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In Special Ed it has been great to watch the Leap Frog movies and Signing Times. The kids think that its a reward when really it is helping them learn the alphabet, math, and communication.

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One effective way to incorporate shorter movies into the classroom is through book trailers. They can serve as a visual introduction to pique students' interest in an upcoming reading group or assigned literature. As an example, below is a book trailer for one of my favorite young adult novels.
-Christine (Cram) Winder

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I remember some of my favorite class periods were when we had the opportunity to watch a movie during class. The following link shares some pros and cons of movie usage in the classroom.
-Brandy Davenport

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Learning about Shakespeare in a classroom setting can be difficult, depending on the enthusiasm of the teacher.  So, being able to watch a modern movie of the play might help some students understand the flowery language and connect with the characters a bit more.  I know it helped me!
-Kristen Myler

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-Katy Pilch

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Award-Winning Ways to Use Movies in the Classroom

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Baz Luhrmann's The Great Gatsby hit theaters recently, and high-school students across the country filed into theaters, eager to compare the flick to F. Scott Fitzgerald's beloved novel. Classroom instructors additionally expressed excitement at the thought of having an updated version to show to students. But when should movies be used in a classroom?

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Documentaries often have the power to get me thinking in new ways. Imbedded in this article are films 8 minutes or shorter, perfect for class, that have that wow factor that can start a great discussion.
-Julie Aikens

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From the days when instructional films like these were shown via projector, students have enjoyed watching movies in class. Teachers have too. But it's often hard to justify watching a two-hour film when there's so much else that has to be done.

But, what about an eight-minute film? That's the average length of our Film Club features, and these short documentary films do much more than just entertain. They challenge assumptions and offer new perspectives. They tell stories that often remain hidden, and introduce us to people and places foreign to us.

As with other short texts like stories, poems and articles, mini-documentary films can stimulate discussion, debate, thinking and writing. And, they can serve as a refreshing break from print media to help students explore curriculum themes and practice important literacy skills.

Below, we present eight films we've featured in our Film Club series that have already captured students' and teachers' attention. In addition, we offer practical teaching ideas, along with responses from students and teachers, for how you can use these documentaries, or films like them, to teach close reading and critical thinking skills.

And if these aren't enough, our Film Club "meets" online every other Friday during the school year. Bring your students to join the conversation.
1. Explore a Theme or Big Idea
What makes these mini-documentaries so powerful is that they can present a compelling theme, such as justice, adversity or freedom, in just a few minutes.

Take " San Quentin's Giants " (above), a film replete with sports metaphors that explores the themes of failure and redemption through a prison baseball team. Z.H., a student from Connecticut, comments:

There were a lot of moments in this film that stood out for me. It was especially moving when the guys talked about how meaningful baseball was to them, and how they finally had something that they could focus on and be proud of, instead of just focusing on the fact that they were in prison. This stood out because they now have an opportunity to do some good and hopefully change their life for the better. They've come together to be a team, to become better people and to get away from all of the bad things that happen within prison.

What would your students see in a film like this one? To what in their lives might they connect it?
2. Provide Rich Content for Writing Tasks
The themes and issues tackled in these films create organic opportunities for students to practice analysis and writing. In just a few minutes, students can watch one of these films and have a genuine reaction.

In each Film Club feature, we ask open-ended questions to prompt students to write. For example, what moments in this film stood out for you? What messages, emotions or ideas will you take away from this film?

After watching " Kite Fight " (above), Trinity Lewis, a student from Charlotte, N.C., responded:

My reaction to this documentary is that, I loved how they still manage to be happy when they fly the kites, when they are in poverty. They buy parts of the kite that cost 25 cents, and use a trash bag, wire and glue to put it together. And in the process they get cut, bruised, bleed and hurt and don't cry but still manage to stay happy. When kite fighting, these children feel free. I think the message of this documentary is being free, the emotion is being happy.

3. Provoke Discussions and Critical Thinking
Learning how to hold a civil discussion is a critical skill. So is learning how to reflect on our own biases and prejudices.

