Illustration of young girl sitting at her desk in front of a laptop with books and school supplies

10 Reasons Why Educational Videos Are Super Effective

Throughout history, educators have learned through no small feat that in order to connect learning with students, they must adapt their learning resources into what works with each new generation. For Gen Z and Alpha, online videos is the way to go. You probably already know that however, so let’s explain ten reasons why educational videos are super effective for students.

#1 – Engagement

Numerous academic studies have been released on how video increases motivation and deeper learning, while also being able to specifically impact students’ ability to facilitate discussions and identify problems.

Want to learn more about the science behind it? We deeply recommend reading Cynthia J. Blame’s ‘Effective educational videos’ from Vanderbilt University in Nashville, Tennessee.

#2 – Accessibility

Let’s be honest, accessibility is still an over-looked subject even in 2020 but leaps and bounds are being made to make digital equipment & the virtual space it connects to far more accessibility to a wider range of people, particularly with disabilities.

From subtitling to audio description to transcripts, accessibility is finally becoming more mainstream and we at Makematic continue to discuss what steps we can make to do our part with our own content.

#3 – Portability

Print media is, unfortunately, becoming a thing of the past, especially for the new generations. If COVID-19 has taught us anything, is the need for trustworthy digital, learning resources that can be shared and used immediately around the newly-formed online classroom.

Unsure where to find video content for your students that will work on a wide range of devices? Why not check out our ever-increasing, educational video series on the Makematic VOD available on:

#4 – Ease of Production

You don’t need a PhD to make an effective, learning video, although it may certainly help! As long as you have access to a decent smartphone, you have all the tools at your fingertips to plan, produce and edit an educational video on a subject you love.

For kinesthetic learners, and students with learning disabilities e.g. Dyslexia. Video is a great tool alongside other resource mediums to help overcome barriers when trying to increase your student absorption of cognition & knowledge.

#5 – Replayability

Have you ever re-watched a film or television series and suddenly noticed new things that you didn’t pick up the first time you watched it?

A great benefit for video-based learning is how it allows anyone to pause, stop, rewind, and other timeline manipulation factors that can impact an individual’s learning experience. Unlike the traditional classroom or a group lecture, learning via video – you’d never have to miss something again, just as long as you can re-watch, you can always go back and re-absorb any missing info.

#6 – Visual Factor

Now, I love a good book from time to time, but even have to admit that video is only as good as the source material that inspires it. But that’s not to say the visual element of video is powerful and more appealing to learn from, particularly for my attention span.

Articles, journals, essays and more may feel more offputting to generations raised on television & online video. However, when you combine multiple sources of educational resources together with students, I truly believe you can get the best out of them.

#7 – Authenticity

Humans love to connect with fellow humans and if online video platforms such as YouTube & Twitch have taught us anything, it’s that having a human narration or even industry experts within your video adds a level of user connection that can be lost in translation through other forms of learning resources.

When we released our Teaching Online Masterclass (TOM) series, we had this in mind. The free-to-watch series contains numerous industry experts in the education industry. Why not check it out: https://tom.makematic.com/.

#8 – Collaboration

Successful learning is not just an individualistic experience. Having the ability to work with other people opens the conversation for feedback, ultimately providing students with inter-personal, social skills and the ability to take constructive criticism.

Video is a fun way for your students to create brainstorms and group learning experiences that can allow them to see easily their input to an educational topic while giving them that level of passion needed to connect to the subject matter in ways other mediums may struggle.

#9 – Contextual

Unlike relying on just reading literary materials, video provides strong visual cues. These help learners understand what’s happening, even when the language and prose is hard to follow.

Utilising infographics, source material and first-person accounts within your video help provide that much-needed cognitive downtime when learning and help keep the overall topic visually-stimulating.

#10 – Creativity

Video-based learning is a creative process, even when covering a specialist, STEM topic. It opens cognition to not just utilise the logistic side of your brain, but also your creative side too.

Creative thinking is fast-becoming one of the top employability skills for the future generation and by striving to incorporate video into your classroom, you allow the possibility for your students to begin to train themselves in these fundamental skills going forward.

We strive to inspire creativity through our videos, particularly for subjects that don’t get the reach they should. Just like our Untold Series where we delve into the fascinating history topics throughout the History of America.

