Allowing students to represent their learning through video creates exciting possibilities and serious challenges to our sanity at the same time.

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I’m a big believer in allowing our students to represent their learning in as many different ways as possible.

Writing is the conventional means for this, and don’t dump on it. Effective writing is as powerful and important as ever, says this English major.

The keyboard is still mightier than the sword, notwithstanding the trolls.

But students can also represent their learning through drawings, posters, brochures, magazines, slideshows, animations, group presentations, speeches, plays, audio recordings, and a host of other expressions.

They can also use video recordings.

The magic of video submissions

When I started teaching in 2001, there was no way for students to represent their learning through video and share it effectively.

We didn’t have iPads or Chromebooks back then. We didn’t even have wifi.

By comparison, students and teachers of today have an embarrassment of riches at our disposal. Using tools like Seesaw and Canva, students can record picture-in-picture videos or screencasts that include explanations and demonstrations of their learning.

There are probably hundreds of specific applications of video in the classroom, but here are three of my current favorites:

1. Writing piece read-alouds

Any time my English students complete a piece of writing of any significance, I ask them to read it aloud on Seesaw in the form of a screen recording. By zooming in on their text (usually a Google Doc) as they read, students allow their parents to follow along on their own devices while they listen to their child.

This practice is such a no-brainer for any middle school language classroom. It positions students to truly own their writing, refine and revise their texts (they always discover mistakes when they read them aloud), and strengthen their oral communication skills — another important curricular standard.

2. Video reflections after independent reading

Our students sometimes feel like every time they turn around, they’re writing another reflection. I think reflections are good practice for lots of reasons, but we can also mix it up a little bit. They don’t always need to be typed or written, and students generally appreciate the change-up.

Here’s an activity from my Seesaw library that I can re-post in a few clicks after any independent reading period. It meets curricular standards, requires critical thinking, strengthens oral communication skills, and provides some gentle accountability.

Wins all around.

3. Math solution demonstrations as screencasts

When I’m teaching Math, I like to ask students to demonstrate their solution to a problem as a narrated screen recording.

This gives me so much more information than simply “Did they find the right answer?” I can watch, listen, track their understanding and observe their whole process. Depth of proficiency is all right there.

The video becomes another helpful artifact in their learning journal. And the student’s parents can see precisely where their child’s learning is, too.

It’s a thing of beauty.

The misery of video submissions

Now it’s time to face the bitter truth about video submissions.

They take forever to fully review.

FOREVER.

I taught 160 unique middle school students each semester this year as part of my 60% teaching time. (We’ll stay focused today and ignore the fact that my 40% admin time took up about 80% of my energy.)

Let’s say that in the course of one week, I assigned each of my 160 students a learning activity that required submission of a video. (I know the UDL advocates will speak up to say that I should be offering more choices for means of representation, but work with me, folks.)

Let’s say that each of those 160 students submits a video that averages three minutes in length. That’s eight hours of viewing.

Now I know I don’t have to watch every single video in its entirety, but you see my point. When you put those hours beside all my other teaching and administrative duties, the time quickly becomes impossible. Absurd, even.

Some of my dear students sincerely expect me to watch every second of everything they post. Bless their hearts, but I can’t meet that demand and stay sane at the same time.

What are we to do?

Should we just give up and avoid video submissions altogether?

The good news about video activities

Thankfully, I bring you glad tidings of great joy, tired teacher. We don’t have to grade everything. We don’t have to offer feedback on everything, either.

I first encountered this word of hope from Dylan Wiliam and Siobhan Leahy in Embedding Formative Assessment:

“The most important takeaway from the research is that the shorter the time interval between eliciting the evidence and using it to improve instruction, the bigger the likely impact on learning.”

I draw three conclusions from this quote, and friend, they are important.

1. The feedback I offer my students in real time has the greatest impact of any feedback they receive.

This is as true on the basketball court or in the band room as it is in my English classroom. So I engage, interact, look over shoulders, sit with students, observe what they’re doing, ask questions, offer feedback, and support their learning whenever and wherever I can during class time.

2. The feedback I offer my students hours or days or even weeks after the fact isn’t too valuable.

You know those five hours you spent last Saturday posting feedback on student work? Not a great return on your investment, research suggests.

That’s not to say that we should never offer feedback or grade student work long after the time of completion. I do so when it seems important to, especially when I’m relying on particular pieces of evidence of learning to construct an accurate picture of a student’s progress.

But I weigh my investment of attention and energy against the time that has elapsed since the student completed the work. The greater the gap, the less impact my feedback or assessment is likely to have on their learning.

3. Learning activities can often support student learning, even without feedback or assessment from the teacher.

Look at the three examples of video submissions that I listed above. I would argue that each and every one is valuable for the student to complete, whether or not I offer feedback or assess the activity.

Yes, sometimes I will offer feedback during class or after it. But other times I can’t and won’t. And that’s okay, because the student is still winning.

They’re still thinking critically.

They’re still demonstrating their knowledge and understanding.

They’re still strengthening their oral communication skills.

They’re still reflecting on their learning.

My students don’t receive points or percentages for anything they do, so I hardly ever hear “Is this for marks?” or “Will this be graded?”

For the most part, they just do it. Because that’s the culture we’ve built.

And I sleep with the satisfaction of knowing they are moving their own learning forward.

Learning can happen without us, not to mention the possibilities afforded by peer- and self-assessment. Sometimes we need to drop the hero complex and remember that the children in our care have the capacity to learn and grow on their own.

Even if we don’t always see their finished product? (Gasp.)

Yes.

That’s not an abdication. It’s a recognition of student agency.

Dig it or ditch it? The final verdict on video representations of learning.

I’ve shown you the magic.

I’ve detailed the misery of the time it takes to actually review every video submission.

And I’ve assured you that by opening the door to these representations of learning, you’re not actually kissing your sanity goodbye.

So I say dig it.

Offer feedback and coaching in the moment. Offer likes and encouragement whenever you can. Grade work and provide assessment when you must.

Don’t drive yourself crazy, but take this tool out of the toolbox.

What happens next just might bring back some of your fire for learning.

And your community will be better for it.