If you are like me, you are always looking for ways to spice up how students view peer videos in the classroom. I love providing students with the opportunity to practice signing, but I don’t always want to play the videos in the class while others just sit there and watch. Most projects assigned become dull for students to sit through. So let’s explore some alternative ways to view student videos in the ASL classroom.
One of the most rewarding parts of teaching ASL is seeing students present their skills on video. Whether it’s storytelling, vocabulary practice, or a cultural project, recorded assignments give students a chance to demonstrate their signing in a more polished way. But when it comes to watching those videos, showing them one after another to the entire class can quickly lead to disengagement, classroom management issues, and lots of off-task behavior.
The good news? There are plenty of alternative ways to structure peer video viewing that keep students active, engaged, and reflective. Here are some strategies you can try:
Set up devices around the classroom with videos queued up. Students rotate in small groups, watching 2–3 peers’ videos at each station before moving on. You can give them a reflection sheet or a peer feedback form to complete so they stay focused.
Why it works: Students move around, stay on task, and only watch a few videos at a time instead of sitting passively through every presentation.
Assign students 1–3 peers whose videos they are responsible for viewing. Provide guiding questions or a rubric so their feedback is meaningful. This can be done during class or as homework if videos are uploaded to a shared platform.
Why it works: Each student receives specific feedback, and the class avoids “video overload.”
Divide the class into groups of 4–6. Each group watches and discusses their own set of videos. You can rotate videos among groups over multiple days or just keep it contained to one round.
Why it works: Smaller groups create a safer space for feedback and allow more voices to be heard.
Randomly group students by using these famous deaf puzzle pieces.
Upload all student videos to a platform (Google Drive, Flip, Schoology, a shared Google Slides, etc.) and organize them into playlists by class or topic. Students can watch at their own pace, during class as a station activity or at home, and complete a reflection or peer evaluation form.
Why it works: This mimics how students already consume video content outside of school, giving them control over pacing and order.
Split the class into groups, assigning each group a different set of videos to watch and analyze. Then have groups report back on the strengths and takeaways from their assigned videos.
Why it works: Not everyone has to watch every video, but the class still benefits from shared insights.
Read here to learn other activities that add movement to the classroom.
After students watch assigned videos (in small groups or at stations), they leave feedback on sticky notes or a digital “feedback wall” (Padlet or Google Slides). Comments can be structured around prompts like:
Why it works: Students get multiple perspectives in writing, and feedback feels less intimidating.
Offline Alternative: Use QR codes and hang posters around the room. Students scan the QR code to watch peer videos and leave a sticky note on the wall next to the poster
Instead of only relying on peer review, have students first watch their own video and fill out a self-reflection. Then, they swap with a partner or small group for additional feedback.
Why it works: Builds metacognitive awareness and prevents students from becoming passive consumers of peer work.
When students record ASL videos, the goal isn’t just performance; it’s learning from each other. But that only happens if viewing time is structured in an engaging way. By shifting away from the whole-class “watch every video” model, you can keep your students active, invested, and respectful of each other’s efforts.
Next time your class has a round of video projects, try one of these strategies to make peer viewing more interactive, meaningful, and classroom-friendly.
If you have questions, let’s talk in the Creative ASL Teaching Facebook group. Join the conversation in our Facebook group.
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