Animation of children in the classroom with devices

EdTech News – September

For many of us, September means the start of the new school year. This year, there’s a lot of uncertainty and changes to the usual set-up. Some students aren’t going back at all, some will have a hybrid model and others will sit in a classroom that looks and feels very different from before. Over these last six months, a lot has been written about the effect of COVID on Education and a lot more research will need to be done to assess the full effects. However, we do already know that some changes will be here to stay. Some people even say that the new desk set-up in the primary school classrooms, with all pupils facing the same direction towards the teacher, will increase attainment. 

This article gives you some more insight into what the future of the classroom may look like. Hologram teachers are only just the start. 

Two contrasting scenarios are offered here about EdTech and content consumption. First of all, a report by Credit Suisse, which claims that education is having its own Netflix moment. Secondly, how EdTech companies in South East Asia are partnering up with Telecoms providers. 

This article explains that where internet access is scarce, students, teachers and parents are turning to ‘old-fashioned’ television for their lessons. It is lacking the interactive element, but in countries like Brazil, this has become the dominant model over the last couple of months. It certainly is better than nothing and it looks like some countries are going to invest more in their televised educational system. 

At Makematic we continue the roll-out of Untold History stories during September, and this article offers some food for thought around history textbooks and the way that history is taught. 

What do you think, are we teaching our children enough critical thinking skills? 

Animation of students studying in the classroom

Pay Attention. Powering Down In The Classroom.

If anything has been learned in our family since the onset of Covid-19 and home-schooling, it’s that when my 5 year old son would repeatedly arrive home saying school was a waste of time because it was so boring, it appears that he was telling the truth.  That is what I’ve gathered from the brief few months that we were involved in his day-to-day teaching before the summer holiday.

Before, when he found it difficult to get out of bed in the mornings and begrudgingly put on his school uniform muttering the obligatory “I don’t want to go to school every day it’s boring”, he was fully justified in his statement.

During our period of home-schooling, the only digital interaction with educational resources he had which was set by the school, was to look at and then print (good job we are one of the few that have a printer) the Twinkl worksheets which were emailed each day for him to fill in.  You would think it is an easy task and job done, but on many days, we had flat refusals from him.  Not because the subject matter was too difficult, or the subjects themselves were things he wasn’t interested in, but rather because there are only so many apples and pears or balloons or bears or bicycles an intelligent 5 year old can count or order or spell and then colour in, without going completely and utterly insane.

This is an issue which educationalists, parents and students have been talking about for a long time now.  Very little seems to have been done about it

Graesser and Person in the American Educational Research Journal 1994 (yes 1994!) stated “A researcher claims that on average, students in class only get to ask a question once every 10 hours!”  My son has complained of the same – “I am not allowed to ask many questions so I have to sit around and it’s boring”.   This coming from a child who constantly asks us questions about the world around him as part of his learning process.  And this research from 1994 (yes 1994!) backs up my son’s repulsion to the current way he and his subjects are taught, yet in the UK state sector certainly, very little has been done to ensure that children receive the digital and one on one stimulation they need at school which they receive in every other area of their everyday life.  Various Ministers in the UK have claimed to have sorted out the education system, but have they?  Not from our perspective.

I used to stand up at conferences and wave my arms about a lot encouraging audiences, mostly involved in education in one form or another to change the way they were doing things a bit.  Just a bit. Ten years or so ago, I used to plead, that in the same way, the audience themselves used Google and Youtube and Facebook, and indeed played a myriad of games which were appearing on phones and PCs as apps, it was vitally important that in order to avoid alienating the children they wished to educate, they needed to change direction radically and move education beyond the printed page.  Imagine a maths or history curriculum delivered as an adventure game?  Ironically that would fit right in with the way Netflix are making TV shows and movies for children right now, giving them choices and allowing them to learn from mistakes.  Now and again, after presenting I would be approached by someone who agreed, but more often than not, I would be met with the phrase “leaving no one behind” or the equivalent motto of the country that I was in.

Examining the complete and utter chaos of the A level and soon GCSE fiasco this year in the UK (particularly in England), the irony 10 years on, is that in the UK the very government who coined such fluffy phrases, commissioned an AI programme which seemingly was designed to make sure of just that – those from the most deprived areas would most certainly be left behind. 

The reality is that in just about every school education system around the world, whether or not every child at school has a laptop or an iPad, whether or not the school can stream video as part of the learning process in the classroom, it is all down to how much spend there is in education at a governmental level.  And in the UK, despite the government fluff, in real terms, it is diminishing year on year.  And as this happens more and more will continue to be left further and further behind.   

