?

DensityDensity




SynthesisSynthesis GeneralizeGeneralizep. 5 of 6p. 5 of 6

Write a generalization about the Write a generalization about the densities of objects that float and those densities of objects that float and those that sank in water. that sank in water.

DesignDesignp. 5 of 6p. 5 of 6

Design a procedure for an investigation Design a procedure for an investigation that will enable you to determine that will enable you to determine

DesignDesignp. 6 of 6p. 6 of 6

Design a procedure for an investigation Design a procedure for an investigation that will enable you to determine the that will enable you to determine the purity of a given metal ( copper or purity of a given metal ( copper or aluminum). aluminum).

Sample Teacher’s GuideSample Teacher’s Guide

≈≈ Curriculum Entry Point:Curriculum Entry Point:

» Integrated Science (First Year) » Integrated Science (First Year) Curriculum Curriculum

Unit 3 Lesson 3.1 Densities of Solids, Unit 3 Lesson 3.1 Densities of Solids, Liquids, and GasesLiquids, and Gases

Unit 7 Lesson 7.4 Density and Unit 7 Lesson 7.4 Density and Movement of Ocean WaterMovement of Ocean Water


≈≈ Competency Addressed:Competency Addressed:

» Unit 3. Matter and Its Properties » Unit 3. Matter and Its Properties

Differentiate the observable characteristics Differentiate the observable characteristics of substances and mixtures, elements and of substances and mixtures, elements and compounds, metals and nonmetals, acids compounds, metals and nonmetals, acids and bases based on properties such as and bases based on properties such as hardness, conductivity, solubility, density, hardness, conductivity, solubility, density, specific heat, etc….specific heat, etc….


≈≈ Competency Addressed:Competency Addressed:

» Unit 7. Hydrosphere » Unit 7. Hydrosphere

Relate density currents and upward Relate density currents and upward movement of nutrients to food productivity.movement of nutrients to food productivity.


≈≈ Contents of the video lesson:Contents of the video lesson:

» Density of a Solid » Density of a Solid

Measuring the mass of a solidMeasuring the mass of a solid

Determining the volume of regularly-shaped Determining the volume of regularly-shaped and irregularly-shaped solidsand irregularly-shaped solids

Computing for the density of solidsComputing for the density of solids

Comparing the density of a solid to that of Comparing the density of a solid to that of waterwater



» Density of a Liquid » Density of a Liquid

Measuring the mass of a liquidMeasuring the mass of a liquid

Measuring the volume of a liquidMeasuring the volume of a liquid

Comparing the densities of oil and honey to Comparing the densities of oil and honey to that of waterthat of water



» Density of a Liquid » Density of a Liquid

Investigatory activities: Investigatory activities:

comparing the densities of seawater and comparing the densities of seawater and freshwater; warm water and cold waterfreshwater; warm water and cold water

Is your jewelry made of pure gold?Is your jewelry made of pure gold?


≈≈ Recommended Usage:Recommended Usage:

The video provides the appropriate laboratory The video provides the appropriate laboratory techniques for mass and volume determination.techniques for mass and volume determination.

The presentation can be done in two parts. The The presentation can be done in two parts. The first part can be shown as an introductory lesson first part can be shown as an introductory lesson before the students start the experiment. before the students start the experiment.


≈≈ Recommended Usage:Recommended Usage:

The second part (application of the concept) The second part (application of the concept) can be shown after the students have can be shown after the students have finished the experiments. This part shows finished the experiments. This part shows how the concept is applied in daily life how the concept is applied in daily life situations.situations.

≈≈ Audio Script and Discussion Guide:Audio Script and Discussion Guide:

It is our desire that the Video It is our desire that the Video Lessons will …..Lessons will …..

» » Low level of achievementLow level of achievement

» » Too much rote learningToo much rote learning

» » Poor pre-service preparation of teachersPoor pre-service preparation of teachers

» » Heavy teaching load and other non- teaching Heavy teaching load and other non- teaching dutiesduties

» » Lack of science majorsLack of science majors

≈ ≈ __??_??_the dismal state of education in our countrythe dismal state of education in our country

It is our desire that the Video It is our desire that the Video Lessons will …..Lessons will …..

» » Lack of instructional materialsLack of instructional materials

» » Large classesLarge classes

» » Needs of multi-grade classes in far-flung Needs of multi-grade classes in far-flung areasareas

» » Language issueLanguage issue

≈≈ __??_??_the dismal state of education in our countrythe dismal state of education in our country

Ponder…..Ponder…..

……opportunity can be maximized and opportunity can be maximized and

risk factors minimized by choosing risk factors minimized by choosing for their children’s earliest diets only for their children’s earliest diets only the very best of programming made the very best of programming made to serve the informational and to serve the informational and educational needs of children. educational needs of children.

Ponder…..Ponder…..

“ “Education would be much more Education would be much more effective if its purpose were to ensure effective if its purpose were to ensure that by the time they leave school every that by the time they leave school every student should know how much they student should know how much they don’t know, and be imbued with a don’t know, and be imbued with a lifelong desire to know it. lifelong desire to know it.

≈ ≈ Sir William Haley Sir William Haley ≈≈

september 5, 2006 by: evelyn l. josue up nismed integrating video lessons in instruction to develop...

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handbook of childrens