First, movie permission forms...
It is important to consult with your administration on your school's movie policy. Even if the movie is PG-13, it is in your best interest to receive parental permission. Yes...I know my seniors forge their parents' signatures all the time. Yes...I know many parents do not read the form and just sign. BUT...having a signed form at least provides some protection for me as a teacher (let the parent discipline child for forgery). So, what you should put on the movie form. I suggest that you include the following (if possible):
- movie title and rating (or a link)
- description
- objectives/learning goal of movie
- what students will be doing
- assessment
Second, the activities students complete while watching the movie are important...
With each movie, I try to create a set of questions that pertain to the learning goals. I have learned that it is best not to get too detailed in your questions, especially the younger students. For example, if you use questions such as "What did she say when..." then you will have many complaints and disruptions when students do not catch what she said. It is best if you give students leeway in what they write down to support a specific concept. For example, I have used the movie Cast Away as a culminating activity for my first unit. The students have to identify the various factors of productions seen in the movie. This requires work on the students' part and provides a way for me to assess their knowledge and application of the factors of production.
Third, after watching a movie, students should take what they documented and apply...
Movies should not be watched without any discussion or project incorporated at the end. How will students demonstrate understanding? This is a great way to review students on concepts before a major assessment. For example, when I show In the Heart of the Sea, students document facts throughout the movie then take those facts to create a product (iMovie, PowerPoint, iBook, etc.). They may choose CAPITAL (factor of production) to present. In the project, the students define the concept and detail five examples of "capital" used in the movie.
This is not a very difficult project but it is one way that students apply what they learned from the movie. They do present these projects in class, thereby reviewing many of the concepts prior to major assessment.
Conclusion...
Movies are an excellent way to teach a concept or historical event to students. We all know, however, that time is precious! If you are going to show a movie, make sure it is applicable to what you are teaching and beneficial for the students. Many times, it may be more effective and useful to use snippets of movies embedded into a PowerPoint rather than the entire movie itself. Also, review copyright permission for movies. Here is a link concerning copyright permission for movie use (only can be used for face to face teaching...not distance learning nor in large group settings).