The film " Who Sounds Gay? " tackles a tricky subject for many classrooms. But in just a few minutes, the film challenges many students' assumptions and creates an opportunity for them to practice sharing their points of view and building on what their classmates say, while using the film as evidence.

For example, Alexandra.apples from Mississauga, Ontario, writes:

This film sheds light on a topic that has crossed my mind more than once. When I hear a man with a "gay voice," I can't help but wonder about his sexual orientation. I'm being curious, not judgmental. Even though I speculate innocuously, that man's voice could negatively affect the way others, such as employers or law-enforcement officials, treat him. This discrimination is unfair for many reasons, and this film highlights another one: a man's voice doesn't always indicate his sexual identity.

4. Open a Window to a Different World
Films can give us a glimpse into someone else's life. They can bring us inside a stranger's home or a foreign country. They can chip away at social and class divides.

The film " Ivy League Trailblazers " introduces us to the nation's most prestigious universities through the eyes of first-generation college students.

Louis.f.pcsi is one of dozens of students from Paris who responded:

Before this video, I barely envisaged the fact that students could feel rejected because of the low incomes of their family. I was amazed to hear that some of the students had difficulties to get along with the other students because of their social differences, or that they were disadvantaged to them due to their lack of culture. I was surprised to hear that they felt lonely, different than the rich students.

5. Practice Watching, Listening, Notetaking and Responding
For each Film Club feature, we provide a double-entry chart (PDF) for watching a film that helps students record and consider the aspects they find most important or interesting. In particular, we instruct students to jot down notable quotes or details from the film, and to add their own observations, comments or questions.

Arjun G. from Des Moines pulled out a quote from the film " Wright's Law " and responded:

The moment that most strongly resonated with me was when Mr. Wright said, "There is something a lot greater than energy. There is something a lot greater than entropy. It's the fact that. . .what's the greatest thing? Love."

I always thought that there was a rigid dichotomy between science and love, but Mr. Wright seemed to break it down. He stands to show us that to be an amazing teacher, to connect with students, one has to be aware of his own existence and aware of one of the most fundamental forces in human experience: love.

6. Challenge Stereotypes
These films certainly don't shy away from difficult or important topics. Adam Strom, the director of scholarship and innovation at Facing History and Ourselves, writes about how two Times Op-Docs, "A Conversation About Growing up Black" (above) and "A Conversation With White People on Race," can be "... used to illuminate racial divides, and to bridge them. Both of these short videos offer insight into the ways that race and identity shape our perspectives."

As a teaching idea, Mr. Strom suggests, "teachers might organize a cafe conversation between the people featured in the two videos to explore point of view."

After watching the five-minute film above, Ryley, a student from Tennessee, writes:

I was very impressed with how these smart young men addressed this issue. Their different challenges that they face daily gave me a different outlook on how African Americans are still being treated so harshly here in the United States. Everyone deserves to be treated with dignity.

7. Bring Current Events and Issues Into the Classroom
Sometimes these films surprise students, or even shock them or make them angry. " China's Web Junkies " is a film about a Chinese boot-camp-style treatment center for young men "addicted" to the Internet.

One student, Spencer, writes: "This is actually a pretty good idea. We should definitely try this in the U.S. because a lot of people are addicted to the internet here."

Zielly Hiller, a student from North Carolina, strongly disagrees:

Spencer, I understand where you are coming from, but drugging people makes no sense. They think that this is a disease, or something, when it's not. Sending these kids to a military camp? Are you serious, China? I mean, really, we spend a lot of time on the internet too, but these kids spend more time on it. Like the guy said in the video, Loneliness. Maybe it's loneliness. They don't have that freedom, they can't be as carefree. Cut them at least a little slack. Because they are lonely, they might not have as much control from being alone so much. I understand these kids. and they aren't the only ones. At least someone, anyone, out there in China, please, befriend someone. Show them that they are not alone. Pass this on. It could help a lot of people.

