3.  Multi Media Mining (MMM)  Play Stop Play (PSP)  Indirect Content Delivery (ICD)  Emotional High-Low  Importance of Front Loading  Reinforcing Authority  Maturity during searches  Prescreening Everything  Abraham 2008

4.  Use everything and anything to find what you can utilize. -DVD including special features -Youtube, teachertube and any other streaming source -Subscription sources (see your school media people) -and do not underestimate the value of things that other may not see value in…even something as simple as a tv commercial.

5.  Just like it sounds, but rehearsed. You have to know where you as the teacher want to stop and play the video segment for maximum effect and engagement. This works best with a short segment that requires close attention and thought. (Don’t be afraid to play the section more than once or even twice)

6. When you can’ find what you need or like Works best when introducing large themes: exploration, revolution, slavery… EXAMPLES- both used during early exploration Instead of early exploration………began by using current space programs that focus on today’s challenges and risks. Early human environmental adaptation …..NASA’s new Mars spacesuit and what it and the people in them must cope with on an alien planet.

7. Delivering content without frontloading for effect This has proven to work best when introducing sensitive or controversial topics. Students view content without being told what to look for, and then reflect on a critical thinking question either verbally or by writing. Example: Civil War 54 th Mass.

9. Inform the students what they are going to watch and what to look for. Where it is from (this can give it authority in the eyes of your students) How long it is What to watch for Why you selected the clip you did What to expect when they’re done Don’t be afraid to be honest, “kids the content is an 8 out of 10, but the narrator could put a golf commentator to sleep!”

10. Using people from popular culture to help deliver your content First, if a short clip from a film will better emphasize your point, use it. You don’t have to use the entire clip! Example: “Kids, it was very difficult for the early colonial government to get citizens to join the early militias to fight against the British in the American Revolution.” Second: If you can find someone the kids recognize as either a celebrity or famous individual, they seem to find more validation in what is being talked about

11. Example: Google image search for Confederate Flag Prescreening Everything -No brainer