Perhaps, bearing in mind the workplace is about to revolutionised by AI with millions of jobs replaced by algorithms, this was the plan all along.

One of the most forward-thinking groups in education right now is based at the University of North Carolina Greensboro in North Carolina.  The Transforming Teaching Through Technology group based within the School of Education, have partnered with several schools and placed creativity at the centre of process through the creation of Maker Classrooms which emphasise making, creating and inventing.  

I remember seeing a video they made a long time ago – around about 2008 called Pay Attention!  It is of course still available to view on Youtube and in it, there were some statements made which 10 years later, I’m hearing echoing in my ear each time I have to focus on teaching my 5-year-old son.  High school students are quoted as saying “We have learned ‘to play’ school. We study the right facts the night before the test so we can achieve a passing grade and thus become a successful student’ and “When I go to school I have to power down”.  What is astounding is that the video is about a decade old and still we hear the very same phrases!

My son’s teacher is smart and fresh out of university.  Mrs Jones (not her real name) has from what we can see, been teaching the kids in as blended a way as she can with the elderly equipment and bad internet connection that she has.  For my son, the most important parts of home learning she sent before the summer break were the occasions where she made a video of herself reading a story.  I thought they were great.  Considering that they were filmed on a phone, the quality was first-rate, she was good at making the stories interesting and, in my view, if teaching young frustrated children becomes too much, she should pursue a career as a voiceover artist!  Each day when we signed into the school system to download what would inevitably be Twinkl’s colour in/match/draw-on/add-up worksheet, he asked if there was a video she had made to watch.  

Video is central to his life.  He is part of the post-millennial generation, and like every other child in his class and school, he has had wide access to technology since the minute he was aware of its existence.  Leaving no one behind doesn’t come into it!  Every parent has a phone with an internet connection.  Full stop.  For him and all of his peers, Youtube Kids, Youtube (under supervision) and Google (restricted) are his primary sources of information.  He ‘talks’ to Google and Youtube to find exactly what it is that he wants to know or see, and he has a program which reads out the text of sites like Wikipedia to him as he’s still getting up to speed with fluent reading.  The app highlights each word, something which for me in a past life placed me at the centre of great ridicule when I suggested to those I worked with that a simple karaoke-style reading app would effectively teach many millions to read.  It appears that in the case of my son and his friends, today something similar is doing just that.

All over the world children are returning to the classroom after a long period of learning in different ways.  Mrs Jones is once again going to have her work cut out in a couple of weeks time.  Children all over the world have for months been enthralled and educated by a myriad of different multimedia apps and services and of course Youtube.  When they re-enter the classroom in the coming weeks, once again the dragging of heels in our and many other households each morning will start all over again, as they are forced to power down in the classroom.  Paying attention doesn’t come into it.  Waiting 10 hours to ask a question does.

Animated drawing of desktop showing books and illustrating classes online

Taking European Studies and Modern Foreign Languages Online

In her first blog for Makematic, Dublin based, European Studies and Modern Foreign Languages Teacher, Victoria Malcolm talks about how she successfully took her classes online.

March 12th, 2020 – We are sent home from school with hardly enough time to think about which books we might need for a period of lockdown. After all, none of us have done this before. Teach all their classes from home. Whilst simultaneously running primary school classes for our kids, queuing everywhere for everything, learning how to keep a safe distance and minding ourselves and others in this “new normal”. 

In the weeks running up to the lockdown in my school, a huge amount of work had gone on in the background to help us make the move to online learning. We had chosen Google Classroom as our means of communication and collaboration, as many colleagues were already using this. That said, having a class set up on Google Classroom and being relatively confident using it did not in any way prepare me for the demands of online teaching. In the space of a week, we went from never having heard of Zoom to black belt proficiency as we struggled to work out how we could best provide some sort of continuity of learning for our students. Add to this the ever-increasing saga that was Calculated Grades and the worry that kept you awake at night wondering had you done everything you could to make sure that your 6th Form students received a fair, reflective grade.

Five Months Later …

Fast forward to August 2020 and we are once again consumed by thoughts of school. Are those same classrooms that we longed for in the dark days of April really safe for us to go back to? How will lockdown have affected our colleagues and our students? Will we have everyone back at school? What happens if there is an outbreak of the virus in our school? It is this last question that causes me to look back at my experience of online learning and ask myself what worked, remember – with blushing cheeks – what didn’t and think about how to incorporate this into a plan of action for the new term where online learning may, once again, play a key role in our classrooms.

