can you upload your own video to videonot.es

A recent study from Common Sense Media confirms what those of the states who spend fourth dimension with young adults already believe to be truthful.

"Teens clearly adopt a visual medium for learning about the news." A bulk (64%) say that "seeing pictures and video showing what happened" gives them the best understanding of major news events, while just 36% say they'd prefer to read or hear the facts nearly what happened."

Why not then, given the implications, teach students the listening, viewing, and analyzing skills necessary to appoint with media effectively?

Integrated studies and socratic seminars to the rescue

Through their integrated studies cake, Randolph Centre School 8th course team set out to do just that. At Randolph Marriage Middle School, all teachers commit to using the high leverage practise of socratic seminars to provide plenty of opportunities for students to do active listening and word skills.

A socratic seminar engages students in a content-focused and evidence-based discussion with their peers. Marisa Kiefaber, a 5th grade teacher at Rutland Boondocks School, believes "Socratic seminars provide students with opportunities to practice and better transferable skills, such as clear and effective communication and responsible and involved citizenship, and cocky-management."

The Randolph squad set out to engage learners in an exploration of why certain societies neglect. Students were to engage in multi-media rich research to set for the seminar. All agreed to provide structure and to scaffold skills necessary to be active listeners and engaged discussants.

Offset they proficient conversation starters and ways to maintain conversations once started. "Nosotros had some lighthearted convos and moved into some heavier philosophical themes every bit a offset stride. Our intention was to somewhat align with SBAC listening tasks too."

The power of scaffolds to remove barriers for all learners

Katy Novak advises teachers to scaffold listening skills.

"Students demand to know the difference between the various types of listening in order to use them effectively and observe the world around them. Teach them the divergence between active listening and cognitive listening and provide them with numerous options to practice. When cerebral listening students make inferences and generalizations, take notes, and formalize what they learned to make learning more permanent" (Innovate Inside the Box).

To build these important listening skills and establish a shared background knowledge base of operations, Brian Kennedy, the social studies teacher on the team, selected half dozen videos for students to watch. He created a time indexed note-taking sheet to assist students be cognitive listeners and active viewers of media.

Building upon successes

A Universal Design for Learning Guideline is to "build fluencies with graduated levels of support for practice and operation. Students learned to come across videos equally a valid research resources for their socratic seminar through this structured annotation-taking exercise. A adjacent footstep in building fluency is to provide directly didactics in notation-taking as students begin their own research. Videos, podcasts and other forms of multi-media help them to gather evidence to answer the question why societies neglect. And, teens prefer a visual medium, so it's a win-win for all.

In the past, the eighth course team asked students to use a tool for this chosen Videonot.es but discovered this time round the app is no longer available. Luckily they are a flexible bunch and from their ain inquiry, they establish an alternative.

Google Keep kept them going

Lookout man youtube videos and practice cognitive listening by taking notes while viewing with Google Go on. Students install the Google Continue Chrome Extension. Hither'due south how.

How to take notes:

• start watching the video,
• suspension at an important point in the narration,
• click on the Google Keep extension icon in the upper right-hand corner of the browser window
• Keep opens a notation in that corner & automatically includes the video hyperlink in the note
• type time postage & annotation
• repeat

Randolph teachers instruct students to include the timestamp. That way, during the socratic seminar, they accept set admission to fundamental evidence from their video-based enquiry.

Google Keep notes can exist used much like index cards to structure research. Tag each note to a topic or concept using the labeling feature. In addition, use the color-coding feature for organizational purposes. A bonus: add a collaborator to the notes for group projects and for keeping teachers in the loop of note-taking progress.

Keep removing barriers

Teachers may want to offering additional ways, using Google Keep, to back up all learners in developing annotation-taking skills. The Google Keep app allows a note-taker to use the audio feature within the app for vocalism-to-text functions. Or a educatee can use the telephone's voice-to-text role to practise the aforementioned thing.

Watch this short video to see the Google Continue mobile app in activity.

Keep up with all that Google Keep has to offer

Want to know more about Google Keep?  Dottotech reviews some of Google Go along'southward other features. Or to use other tools to help students take notes while viewing media, check out this Take Notes Guide.

Bigger implications

From the same Common Sense Media study quoted to a higher place we learn that:

Teens go their news more than oft from social media sites (e.g., Facebook and Twitter) or from YouTube than directly from news organizations. More half of teens (54%) get news from social media, and 50% get news from YouTube at least a few times a week. Fewer than one-half, 41%, go news reported past news organizations in print or online at to the lowest degree a few times a week, and only 37% get news on TV at least a few times a week.

It is our chore equally educators to help create engaged citizens and critical thinkers. One style is to provide opportunities for students to practice media literacy skills.

"Beingness media literate includes the ability to access, analyze, evaluate and create media in a diversity of forms."

And, a key function of that practice is enough of opportunity to apply what they've learned through respectful and evidence-based discussions.

How might y'all assistance students learn the skills of effective media consumption and provide means to safely exercise such important life skills?

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Source: https://tiie.w3.uvm.edu/blog/google-keep-for-video-note-taking/