Photo by Jeremy Yap on Unsplash
This week, I had the chance to watch an inquiry project by my fellow teacher candidates Annalise, Beth, Drew, and Meghan, and it really got me thinking about my own teaching practice. Their project focused on using film in the classroom, and it was packed with thoughtful ideas and useful resources. One highlight for me was a film resource that Drew created himself, which was both creative and highly practical for classroom use.
The presentation reinforced something I have already been exploring in my own practice. I recently attended a Pro D day with the National Film Board of Canada, where I was introduced to a wide range of films, along with supporting materials such as worksheets, discussion questions, and essay prompts. Seeing how these resources can be paired with film made the idea of using video in the classroom feel much more practical and purposeful. Read about my experience at that p-Prod D day here!
What continues to stand out to me is how powerful film can be as a multimodal tool. It combines visuals, audio, and storytelling in ways that reach a wide range of learners. For students who may struggle with traditional text-based learning, film can offer a more accessible entry point. It also adds a level of depth and engagement that can be hard to replicate in other formats.
At the same time, I find myself thinking carefully about the challenges with film. One concern I have is student attention. In a world where students are constantly consuming short-form content on their phones and streaming platforms, watching a film in class no longer feels as novel or exciting as it once did. Even with structured supports like worksheets, it can be challenging to keep students fully engaged.
I experienced this firsthand during a recent lesson I taught for an assessment class. I planned to show a 12-minute video, but my mentor teacher pointed out that this would likely be too long without breaking it up. She explained that students might lose focus if they are not given opportunities to pause, reflect, and respond along the way. That feedback stuck with me and made me realize that simply showing a film is not enough.
Moving forward, I want to be more intentional about how I use film in my teaching. Rather than simply pressing play, I need to think about strategies that keep students actively involved. This might include pausing for discussion, incorporating guided questions, or designing activities that require students to engage with the material as they watch.
Overall, this week reinforced my interest in bringing film into my teaching. It is a tool I definitely plan to use, but also one that I want to approach thoughtfully so that it truly supports student learning and engagement