On March 11 we will be featuring a film about a transgender teenager, and in the coming months we hope to highlight films about the global migration crisis and the presidential election. Join us!
8. Make Connections to Students' Lives
As much as these films help us to see a different world, sometimes the most powerful moments are when students make connections to their own lives - and perhaps even see their own lives a little differently.

" Summer's Choice " introduces us to Summer, a talented teenager who is torn between ​​​her goal of attending art school and wanting to help support her family. After watching the film, Racy P., a student from Illinois, writes:

I fully understand that Summer feels compelled to help her grandma, but when you have an opportunity to do something great with your life, you have to believe in yourself and not hold back. I think that Summer is resilient, and is always trying to help others before doing something good for herself. Sometimes you have to break the circle and go to new places, be more independent, and take some time to think of yourself. I think she should have experienced that and went to Art school and hopefully she will sometime in her life.

Students might be inspired by these films to actually make their own mini-documentaries. After all, so many students walk around with their own personal video cameras on their smartphones. One teacher tells us:

I want to express how much NYT's Op-Docs have influenced my teaching and my students' learning. I now have students create their own mini-docs using smartphones or basic hand-held cameras (putting them together using iMovie or MovieMaker software). OK, they may not be NYT quality, but these products still offer viewers a glimpse into issues in their own discourse communities.

Additional Resources for Teaching With Short Documentary Films
The New York Times isn't the only organization featuring short form documentaries that can be used in the classroom.

Global Oneness Project offers free multicultural stories and accompanying lesson plans for high school and college classrooms.

PBS's POV offers free resources for educators, including hundreds of online film clips and related lesson plans, discussion guides and reading lists for teachers.

Please let us know in the comments section how you use short documentary films in your own teaching.

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8 Compelling Mini-Documentaries to Teach Close Reading and Critical Thinking Skills

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Short documentary films can stir up ideas in the classroom to get students discussing, debating, thinking and writing. And, they can serve as a refreshing break from print media to help students explore curriculum themes and practice important literacy skills.

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There are a lot of movies that have sections for all subjects. One movie that I remember very well from when I was younger is School House Rock. The movie had fun cartoons and catching songs that you could memorize and recall when you needed to know your times tables or how a bill is passed or what conjunctions are. There aren't many science things in that movie, but there are probably other movies that incorporate all including science. Movies can really stick in a student's mind and they may even remember the songs and stories for years and years.

-Maura Larkin

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Social Studies classes such as U.S. History and World History have a lot of options. Movies have been made about many historical events and if they are found appropriate to show to the class, they can be a great way to immerse the class in the history. Students can get a better feel for the times in which the movie takes place and they may have an easier time recalling historical events after having learned about them in fun terms such as a movie.

-Maura Larkin

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World History Lesson Plans from Movies, Films Clips, Videos

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TeachWithMovies.org; Create Lesson Plans from 425 Movies and Film Clips - movies, film clips, movie clips, video clips, snippets

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English classes usually read classical literature novels and there are a lot of movie adaptations of those books. Watching these movies can be a reward for having read the book and can make the class look forward to a movie day.

-Maura Larkin

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Lesson Plans for English Language Arts and Literature Based on Movies

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TeachWithMovies.org; Create Lesson Plans from 425 Movies and Film Clips - English Language Arts, Literature; adaptations; Hero's Journey; Literary Devices; Media Literacy; Multimodal Literacies;

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Tips to promote active learning through media.

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Tips to promote active learning through media.

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-- incorporating pre-viewing discussion;
-- using note-taking as part of an 'active viewing' strategy;
-- raising open-ended critical questions that involve students in analyzing the author's purpose, point of view, and methods of developing ideas through language, image and sound; and
-- implementing simple media production activities that promote insight into how media messages are constructed.

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Newswise - School's out now, but the past few weeks have seen the usual ritual of end-of-year activities, like exams, field trips, ice cream parties and - watching movies in school.

New research shows that American teachers commonly use film, television and videotape materials for reasons that are not directly related to learning. In some classrooms, the use of videotape as a substitute teacher or time-filler is so common that it has become normalized by routine practice and is considered completely appropriate by instructional staff.