Zoom Actually Works

What worked? Zoom, surprisingly. Thankfully, all the internet horror stories of suddenly finding yourself in Johnny’s bedroom, watching him eat breakfast in bed at 11am and go through his German homework at the same time weren’t borne out – in my classes at least. An online code of behaviour is, however, non-negotiable

Set basic rules of engagement for your students: 

  • Behave as you would in class, 
  • Dress appropriately, 
  • Have all the class materials you need for the lesson, 
  • Be patient and respect others. 

Webcam On or Off?

Decide from the outset whether you want cameras on or off, your own included – 

often a quick check-in at the start of the class and a quick round-up at the end is enough with cameras on but it depends on the activity. 

Here are some ways I navigated this:

  • For my Modern Foreign Languages (MFL) classes, we were building towards an online oral exam as part of the end of year assessment, so being able to see one another was important. 
  • If I was working on a grammar point, however, the cameras would be off. No need for us to see the pain etched on one another’s faces. 

Private Chats and Breakout Rooms

But it’s not just the webcam, it’s the private chat function and the breakout rooms that were a game changer and is something I would love to be able to do in my real-life classroom! Here’s how:

  • At the start of class, I use the private chat function on Zoom to check-in privately on individual students. I found that a number of students who are normally very quiet in class really embraced the chat function as they felt they were able to ask questions without fear of intimidation from students who work at a faster pace. 
  • At the start of online teaching, I was overwhelmed by the intensity of the 30-minute class online. It was very demanding. However, giving students a task and putting them in breakout rooms to work on something for a timed period allowed me space to breathe and also to think about how the remainder of the class would progress once we were back together as a group. I made sure to drop in on each breakout group at least once to make sure that they were on task – they always were and I think they enjoyed the break from me as much as I did from them! I always chose the random allocation function for the breakout room, as that way, students who might not ordinarily work together in class, got the chance to do so.

Google Classroom

Google Classroom worked well, especially since not all students were able to attend live online classes or simply found them overwhelming. Here are some things I would recommend:

  • It is important to give clear, concise instructions. Don’t write essays. 
  • I got into the habit of writing a quick summary of what we had covered in class that day plus noting any work I had assigned for homework. 
  • Following feedback from my classes, I tried to put up a scheme of work for the week, including any homework exercises, on a Monday morning. That way, if anyone missed a class, the work was there for them. It also had the advantage of keeping me on top of everything and it is a written record of what we covered, including any notes posted, for when the new school year starts. 
  • In the beginning, I was frustrated when students were uploading handwritten work and I was trying to encourage them to type it. Then you realise just how much longer an assignment takes when you are doing it online. Very few of them are graduates of the Mavis Beacon School of Typing and so found that typing assignments made the whole process even longer. You can annotate a photograph of a handwritten page easily in Google Classroom so don’t sweat the small stuff.
  • As an aside, I believe that Microsoft OneNote was the absolute bomb for those schools using Microsoft Teams as their online forum. You can do all sorts of lovely things like recording verbal feedback for pieces of work, which cuts down on your workload considerably. That said, it is possible to upload audio files to Google Classroom so if you want to record yourself explaining the complexities of German word order and send it on to your students, you can! 

Keep It Simple

Overall, I kept it to these two main tools – Google Classroom and Zoom. I dipped into Quizlet once or twice for new vocab but found making new quizzes time-consuming to be honest. Colleagues had good success with pre-recorded material – voicing over PowerPoint presentations, showing worked examples via Screencastify – but I found that Google Classroom and Zoom suited my MFL classroom and, importantly, what I was comfortable and confident using.

Check This Out

Finally, I found a great visual from Online Teaching @ KIS; Do This, Not That by Alison Yang with some very simple, but very important advice...

the online classroom is not the same as the real life classroom and you cannot simply transfer your teaching from one to the other


Top Tips

  • Don’t take on too much – whether this is using new technology or taking up work to correct and, most importantly, give yourself some time off. 
  • Be available during the school day but don’t answer emails from students or parents outside of office hours unless you wish to. 
  • Don’t beat yourself up if your lesson doesn’t go as planned. Learn to laugh at yourself. Your students will find the whole experience much easier if there is not an air of palpable tension in each lesson. 

And finally, use the first few weeks back at school to show your students how to use the technology you would plan to use if we need to go back to working from home. Second time around has to be easier, right?

