INCORPORATING RELEVANT
VIDEOS INTO THE CLASSROOM
LeAnne Forquer, Ph.D.
University of Pikeville
OVERVIEW
 Why
should you incorporate video
clips into your courses?
 How do you incorporate video clips
into your courses?
 A few cautions regarding the use of
videos in class?
 How do you evaluate students on the
videos seen in class?
 Examples?
WHY USE VIDEOS IN THE CLASSROOM?
 Proctor
and Adler (1991) offered the following
reasons to support using films in the classroom
(as cited in Matzenbacher, 2006):


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Heightens student interest without sacrificing
academic rigor.
Utilizes an existing and readily available resource with
which students are familiar.
Allows classes to observe and evaluate concepts in
action.
Exposes students to worlds beyond their own.
Provides affective as well as cognitive experiences
through vicarious involvement.
Offers opportunities for discussion, clarification, and
personal assessment.
WHY USE VIDEOS IN THE CLASSROOM?
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Others have shown that using films in the classroom
may stimulate critical thinking (Boyatzis, 1994;
LeBlanc, 1998).
In addition, Zelley and Messman (1997) reported that
films are useful for improving the learning process
because students demonstrate greater interest,
motivation, and comprehension of the concepts being
discussed in class (as cited in Matzenbacher, 2006).
Zelley and Messman (1997) also stated that films
provide students with the opportunity to witness
concepts in action and then apply, synthesize, and
analyze them according to what they learned in class
(as cited in Matzenbacher, 2006).
HOW DO YOU DO THIS?
 Showing
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an entire film.
If it contains multiple concepts related to the
course content.
If it is necessary for students to see the whole film
to fully understand the concept/process.
May want to stop the film periodically to discuss
important concepts.
 Have
them watch films outside of class time
(library reserve, rent).
 Showing film clips:
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Requires less class time.
Reduces the likelihood of students being distracted
by irrelevant information.
Students are better able to maintain their focus.
A FEW CAUTIONS?

Always preview the video before showing in class so
that there will be NO surprises.
Add disclaimer to the syllabus or in class before
beginning a film IF the clip involves nudity, violence, or
profanity.
 Example - “During the course of the semester we may
view clips or entire films that contain nudity, sexuality,
violence, and/or profanity. These films will be carefully
selected to offer students valuable learning experiences
regarding important course concepts. All films will be
announced in advance, either on the syllabus or in class.
Students who would prefer not to watch a film for any
reason should speak with the instructor prior to the
scheduled viewing to make alternative arrangements”
(Matzenbacher, 2006).

A FEW CAUTIONS?
 Videos
don’t always present an accurate view
of the course concept.
 What can be done about this?
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Choose clips carefully so that are as accurate as
possible.
Use inaccuracies to spark classroom discussion
about what was wrong in the video and how it
could be made more accurate.
Use inaccuracies to teach students to critically
examine the information presented on television
and in the movies.
EVALUATION
 Class
discussion.
Not all students equally likely to participate.
 May include participation points as a component of
grade for the course.
 Consider using online discussion forums.

 Quizzes/test
questions.
Students more attentive during viewing if they expect
questions about the clip to be on a test/quiz.
 I prefer to use short answer questions based on the
videos seen in class; however you could also use
multiple choice, true/false, or matching.

 Writing
assignments.
EXAMPLES
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Ethics of Research.
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Learning and Memory.
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Seabiscuit.
A Clockwork Orange.
Momento.
Psychological disorders.
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Ghostbusters.
V for Vendetta.
As Good As it Gets.
The Three Faces of Eve.
A Beautiful Mind.
American Psycho.
Lifespan Development.
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For the Love of Nancy.
Mean Girls.
The Breakfast Club.
American Beauty.
Iris.
REFERENCES
Boyatzis, C. (1994). Using feature films to teach
social development. Teaching of Psychology, 21 (2),
99-101.
LeBlanc, L. (1998) Observing reel life: Using films to
teach ethnographic methods. Teaching Sociology,
25, 62-88.
Matzenbacher, D. (2006). The blockbuster approach:
A guide to teaching Introductory Psychology with
video. Upper Saddle River, NJ: Pearson.