In an article published in the journal Learning, Media and Technology, Temple University professor Renee Hobbs used telephone interviews with teachers and classroom observations to assess the instructional practices teachers use when they play a film or television show in the classroom.

While most teachers use documentaries, TV shows, or fictional films as 'enrichment' - to enhance their coverage of subject areas, particularly language arts, social studies, history, science and geography - she found that some teachers do not have explicit instructional goals for showing a film. Others mentally disengage from the classroom while the DVD or videotape is playing.

"In some school districts, film or television is used primarily to give students a 'break' from real learning or to settle kids down when they're antsy," said Hobbs, associate professor of communication at Temple's School of Communications and Theater and director of the Media Education Lab there. "Just as parents across America use television as an electronic babysitter, it appears that many elementary and secondary school teachers sometimes do the same, making little use of the pause or rewind functions to promote active learning."

In a telephone survey of teachers who use film and television as teaching tools, 51 percent reported that the non-instructional use of media was common or very common in their school. Most respondents suggested that teachers are using media as a way to reduce the demands of their job or because they view video as entertaining and motivating to students, but not as 'serious' or deserving of the full-press intellectual effort of other teaching tools.

"Films and television programs are powerful and effective tools for learning, but teachers do not always create a learning environment that enables these tools to be maximally effective," said Hobbs.

To promote active learning through media literacy, she recommends the following: -- incorporating pre-viewing discussion; -- using note-taking as part of an 'active viewing' strategy; -- raising open-ended critical questions that involve students in analyzing the author's purpose, point of view, and methods of developing ideas through language, image and sound; and -- implementing simple media production activities that promote insight into how media messages are constructed.

"With our children growing up in a culture where most of their information and entertainment comes through the mass media, the practice of applying critical thinking to media messages is more important than ever," observed Hobbs. "But this practice may never take hold in American schools until teachers reflect on their own current uses of video and film and re-think their instructional practices to promote active learning."

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Movies in the Classroom: Time-Filler Or Teaching Tool?

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Like parents who use TV as an electronic babysitter, a media literacy expert found that teachers often do the same, showing movies to give students a "˜break' from real learning or to settle kids down when they're 'antsy.' They make little use of the pause or rewind functions to promote active learning.

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There are movies that can teach about certain areas in science or math. These movies let the students have a small brain break while still obtaining the knowledge of the course. In science you can find movies that approach the material in a hands-on format. This can be helpful if you don't have the right supplies for object lessons. The movie selections in math are not as vast as science, but there are definitely children's math movies that help broaden basic math skills for younger students. These make math more approachable and fun for kids who are new to the subject.

-Maura Larkin

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Science Lesson Plans Using Movies and Film

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TeachWithMovies.org; Create Lesson Plans from 425 Movies and Film Clips - biology, earth science, physics, astronomy, medicine, scientific method

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PROS
*Extend the learning beyond the textbook
*Builds interest
*Meets additional learning styles
*Provide teachable moments
CONS
*Can cause students to loose focus
*May take up time better spent otherwise
*Education from movie could only be a small portion
*Parents might object to specific content within movie

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Showing a film in class may engage students, but engagement cannot be the only reason. Teachers must understand that the planning for viewing a film is what makes it an effective learning experience for any grade level. Before planning, however, a teacher must first review the school's policy on the use of film in class.

School Policies

There are film ratings that schools may adopt for films in class.

Here are a general set of guidelines that could be used:

G rated films - No signed permission form is necessary.

PG rated films- A signed parental permission form is required for students under age 13. At the elementary school level, the principal will ask a committee to review the use of the film prior to granting permission.

PG 13 rated films - A signed parental permission form is required for students under age 14. No use of PG 13 films at an elementary school level. In a middle school, the principal will ask a committee to review the use of the film prior to granting permission.

R - A signed parental permission form is required for all students. The principal will ask a committee to review the film before granting permission. Film clips are preferred for R rated films. No use of R-rated films in middle or elementary schools.

