the preliminary results show that the levels of long-term retention and understanding of facts is significantly increased when using Twig films.
(PRWEB UK) 1 March 2013
Research carried by Dr Don Passey, from Lancaster University’s Department of Educational Research and released this month showns that Twig films make maths and science lessons more memorable in the longer term. The research was commissioned by Twig World (http://twig-world.com), the innovative producer of short films for schools, that is helping students all over the world learn about maths and science subjects in an interesting and imaginative way.
Dr Passey’s research set out to explore some of the issues around learning science in relation to shorter and longer term learning. He concluded that there were strong indications that:
- Video is particularly good for supporting understanding of concept-based topics (such as maths and science)
- Video is useful for supporting science concepts with those who have lower levels of interest in the subject
- Video is useful for supporting science concepts with those who start within a mid-range of test scores
Anthony Bouchier, CEO of Twig said, ‘this is the first phase of a longer term academic study on the efficacy of video on learning. But the preliminary results show that the levels of long-term retention and understanding of facts is significantly increased when using Twig films. We have had lots of anecdotal evidence of this – and it is pleasing to have some sound academic research to back it up.’
A number of classroom practitioners shared their top tips for using video in the classroom.
1. Use video to introduce a subject with a bang; engage students by sparking their imaginations from the first minute.
2.Video is the best single resource to use in a very mixed ability class. Information is the most accessible it can be - and everyone can join the discussions afterwards.
3. Use video to explain an idea that benefits from a 3D, visual approach - which is almost everything! Pictures can help prevent the confusion of words.
4. Use video to assess understanding at the end of a class. Pause, ask, explain and discuss in a short, snappy fun 5 minutes.
5. Set students questions to think about before playing the video.
1. Don't use video without time to answer questions at the end. If a video is good, it will prompt curiosity
2. Don't show old, out of date videos. Students react well to modern, colourful and lively presentation
3. Don't watch videos simply because there is a spare 5 minutes at the end of a lesson - the content is good and it deserves to be part of the lesson!
4. Check your kit is working before the students arrive!
5. Don’t show videos late in the afternoon