I use videos with increasing rarity in my high school physics classes.
When I do use a video, I am likely to use just a portion of it (to meet
my specific goal for the lesson). On the unusual occassion when I show a
video in its entirety, I often stop the video at various points and focus
the students by asking questions or asking them to summarize an important
point just made. I *never* schedule an important video for a day when I
have a substitute teacher as I can count on the students being unable to
tell me anything about it when I return.
David J. Hamilton, Ed.D. "And gladly wolde he lerne,
Franklin HS, Portland, OR and gladly teche."
firstname.lastname@example.org Geoffrey Chaucer