National Teacher Training Institute methodologies for using video to teach, developed by Thirteen, WNET, New York, NY

• Leave the lights on during viewing so that students remain alert.

• Explain why you are using the video by listing your learning objectives so that student begin their viewing with expectations of learning.

• Provide a specific focus or task for viewing that directs students to actively engage while watching the video; review the task to affirm that students were alert.

• Stand at the front of the class with a remote in hand so that the video can be paused if students seem puzzled or begin to lose interest.

• Pause to check for comprehension, to get students to predict what will happen next, or to ask them to expand upon information presented; pause at least once every 5–10 minutes; suggested pause points are provided in each lesson found in this guide.

• Rewind and review sections that are particularly difficult or content-dense.

• Freeze images on the screen to point out detail, or to expand on the content.

• Turn off the audio to get learners to focus on the visual content, to allow learners to recount information in their own words, or for the teacher to provide different narration.

• Always start viewing with a pre-viewing activity such as those suggested in this guide.

• Always conclude the lesson with a hands-on post-viewing activity such as a lab, research activity, or discussion; several suggestions can be found in this guide.

• Include the content found in the video in unit assessments; suggestions for project-based (authentic) assessments are provided in this guide.

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