Using videos to supplement live instruction has gained momentum in the past year because teachers often scrambled to find ways to instruct students from different locations. The author, like many of her colleagues, began recording herself teaching short lessons and adding them to her Google Classroom library. But then she realized that despite her best efforts, her students were becoming passive learners, and she was, once again, center stage, spoon-feeding them information. It was not collaborative. It did not encourage mathematical discourse or critical thinking. It was not working. In this article, the author shows how to empower students in their own learning by their own creation of instructional videos and assessment.