Through constructivist ideals, an intervention was designed where students watched a short video at the beginning of each class and collaborated on practice problems, allowing students to be actively engaged and take ownership of their learning. At the end of each class, students completed an exit ticket to check for understanding to determine the effectiveness of the video instruction. Upon completion of the unit, students took a summative assessment and completed a post-survey to assess learning and engagement. This project was important to show how video instruction can affect learning, engagement, and retention with students. Based on feedback from students, my next steps are to convert my traditional lectures into video instruction in my biology and chemistry classes. In order to increase engagement, learning, and retention, I need to continue to adjust my teaching in order to support the current generation of learners.
- Robin Fujioka
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