Difference between revisions of "Unit 1: Lesson One"
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With the use of video, teachers can: | With the use of video, teachers can: | ||
| − | *Make the customer feel comfortable and confident that they have selected your venue | + | *Make the customer feel comfortable and confident that they have selected your venue for their event |
| − | * | + | *Discuss the purpose of the meeting |
| − | * | + | *Review who will be the attendees of the meeting. |
| − | * | + | *Review the budget that you will need to work with in |
*Stimulate the development of critical thinking skills | *Stimulate the development of critical thinking skills | ||
*Equalize educational opportunities | *Equalize educational opportunities | ||
Revision as of 23:58, 11 May 2015
Your first client meeting?
Teachers use video for a variety of reasons. "Video can breathe meaning and life into nearly any lesson" (Sparked, 2010).
With the use of video, teachers can:
- Make the customer feel comfortable and confident that they have selected your venue for their event
- Discuss the purpose of the meeting
- Review who will be the attendees of the meeting.
- Review the budget that you will need to work with in
- Stimulate the development of critical thinking skills
- Equalize educational opportunities
- Promote critical viewing skills and media awareness
- Provide visual representation to further understanding
Lesson One Tasks
- Read: Using Educational Video in the Classroom: Theory, Research and Practice by Emily Cruse, M.Ed. For this lesson please focus on the following sections in the reading: The Overview, How does Video Promote Learning?, Motivation and Effective Learning, and How is video best used in the classroom?
- Watch: Utilizing Streamed and Stored Video in the Classroom
- Report to the Camtasia Class Discussion Page. Under Unit 1: Lesson One, list some advantages of using video in the classroom that you feel most important and share with classmates one way you think you can personally use video to improve instruction.
Proceed to Unit 1: Lesson Two
