ClickView’s Great Expectations – Behind the Scenes

Recently added to our Curriculum Library for Secondary Schools is a series we’re very excited to release, Great Expectations. This exclusive series is designed for GCSE students and explores key elements of Charles Dickens’ classic Victorian novel. Our team of educators have chosen to produce this series specifically for our UK customers. When we looked at all the British texts we could focus on for our next English video, Great Expectations was one of the most searched for novel titles on ClickView.

Our ClickView Productions Team have put together this video to take you behind the scenes of ClickView’s Great Expectations. Watch the video below to meet the team, see where the series was filmed and how they built the sets.

What makes this series different to other programmes about Great Expectations?

Most videos about a novel or play are adaptations of the original work. Where ClickView Original Productions differ, in particular our latest series Great Expectations, is that we are focusing on the analysis of the novel – just as teachers and students are doing. We look at exactly what the National Curriculum in England outlines as requirements for literature studies, and we directly address that information in our programmes.

For example, all English literature specifications in the UK identify the skills and knowledge that a novel study should help students develop. This includes an understanding of the writer’s historical, social and cultural contexts; characters and their motivations; identifying themes, and evaluating a writer’s style and language choices.

This is why the Great Expectations series is broken into four shorter programmes – each tackling these important aspects of study. Additionally, all programmes come with a selection of worksheets and activities for students to complete, as well as the ClickView Interactive Video which provides another way to assess student understanding.

What additional resources are available for ClickView’s Great Expectations?

Each programme comes with a set of comprehension questions that can be used to help students note key programme information about the novel. The other activities provide a range of diverse activities so teachers can choose what best suits the needs of different classes and individual students. In this series that includes:

  • Creating a picture essay of the Victorian era.
  • Writing a ‘missing chapter’ from the novel about Magwitch’s experiences in Australia.
  • Analysis of how theme is revealed through plot, setting and characters.
  • Setting novel scenes to music to convey mood.

How can I watch this programme?

If you are subscribed to ClickView, this programme is available in our Curriculum Library for Secondary Schools. If your school does not have access to ClickView you can request a demo today.


Using Precise Formative Assessment to Identify Student Needs

Assessing student learning plays a crucial role in establishing starting points and action for teaching. Within education circles, you will hear many explain that they are comfortable with diagnostic and summative assessment. However, the process of formative assessment often takes a backseat.

To highlight the importance of using a combination of assessment types, I make reference to a paper and definition of ‘assessment’ that received widespread attention and was heavily circulated by educators: “‘Assessment’ refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (Paul Black and Dylan Wiliam).

The goal of summative assessment is to evaluate the level of student learning after a unit of work is complete. While undoubtedly an important part of the assessment process summative assessment comes quite late along the learning path. It is for this reason that it takes a combination of assessment types – diagnostic, formative and summative – to comprehensively clarify where students are at in their learning.

Assess Students Formatively during the Learning Stage

While summative assessment can be thought of as “assessment of learning”, formative assessment is known as “assessment for learning”. Using formative assessment and data to evaluate where learners are at enables teachers to identify student needs and gaps in learning, and then make decisions and adjustments to their teaching, while the learning is still happening. Formative assessment is exciting for educators because it means finding out students’ understanding and identifying areas that may need improvement, with still time to boost student outcomes before the end of the unit.

“If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.”
– Ausubel, 1968.

Identify Gaps in Learning with ClickView Interactive Video Analytics

Providing meaningful feedback to teachers so they can assess their students formatively and hone their teaching more precisely has been a big focus of our recent ClickView Interactive Videos release. After students watch an interactive video and answer the built-in questions, the students’ responses are automatically gathered and displayed within the interactive video analytics. This provides measureable results of video viewing and concept comprehension so the teacher can formatively assess and evaluate the learning of the class.

Interactive Video Class Results
Identify where the class is as a whole and any concepts that have not been understood

“While summative assessment can be thought of as ‘assessment of learning’, formative assessment is known as ‘assessment for learning’.”

Students can watch and complete the interactive video questions during class time or even at home, and then teachers can assess the results on both a class and individual level. This data delivers teachers a detailed snapshot of where their class is at in their learning. In turn this allows teachers to differentiate teaching more effectively.

Another way to distinguish summative assessment from formative assessment is by how the assessments are treated. While final grades are generally associated with summative assessment, it is better to look at formative assessment and its data as “practice”. With formative assessments, teachers can test students’ knowledge and identify what they will cover more precisely next lesson, which will improve student outcomes and prepare them for any summative assessments, such as final term examinations. Based on the formative assessment data within interactive video analytics, an educator may decide to return to a previous lesson and review the material to ensure comprehensive learning by the class.

Interactive Video Student Results
Drill down to see the individual results of each student

“Teachers can evaluate their students’ learning based on the data and identify areas that need improvement, thereby differentiating their teaching more effectively.”

While it is clear that such formative assessment can boost student outcomes for any one class, it can also have a direct effect on an educator’s long-term teaching practices. If a class struggles to understand the key concepts of a video or lesson, the teacher may re-consider and adjust how they execute the lesson. Over time as an educator delivers the same lesson to different classes, formative assessment practices and the ClickView interactive video analytics provide longitudinal data about what is most effective and what is not, enabling the educator to continually refine their teaching.

Apply an Interactive Layer to any ClickView Video

When we set out to create these formative assessment tools for ClickView videos, we wanted to avoid “reinventing the wheel”. Therefore, we created an interactive layer which can be added to any video, giving educators the freedom to formatively assess students on any video title.

I don’t think of interactive videos as a new product, but rather it is an extension that can be applied to any video and as a result they have been seamlessly integrated throughout ClickView Online. Next time you view a ClickView video, and this applies to any video in your Curriculum Library or in the Exchange, you will see a “Create a new interactive video” button just to the right of the video. You will also find an interactive videos tab below any video (as shown below) where you can find all interactive videos that have previously been created for that particular video.

ClickView Interactive Video Tab
Enjoy interactive videos made by the ClickView community

Sign in to ClickView to get started and make your own interactive video using any video from your Curriculum Library or the Exchange.

If your school does not have a ClickView account and you would like to explore interactive videos, please contact us and our team will get in touch with you soon.

Boost Student Outcomes through Targeted Teaching

When I was teaching one of the most frustrating aspects of planning for a class was ensuring I was targeting each lesson effectively, ensuring all students were able to grasp the content and express understanding despite the level they were at.

Checks for learning at the end of preceding classes would help, but they were undermined by the time-pressures to move along whether or not all students had grasped the lesson’s objective. Continue reading “Boost Student Outcomes through Targeted Teaching”

How can you engage students in higher order thinking?

As teachers in a 21st century classroom we are discouraged from utilising the conventional ‘chalk and talk’ method, which simply fills our students’ brains with knowledge. Instead of teaching students ‘what’ to think, we are now implored to ignite a spark of curiousity and teach them ‘how’ to think. These higher order thinking skills are necessary for students to break through the saturated nature of our current ‘information age’. Continue reading “How can you engage students in higher order thinking?”