What qualifies as content?
If you were to pull up any YouTube feed or channel from any professional youtuber you will see a long list of videos. Those videos may be short 1-3 minute videos or they may even be longer form videos depending on the interest of the youtuber or the audience, but one thing they will all have in common is a focus on a single topic. This single topic will be highlighted by the graphic thumbnail you see in the video list. The topic will further be driven home by the video title that is meant to draw you into viewing the content. The folks that make YouTube and make a living from YouTube have figured out that sticking to the topic and communicating that topic directly is among the most effective methods of communication. In the classroom, we need to take this lesson to heart and divide our larger topics into concise and directed packages meant for efficient consumption.
Elementary teachers have been doing this for a long time and have been “Chunking” their content for years. Chunking also allow teachers at all levels to accomplish differentiation in the digital space in more individualized ways than can be accomplished in the in-person space. By breaking our message into discrete pieces we not only enhance consumption, but we also increase flexibility. Once we have replicated ourselves digitally, we can customize the learning paths for students based on their needs and abilities. Using the same discrete content building blocks we have created, those blocks can be arranged and grouped to meet individual needs.
Join me for the fifth entry in our Digital Classroom Tools series as we address “Video Content”
Click HERE or the picture below to view
For an in-depth definition of the Digital Classroom check our our series here
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