Image of blog author Victoria Malcolm along with her bio description
Image showing a desktop on YouTube page

Why YouTube Loves Educational Videos on Science

At Makematic, we have analyzed 50 of the Top Educational content creators on Youtube and have found that 60% are dedicated to science-based videos. Let us explain why:

Visually Appealing & Interactive

Let’s be honest, back in school science was, for the most part, a welcome hiatus from mundane assignments, especially when there were experiments. The same can be applied for educational videos on YouTube. Science has that initial appeal that unfortunately a lot of other subjects have trouble with.

From Slow-motion Diving into a 1000 Mousetraps to Crushing Adamantium with a Hydraulic Press, it just sounds like an interesting watch, and the statistics seem to agree, with tens of millions of views each it’s most definitely garnering huge audiences.

Why not check out Crayola’s STEAM for 21st Century Learners, produced by Makematic and aimed at children from aged 3 to 7 in learning the five STEAM disciplines of science, technology engineering, art and math

Many Sub-Genres to Choose From

Science can mean a lot of things from the classic; Biology, Chemistry & Physics to more elaborate topics such as Psychology, Anthropology and Philosophy.

It can also inter-connect with most other subjects from:

  • Mathematics – to create videos on paradoxes, civics, and game theory at the end of it scientific statistics rely on Maths just as much as Maths does on Science.
  • Home Economics – cooking masterclasses, food hacks, it all goes back to what HomeEc was once named: a “culinary science”.
  • Computing – from web-design all the way through to in-depth analysis on which video-game console you should buy to programming languages which of course, falls under computer science – the clue’s in the name.

Whether intentional or not, most educational videos will become rooted in science one way or another and it’s fair to see how such a large percentage can dominate the online, educational space.

If you are a fan of computing, why not try Kano’s Creative Coding masterclass aimed for teachers and young people who wish to start learning computer science.

“If It Ain’t Broke…”

Unfortunately, for a lot of upcoming educational content creators out there, it’s hard to break the mold when looking at the high demand Science videos has obtained. Most may be hesitant to start producing content in other subject areas and as a result, a new, science-dedicated channel has been born.

However, it’s our jobs as content creators, as parents, as educators and so forth to go against the mold and work towards the creation of accessible, educational content for all aspects of the curriculum – not just what people are ‘into’ right now.

So, I implore you, if you have to watch one educational video today, let it be something other than science. Need some help? Why not check out our:

  • Untold: American History You Won’t Learn About In A Textbook
  • Skillsumo – Bitesize videos for young people entering the world of work.

Online Video within a Classroom

How Online Video Can Revitalise Your Classroom

Online video is needed more than ever within the classroom. By educating students through innovative methods, educators can continue to inspire.

The UK has an average world rank of 15 ⅓ across reading, mathematics and science according to the PISA 2018 summary, however, the USA is 29 ⅔! Some may regard these as respectable scores but surely, we can do better?

Educators are struggling to connect to this new ‘generation z’ of students. The curriculum needs a shake-up and I’ll hopefully explain some, potential ideas to help re-engage the modern-day student while having a look at what new tools we can utilise.

Learning styles have vastly changed

McCrindle Research summarises Generation Z’s disconnect with traditional classroom settings best stating “traditional classrooms were constructed to keep distractions out, keep the students in and keep them facing the teacher.” However, modern-day classrooms should be reconfigured and rewired to accommodate new students, new technologies and new learning styles.

“It is easy to be critical of a generation that focuses on screen time more than conversations; virtual social circles rather than real social circles. These individuals and many others are experiencing depression at ever-increasing rates and are as comfortable in the digital world as they are in the virtual world. However, to paint these students in a negative light would be greatly reducing the impact of their value, creativity, and ability to be thoughtfully-minded young scholars” elaborates WCET Frontiers.

According to UpFront Analytics, Gen Z shuns conformity and traditional however relate to storytelling and visual displays. Video is the perfect platform for delivering such content and most likely, the major influence for Gen Z to state this preference. This use of an iPad or Smartphone can aid all three of the VAK learning types for students:

  • Visuals
    • Linguistical = Kindle, Blog sites, Twitter
    • Spatial = Video-streaming sites (e.g. Makematic, YouTube, TikTok), Instagram and Pinterest
  • Auditory
    • Music/Audio = Audible, Voice recordings/note-taking, Podcasts
  • Kinesthetic
    • Movement – Adobe Sketch, Use of keyboard or tablet to transfer V/A information.
    • Tactile – Interactive quizzes and engaging, educational games.