After checking on the film policy, teachers design the resources for the film to determine how it fits in a unit with other lesson plans.

There may be a worksheet to be completed as the movie is being watched that also provides the students with specific information. There may be a plan to stop the film and discuss specific moments.

Film as text

The Common Core State Standards for English Language Arts (CCSS) identify a film as a text, and there are standards specific to the use of film in order to compare and contrast texts.

For example, one ELA standard for Grade 8 states:

"Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors."

There is a similar ELA standard for grades 11-12

"Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

The CCSS encourage the use of film for higher levels of Bloom's Taxonomy including analysis or synthesis.

Resources

There are websites dedicated to helping teachers create effective lesson plans for use with film. Teach with Movies is one such site that supports lesson plans using full length or snippets (video clips), for use in English, social studies, science and the arts. The website Lessons on Movies focuses on lessons for English Learners. Production companies may offer classroom resources, such as the resources on the website Journeys in Film. You can also check out Movie Lesson Plan Ideas for further information.

One major consideration is the use of film clips as opposed to an entire film.

A well-chosen 10-minute clip from a film should be more than adequate to launch a meaningful discussion.

Pros of Using Movies in Class

1. Movies can extend the learning beyond the textbook. Sometimes a movie can really help students get a feel for an era or an event. For example, if you are STEM teacher, you might want to show a clip from the movie ​"Hidden Figures" that highlights the contributions of black women to the space program of the 1960s.

2. Movies can be used as pre-teaching or Interest building. At some point in the year, students might need background information or an interest building activity.Adding a movie can build interest in a topic that is being learned while providing a small break from normal classroom activities.

3. Movies can be used to address additional learning styles: Presenting information in numerous ways can be the key to helping students understand topics. For example, having students watch the movie "Separate But Equal" can help them understand the reason behind the court case Brown v. Board of Education beyond just what they can read in a textbook or listen to in a lecture.

1. Movies can provide teachable moments. Sometimes a movie can include moments that go beyond what you are teaching in a lesson and allow you to highlight other important topics. For example, the movie Gandhi provides information that can help students to discuss world religions, imperialism, non-violent protest, personal freedoms, rights and responsibilities, gender relations, India as a country, and so much more.

2. Movies can be scheduled on days when students could be unfocused. In day-to-day teaching, there will be days when students will be focused more on their homecoming dance and game that night or on the holiday that starts the next day rather than on the topic of the day. While there is no excuse to show a non-educational movie, this could be a good time to watch something that complements the topic you are teaching.

Cons of Using Movies in the Classroom

1. Movies can sometimes be very long. A showing of a film such as ​"Schindler's List" with every 10th grade class (with their parent's permission of course) will take an entire week of classroom time. Even a short movie can take up 2-3 days of classroom time. Further, it can be difficult if different classes have to start and stop at different spots of a movie.

2. The educational part of the film may only be a small portion of the overall. There may be only a few parts of the movie that would be appropriate for the classroom setting and truly provide an educational benefit. In these cases, it is best to just show the clips if you feel that they truly add to the lesson you are teaching.

1. The movie may not be completely historically accurate. Movies often play with historical facts to make a better story. Therefore, it is important to point out the historical inaccuracies or students will believe that they are true. If done properly, pointing out the issues with a movie can provide the teachable moments for students.

2. Films do not teach themselves. Showing a movie such as "Glory," without putting it in the historical context of African Americans and their role in the Civil War or providing feedback throughout the movie is little better than using the television as a babysitter for your children.

3. There is a perception that watching movies is a bad method of teaching. That is why it is key that if movies are part of a curriculum unit's resources that they are selected purposefully and that there are properly created lessons that highlight the information the students are learning. You do not want to get a reputation as the teacher who shows all those full-length movies like "Finding Nemo" which serve little to no purpose other than as a reward within the classroom setting.

