Task #1: Create an Interactive Video

As an athlete, I am always looking for more drills to add to my toolkit to make me stronger and faster. Check out this video below for some plyometric speed drills that could bring your running to the next level!

Task #2: Reflection

Reflections on using H5P tools

I think H5P tools could be a useful addition at the grade level I hope to teach, but only if they are introduced in a very intentional and self-paced way. From a student perspective, I do find the tool somewhat complicated, especially at first. Because of that, I think students would need time to explore it gradually, with clear instructions and low-stakes practice before being expected to create anything more complex. Without that scaffolding, the technology itself could easily become a barrier rather than a support for learning.

Now that I understand how H5P works as a teacher, I can see its value more clearly, particularly for review and engagement. One of the biggest strengths of H5P is that it helps ensure students do not simply skim through a video or resource. Interactive videos, for example, require students to pause, think, and respond, which aligns well with formative assessment and checking for understanding. In Dance and PHE or Health, this could be especially useful for reviewing movement concepts, injury prevention, or health topics where reflection and comprehension matter more than memorization.

I would also consider having students create simple H5P content themselves, such as a short interactive video explaining a warm up, cool down, or basic movement concept. This aligns with the BC curriculum’s focus on student centered learning, communication, and personal responsibility. However, I would be cautious not to overuse the tool, as I believe it works best as a supplement rather than a core method of instruction.

Using video or audio editing as an assignment medium

Video and audio editing are formats I would be interested to use in Dance and PHE or Health because they align naturally with the content and offer students flexible ways to demonstrate learning. For example, students could create short videos breaking down a dance sequence, explaining how they applied elements of movement/biomechanics, or reflecting on their personal progress and goal setting (Ie. progress with target practice or flexibility in PHE). In Health, audio or video projects could be used for topics such as mental well being, healthy decision making, or strategies for managing stress.

To make these assignments engaging and accessible, I would prioritize simplicity and choice. Students could choose between video or audio, work individually or collaboratively, and use basic editing tools rather than advanced software. I would place more emphasis on reflection, understanding, and connection to learning outcomes than on production quality. Sharing their work with peers through class viewings or small group discussions would help build communication skills and a sense of community, both of which are emphasized in the BC curriculum.

Overall, using video and audio as an assignment medium allows students to take ownership of their learning, reflect on their experiences, and engage in meaningful ways that extend beyond traditional written assessments.

Video Use in the Classroom

This video, “How to Use Video in the Classroom,” offers practical guidance for teachers on integrating video effectively into their teaching. It highlights when video can enhance learning, common pitfalls to avoid, and modern tools that help videos support engagement and understanding. Check it out!