Rise in ADHD culture?

Gen Z picks up information far-faster than any generation prior, they are natural multi-taskers after all. They strive to work in tech and influencers are their role models. According to SXSW, Gen Z’s attention span is roughly eight seconds compared to the 12-second span for millennials. Some may regard this as ADHD culture however such toxic categorising only continues to isolate the future generation away from educators and further into influencers – mutual trust needs to be re-established.

Shortform video and online sites are powerful tools that these internet-natives are drawn to. Combining them with education may seem like an arduous task that could disconnect them due to ‘pandering’. However, it can work as I will showcase below.

Bill Wurtz is an American singer-songwriter and online video creator who went viral back in 2016 for his interesting take on the ‘History of Japan‘. The video provides a highly-saturated, bursts of infographic-based information with auditory, music tracks.

The comments alone prove this video is working – it’s engaging and revolutionary educational content can learn from such methods of engagement.

Procrastination is the major stumbling block when incorporating these elements. Firstly, it needs to be redefined. I know from first-hand experience listening to music while working on a project doesn’t detract from the work produced, it can help focus the brain and quiet the dopamine-craving release from completing an online video.

Educators must open-mindedly allow input from this generation about content that works for them. I understand it will take a compromise from both sides to work practically in any nationwide curriculum but the standard exam-system just doesn’t work any longer.

Video can be engaging, educational and no longer should be seen as a ‘relief tool’ for educators to take a break from mundane learning. Incorporating them into a hybrid alongside student engagement and a better understanding of VAK learning styles and providing alternatives for each type of user is the way to a fairer, more engaged educationally society.

Teaching Key 21st Century Skills In Every Classroom

Research by The Sutton Trust found that 94% of employers, 97% of teachers and 88% of young people regarded ‘life skills’ as being at least as important as academic grades to future success.  These life skills include what we commonly refer to as the 4Cs – communication, collaboration, critical thinking, and creativity.

Developing these key 21st-century skills is an ongoing process and mastery takes many years to achieve. Research has shown that two things can really help these skills – explicit teaching of these skills and extra-curricular activities. Whilst we can’t help with extra-curricular, we can help educators develop these skills to be explicitly teaching them in the classes.

That is why we worked with Participate to develop the series – The 4Cs. Part professional development part classroom resource, the series will help educators:

  1. Understand how to teach these skills in their classes on a daily basis, 
  2. Understand how these skills are used in the workplace
  3. Better prepare lessons to develop these skills with those they teach.

What’s Included?

Educator Professional Development

Series 1 – What are the 4Cs?

8 live-action videos with educators explaining what the 4Cs are and how to teach them in every classroom.

4 educator podcasts case studies where educators talk about how they have implemented the 4Cs into their everyday teaching practice.

Series 2 – In the workplace

4 live-action videos with people talking about what the 4Cs look like in the workplace.

Student Facing Resources

Series 3 and 4 can be used in so many ways. They can be used as whole class activities or as part of a blended or flipped learning experience. Whilst series 3 and 4 have been created as standalone resources, they can be used as a sequence.

Here’s an example:

You’ve decided that you want to develop your student’s creative thinking skills by introducing them to lateral thinking

You can engage your students with the skill by watching How To Be More Creative With Lateral Thinking from series 3. Following watching and discussing the contents of the video, as a class or on their own, students could develop this skill by completing any of the following activities from series 4:

Series 3 – How can …?

12 animated explainer videos that give the audience an understanding of how and why each of the skills can be developed by focusing on different sub-skills of each of the Cs.

Communication and CollaborationCritical Thinking and Creativity
Giving and Receiving Feedback
Understanding Body Language
Social Skills
Listening Skills
Creating clear messages
Email etiquette
Multiple Perspectives
Being Opening minded
Analysing arguments
Ideation
Divergent Thinking
Lateral Thinking
Series 4 – Activities

12 animations designed for individuals to develop skills on their own. These can be used in a classroom as a whole class, as part of a blended or flipped classroom methodology.

Communication and CollaborationCritical Thinking and Creativity
Improving concentration
Mic expressions
Are you a good listener?
Funnelling questings technique
Relaxation for public speaking
The subject line pitch
Questioning basic assumptions
Rebus puzzles
Recognising patterns
Brainstorming on your own
The alternative uses test
The elevator problem

Access the entire series here.

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