4. Parents might object to specific content within a movie. Be upfront and list the films you will show during the school year. If there are any concerns at all about a movie, send home permission slips for students to return. Websites like Commonsense Media include many specific reasons as possible about a film. Include the parents to talk about any concerns they might have before the showing. If a student is not allowed to watch the movie, there should be work to complete in the library while you are showing it to the rest of class.

In the end, movies can be an effective tool for teachers to use with students. The key to success is to choose wisely and create lesson plans that are effective in making a film a learning experience.

Updated by Colette Bennett.

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Showing a Movie in Class? Here are the Pros and Cons

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Showing a film in class may engage students, but engagement cannot be the only reason. Teachers must understand that the planning for viewing a film is what makes it an effective learning experience for any grade level. Before planning, however, a teacher must first review the school's policy on the use of film in class.

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To insure your students get the most information from the movie create a worksheet or activity that goes along with it. In the worksheet you may include questions about the main points you want your students to grasp an understand.

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Most administrators will tell you they hate when teachers show movies in the classroom. For the most part, I agree with them.

However, as long as teachers are utilizing them correctly, movies and videos can play a valuable role in the education process and can be an important aspect of a teacher's strategy in providing lesson material to students.

Recently, I decided to show a video in my geography classes that I thought did a great job of reinforcing a point that I was trying to make in class. We watched a National Geographic Video about North Korea that did a great job of showcasing absolute dictatorships and extreme isolation. This video was about 50 minutes long.

If you run into issues with websites being blocked by the school or other security problems, here is a tip. I ran into a snag early on and it was blocked on YouTube for some reason. But being the resourceful person that I am, I checked my Netflix account, and found it.

FYI: If you don't have Netflix, you might think about it. They have tons of videos and movies you can stream online in the classroom. Many are available for elementary teachers.
Making the Movie Engaging
In previous years of teaching, I would have asked my students to stay awake and pay attention and we would discuss the video when it was over. This time, I did something different. I had students divide a piece of paper in half and on one side they wrote North Korea and on the other they wrote the United States. As I played the movie in class, I would periodically stop the video to discuss the scene and contrast what they were seeing in North Korea with the United States.

It was a great experience seeing students all turn their heads and start writing on their paper at the same time. At the conclusion on the video, we discussed it, and then I had them write for 5 minutes their personal thoughts about the video and life in Korea. They had tons of questions as well.
My Movie Success
This was probably one of my most successful lessons this year. The students were engaged in the documentary video and I only had one student out of all my classes that I had to get on for falling asleep. I even turned the video into an extra credit opportunity by asking students to comment on my classroom blog about it over the weekend. I also used the video the next day as a bell-ringer assignment asking my kids to list 5 things they could not live without and discuss them. We then discussed this as a class.
Classroom Movie Resources
The internet provides a wide range of movie resources that many might not be aware of.

Below are some resources for movies and documentaries great for teachers looking to incorporate them into their curriculum.
Movies in the Classroom
This site provides permission slips and movies by subject matter. It has several options.

A collection of worksheets that coincide with movies submitted by teachers all over the world. Remember to stop the movie and allow students to write down the correct information.

If you are a math teacher, you will love this. It is a collection of movie clips in which math is involved.
Top Documentary Films
This website offers free documentaries.

A resource for free movies and documentaries.

Another resource for free documentaries. There are many different topic categories available.
Video Writing Prompts
If you're looking for short videos to kick off free writing or journal activities, TeachHUB offers new, timely video writing prompts every week.

Remember, it is not the movie that is important...it is HOW you use the movie that is important!
How do you make the most out of movies in your classroom? Share in the comments section!

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making the most out of movies in the classroom

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Making the Most Out of Movies in the Classroom

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Most administrators will tell you they hate when teachers show movies in the classroom. For the most part, I agree with them. However, as long as teachers are utilizing them correctly, movies and videos can play a valuable role in the education process and can be an important aspect of a teacher's strategy in providing lesson material to students.

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I feel that movies can help change the world. I also feel like as a future theater teacher movies can be a great resource for my students to see the plays they will be performing in. As long as the movies are used correctly they are a great resource to the classroom.