Can students learn better with reverse instruction?

That is the question.

Now, let’s try and answer it.

I have been inspired by the lessons, articles, and presentations promoting reverse instruction, and I’m eager to apply this in my history class. At the same time, I am also inspired by the power of video as a learning tool, particularly in history class, where video brings so much to life. If I combine these educational tools, can I enhance the learning that occurs in my classroom beyond traditional methods?

In my normal pattern (not that I follow this every day), I introduce and teach new concepts or skills within class, guide the students as they practice working with the new material, and send them home to rework or complement the material with some additional homework. The next day, I usually follow up with some discussion of the previous day’s lesson, supported by the homework.

But, under the reverse instruction model, which I have used at times, I do not introduce students to new material or skills in class. Instead, I assign them a new lesson to face at home, usually without an introduction. Then, I use class time to discuss it, answer questions, and apply it. The advantage in this method is that more class time is now devoted to actually applying and working with the material in a group setting guided by the teacher. In this way, students will hopefully absorb the material and skills better.

I have to admit, I am nervous about the idea of sending students home to learn a new lesson without any introduction. Seventh graders are generally not adept at figuring out the world of academia without an awful lot of guidance. But, what if I use video as the primary medium for teaching new skills or material?

I like the idea of using video to introduce concepts in history for a number of reasons, but primarily because the power of visuals helps us understand the material better than just reading. I have found in my own experience that video tends to stick in the memory much better than text or audio. Especially when I watch it twice. Videos and segments that I have seen more than once I can remember quite well.

In addition, videos tend to be organized by strong themes, so that a thread is kept throughout. These themes then make for great discussions.

Finally, video is more appealing. Anyone knows how much kids hate homework, but watching videos for homework?! That sounds like fun!

So, I’m off to give this a try. Roll the cameras!

I’ll let you know how it goes.

http://www.youtube.com/watch?v=pVEWmG7__Y0