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Why Upper Level Math Presenters are Off-Screen
Believe it or not, some of the most remarked upon differences between our lower level math videos and our new upper level math videos revolve around the video presentions…namely:
- My student prefers an on-screen presenter.
- My student prefers another presenter.
- My student doesn’t like this presenter, or my student doesn’t like this presenter’s voice.
Overcoming these objections can be challenging, particularly for homeschooling parents. While we can’t necessarily resolve them for you and your student, we can discuss the whys and benefits of how the video presentations are created, which in turn may help you talk to your student about persevering despite our preferences.
An Off-Screen Presenter
The decision to have an off-screen presenter is many-fold.
Designed for Independent Learners
First, the videos developed for the new upper level math were specifically designed for a student audience. Previous versions and lower level videos were originally developed for instructors and parents to model how to teach the content to their students. Over time, that original intent morphed into instructors and students watching the videos together, which is wonderful.
However, as upper level students become more independent learners, their learning needs change. Therefore, their curriculum delivery should change and adapt as well. Developing videos for a student audience allowed us to make the best pedagogical decisions for learners.
Transition from Manipulatives to Application
Upper level math strategically departs from the use of physical and virtual manipulatives. This alone requires a new and different approach to videos. No longer are we filming arrangements and patterns of blocks on a whiteboard or a table. Rather, upper level math centers around solving problems in handwritten steps, applications of formulas, computations, graphing, and sketching. As the approach changes from Build Write Say to Plan Implement Explain, so must the delivery. In upper level math, the math-U-see is the connections between concepts and their application to the real world. With all there is to see, there’s no room for a presenter!
The Logistics of Off-Screen Presenters Make It Timeless and Affordable
Other reasons for off-screen presenters are not those that everyone wants to talk about, but they are just as critical. The logistics of developing videos with off-screen presenters is astronomically faster and more affordable.
On-screen presentations are plagued by numerous “takes,” the need for background, hair and makeup, and wardrobe, all of which can almost immediately become outdated…a death knell with upper level students!
Keeping the presenter off-screen assures the longevity of videos and eliminates the need for a set, lighting, camera-operators, etc. Our off-screen videos can be recorded remotely in nearly any quiet space.
Developing videos efficiently allows us to pass that savings on to you!
Off-Screen Presenters Allow for Updates and Corrections
Videos with off-screen presenters allow for updates and corrections. Those updates are fairly easy and efficient, which means that you won’t need to wait for years for corrections or never get them at all. We can simply record a new audio clip and align it with the on-screen presentation. Easy peasy.
Imagine trying to maintain a set, wardrobe, and unaging staff for eternity!
We also have the flexibility to seamlessly add new videos in the future.
A Different Presenter
When Algebra 1: Principles of Secondary Mathematics was in its early stages of development, video production included a script that was recorded by professional talent that corresponded with content displayed on-screen. The thinking was, let’s get professional voices to provide a better auditory experience.
And then we took those videos to our pilot group.
The response was immediate and nearly unanimous…the presenters were too “polished ” and too “professional.” Worse, it seemed to come straight through the videos that these presenters did not understand the math they were presenting.
We immediately changed course with what initially was to be a temporary solution. We had the author of the course, 17-year veteran high school math teacher Sara Donovan, working through the guided notes and the examples on-screen while teaching the concepts, not merely delivering them.
Again, the response from our pilot group was immediate and nearly unanimous…THIS is what our students need!
We heard you!
In fact, in products we are currently developing, we’ve taken it one step further to include multiple presenters within a curriculum.
“My Student Doesn’t Like the Presenter”
In addition to feedback regarding the transition to off-screen presenters, we’ve heard from a few that their students aren’t fond of this presenter or that presenter.
We get it.
When we were originally interviewing talent for voiceovers (which we later abandoned) we internally could not agree on any one male or female voice. In fact, nearly every one of us preferred a different male voice and female voice from everyone else. Our preferences for presenters, voices, teaching styles, and delivery are as unique as the presenters themselves.
That is absolutely normal and perfectly okay!… As long as we don’t allow preferences to interfere with learning.
There are people behind the voices who have so much knowledge and experience to share. None of which is diminished by being on- or off-screen, their style of delivery, or by the pitch of their voice. In the end, these things are all trivial compared to what can be learned.
While students are learning upper level math, they might also learn something about themselves. What a wonderful teachable moment to encourage students to take responsibility for their learning and persevere even amidst preferences, obstacles, and challenges!