Think Outside the Screencast Box

What’s a Screencast?

I love screencasting. I discussed screencasts in my post: Screencasts-A Doorway to Possibilities, but felt an update was due to reflect new ways I am using them with students. In that earlier post, I stated,  “Screencasts allow us to get first person tutorials as if we were sitting at the computer with the person teaching it. They offer video of the screen of the instructor as they go through the steps of a given task in real time, often with recorded audio for oral instructions throughout the process.” A screencast is an easy way to create a tutorial for something my students (or peers) need to do. However, screencasts can do more than just teach steps. Screencasts can also be used to solve problems, deliver content, and demonstrate understanding within the classroom.Using your devices camera, screencasting allows you to record your screen, yourself, or a combination of both.

What Screencast Creators Are Out There?

I have used both Screencast-o-matic and Screencastify to create screencasts, but there are multitude of options available.

Screencastify is a chrome extension that allows users to save their videos to Google Drive, upload to Youtube, or download to their computer’s hardrive.  In her YouTube video, Screencastify Tutorial, Lauren Newman gives a great overview of Screencastify’s features and uses. It works very well in classrooms that are primarily using Chromebooks, but I have used it with any computer (MAC or PC) that can log in to Chrome, download and access apps and extensions in the Chrome Web Store.

Screencast-o-matic is a cloud-based service that allows you to create and share screencasts online. It does not require Chrome, but does require a login. You can also download it and run it outside of the internet. Screencast-o-matic has a tutorial  video that gives a quick overview at Welcome to Screencast-O-Matic.

Get Yourself a Learning Platform

I use screencasts in my classroom in several ways. Let me preface this by saying that my class uses technology as an every day tool. We are 1:1 this year, but most of these would also work in a rotation station. I use a learning platform for delivering online instruction. It gives a central location where students can go for copies of notes, links, online assignments, and turn in work digitally.  I use Google Classroom, but this would work with any learning platform (like Edmodo, Canvas, Blackboard, etc.).

Tip for success: Make going to the learning platform for activities and instruction routine. Students will keep that routine even when you are not directing them. Even when I post things on the board, I post them on the learning platform as well. Students know to go to the learning platform for copies of notes, classroom and homework instructions, vocabulary word lists, video tutorials, turn in instructions, links etc.

Screencast Outside the Box

Videos of the whole group lesson

When teaching the whole group lesson, I often record a screencast of myself delivering the lesson. You can upload them to a private YouTube channel for absent students, for students needing reteaching, or for flipped learning. You can teach your main lesson in a screencast, have students watch it at their own speed, and start the independent work. As they work on independent work, students can request help as needed.

Video mini-tutorials by the teacher

I film brief tutorials for how to complete a given task so students can use it when they need help, are learning something new, and/or are absent and need to catch up. This especially helpful for complicated tasks or activities with multiple steps. All of my students use these videos, but they are especially helpful for students who need repeated directions or need to chunk complicated tasks into smaller parts. I post the video with a list of timestamps to create “chapters.” Paired with a checklist, this really helps students who need it stay on track.

Examples:

  • Step 1 (00:22)
  • Step 2 (00:47)
  • 00:14 Instructions
  • 02:37 How to cite your source

Sub plans

Post a screencast of the learning and behavioral expectations for the day. Then, explain directions and provide information for any expected challenges. Include instructions for how to access this information in the sub plans (make your screencast link less secure so the sub can go to it). Post it so students can access and refer to it during class. Something about hearing the expectations from their regular teacher helps my students stay on task. It might have something to do with the fact that, in the screencast, I also tell them the rewards and consequences expected for their behavior in my absence.

Video tutorials by the student

When a student has trouble with an online task, I help that student and have them create a quick screencast showing someone else how to proceed. In the beginning this takes a bit of guidance. By the middle of the year, the students start doing it on their own. Teaching someone else is a great way to show mastery!

Demonstrate understanding of the content (for formative and summative assessments)

Go beyond paper, pencils, and paragraphs. The possibilities here are somewhat endless, but a few ideas may include:

  • Have students create podcasts in response to a text read, as part of a literature circle, or to present an on screen presentation with narration.
  • Have a digital poetry slam where students pick appropriate pictures to display as they say they recite their poem (with or without including video of themselves).
  • Have students explain as they annotate a text online
  • Make a video of your response to a question instead of writing it
  • Check fluency by having students screencast themselves reading a text (whether the text is online or offline).

Human reader for tests, quizzes, worksheets, etc. and read along videos for texts

Models of fluent and expressive reading are important. Use a digital version of the text, and read portions of it out loud in screencasts. Struggling readers can follow along to a well-read model.

I also include a screencast of many written materials for students who require verbatim reading of text. This includes my quizzes/tests with a specialized link (so I can modify access to between classes to limit cheating) and lengthy texts. I record it once and use it for all students who need it. Students like being able to rewind. They also like the independence of being in charge of the pace

Conclusion

The usefulness of screencasts are only limited by your (and your students’) imagination. They can be much more than simple tutorials. Screencasts can be used in every part of instruction from introduction to follow up. Now go forth and screencast!

Screencasts-A Doorway to Possibilities

When it comes to using technology to figure out how to do something I do not know how to do, I am the queen of the web search. I will use my computer or my smartphone to look up a tutorial (usually video) to walk me through the step-by-steps of how to complete whatever the given task may be. For example, when I wanted a refresher on crochet stitches after not using the skill for years, I was off to YouTube for a quick search…30 minutes later, I’d partially finished my first cute mouse baby bootie for a friend’s soon-to-be little boy.  The internet is a resource we often go to, without hesitation in our daily lives.

When my quandaries are more of a computer-based or technical nature, I go to the web once again…to hunt for screencasts.  Screencasts allow us to get first person tutorials as if we were sitting at the computer with the person teaching it. They offer video of the screen of the instructor as they go through the steps of a given task in real time, often with recorded audio for oral instructions throughout the process.

Not only do I use screencasts to learn things myself, but I also use them to teach my students. When I am out and have a substitute, I have uploaded screencasts of the whole group portions of my lessons to my class portal. This allows for the continuity of teaching style and vocabulary my students are used to. It also allows for substitutes, who may not be as tech savvy or do not know the specific methods and strategies students are learning, to teach the computer-based lessons I need completed in my absence. I have taught my students where those lessons will be and how to access them in my absence, it’s win-win!

I also use screencasts when I am in the classroom with students. When I foresee that a few students may have trouble with setting up a document or completing a computer-based task, I create a quick 30 second to 2 minute long screencast so they can refer to it if needed. The best part about it is that students who don’t need it get started right away, those that do need help watch the screencast without my intervention and get started as well. In the meantime, I am able to provide small group scaffolding to students who need it. I have even used screencasts to record quick tutorials for staff at my school, like how to set up your laptop to print to a satellite printer and hold the document until you get there to print it out.

So how do you get started? First, you will need to have access to a computer, preferably one with a microphone. Then…well the easiest way to teach you how to screencast is by posting a screencast! I am not one to reinvent the wheel, so here are two different screencasts that explain two common screencast creators readily available.

Using Screencast-o-matic:
Using, Chrome-based, Screencastify: