Why it works
Research on multimedia learning (Mayer's principles) identifies what makes instructional video and multimedia effective: segmenting content into short chunks, removing extraneous material that overloads working memory, pairing spoken words with relevant visuals (not text plus the same spoken text), signaling key points, and keeping students active rather than passively watching. Applying these turns video from passive time-filler into effective instruction.
The research: Mayer's principles of multimedia learning.
The run-of-show
Choose your slot. The agenda, timings, and length update to match.
The core activity: design or choose video that teaches
Teachers leave with one video reworked against the multimedia principles, plus active tasks.
- Pick a video or multimedia you use or want to use.
- Check it against the principles (short/segmented, no extraneous overload, words and visuals paired, key points signaled).
- Add something for students to do while watching.
- Cut or replace what overloads.
Facilitator notes
- Keep it short and segmented, and cut extraneous content.
- Pair words and visuals.
- Make students active.
Adapt it
- <b>Elementary:</b> very short clips, active tasks.
- <b>Secondary:</b> segmented focused video, note-taking.
- <b>All settings:</b> short, focused, active, well-designed.
Participant handout
One page for every teacher. Print it, or save it as a PDF.
Video for Learning: short, focused, active
<b>Teach, don't just play:</b> segment, cut the extraneous, pair words and visuals, keep students active.
- The video or multimedia I use:
- How it checks against the principles:
- What overloads and I will cut:
- What students do while watching:
- How I keep it short and segmented:
Make it stick
Short, focused, active:
- Design video that teaches.
- Keep it short and active.
- Bring a video that taught well to the next PLC.