The 7 biggest mistakes.pptx (final)

THE 7 BIGGEST MISTAKES

TEACHERS MAKE USING VIDEO IN THE CLASSROOM

USING VIDEO IN THE EFL CLASSROOM

“Today's kids are born digital -- born into a media-rich, networked world of infinite possibilities. But their digital lifestyle is about more than just cool gadgets; it's about engagement, self-directed learning, creativity, and empowerment. The Digital Generation Project tells their stories so that educators and parents can understand how kids learn, communicate, and socialize in very different ways than any previous generation.”

http://www.edutopia.org/digital-generation

http://www.edutopia.org/digital-generation

Hence… the former four macro skills

READING

WRITING

LISTENING

SPEAKING

WE ADDED ONE MORE IN THE NEW CURRICULUM….

VIEWING

21

ST C

EN

TU

RY

C

LA

SS

RO

OM

Multimedia

Learning

Multimedia

Generation

Networked world

Digital natives

Information skills

Interdisciplinary curriculum

Media skills

http://www.edutopia.org/digital-generation-global-kids-video






MEDIA : UBIQUITOUS IN TIME AND SPACE

• Media Devices dominate, saturate young people’s environments

This generation:

Media generation

• Availability

• Value

Main Features

PROGRESS THROUGH TIMEWorld War I I :filmstrips

used as training tool for soldiers (Lumsdaine & Sheffield 1949)

Educato r s recognized the power of audio-visual material

ITV in the 50’s and 60’s –use of taped lectures

ETV in the 70’s:used as a complimentary tool in the classroom

Technology progresses at unforeseeable

paceEducational standards- based videos are producedContent and Del ivery are expanded and adapted

COMMON BELIEFS COMMON USAGE Video v iew ing i s a

pass ive , superfi c ia l ac t i v i ty

I n the l ong run , i t d i sp laces academic ach ievement

I t ’ s a handy a l te rnat i ve fo r under-p repared educato rs o r un ru ly , und i sc ip l i ned c lass rooms

Non- opt imal use Fi l l ing in t ime

Deal ing wi th c lassroom management i ssues

Tak ing a break f rom inst ruct ion

Rewarding pos i t ive behaviour

CURRENT RESEARCH AND SURVEYS EVIDENCE

Video viewing is an active

process

It is portrayed as “ a complex , cognitive activity that develops and matures with the child’s development to promote learning ( Marshall, 2002)

Brings a wide variety of multi-media messages into the classroom , fostering and expanding learning

Promotes learning in students even when learners seem to be behaviorally inactive (Mayer, 2011)

VIDEO: A FORM OF MULTIMEDIA

Conveys-communicates

information through

simultaneous sensory channels

Aural

Visual

WAYS OF LEARNING

SIMULTANEOUS LEARNING MODALITIES

Higher learning Gains (Kozma,1991)Caters for: diverse intelligences

Diverse learning styles

Diverse modalities

Richness of incoming informationMultiple-form materialImages

(still/moving)text sound

Provide information throughMultiple entry points

(Gardner 2006)

Multiple Symbol

Systems

BENEFITS OF USING VIDEO AS A LEARNING TOOL

Relays experience within a language environment and a cultural context

Affects vocabulary use/expands and enriches vocabulary acquisition experience

Empowers memory Provides content variety Increases content

transfer

Activates emotional states and arouses emotions, addressing a different part of the brain (limbic system)

Initiates interest in a topic

Increases self-esteem Triggers instinct,

impulse Sparks imagination

Cognitive level Emotional level

BENEFITS OF USING VIDEO AS A LEARNING TOOL

Fosters problem-solving, inference drawing skills

Develops characterization and understanding of the plot/scenario/situation

Expands Creativity Boosts communication

(discussion skills, negotiation skills)

Fosters literacy skills ( e.g. writing skills, school readiness skills, better test scores)

Creates a shared learning experience

Sharing and learning within a group context transforms the individuals ending up in changes within the community

Fosters the sense of belonging and connectedness with others

Gradually transforms value systems and long-established ideas , ending up in more tolerant, more democratic communities.

Cognitive level Emotional level

TYPES OF LEARNERS IT MOSTLY BENEFITS

Visual-spatial learners

Economically/socially disadvantaged students Second language users

Special education students with learning disabilities, health impairments, emotional disturbances ( e.g. attention deficit disorder, dyslexic learners, autistic)

Students from rural/remote areas Students from both genders (male-female brain)

WHAT DO YOU THINK ARE THE TEACHERS BIGGEST MISTAKE IN USING VIDEO IN THE CLASSROOM?

Let see… if your guesses are correct based on the study conducted on the use of school videos

FINDING THE APPROPRIATE VIDEO AND CHOOSING THE

RIGHT VIDEO

Consider the purpose for using the video

Such as to:

• present new information

• extend existing knowledge in a new context

• raise issues and questions on a topic for debate and

discussion

• stimulate interest in a new topic

• set the scene for student’s research

• revise/provide a summarising overview of a topic

• show the application/relevance of information

• provide visual support for abstract concepts

• provide stimulus material for assessment

Evaluate the video in light of purpose and target group

• Consider the implications of your evaluation for the use of the video

Decide where in the learning programme you will use the video and what form you will use the video in

• In which lesson in the series on a topic will you use the video?

• Will you use it more than once? • Will you use all or part of the video?• Will you adapt or modify the video in any

way?

VIDEO INTEGRATION STRATEGY

1. WHAT ARE THE CURRICULUM AND/OR STANDARD OBJECTIVES YOU ARE TRYING TO MEET?

2. HOW CAN YOU PRESENT THE VIDEO IN YOUR LESSON TO KEEP THE STUDENTS ACTIVELY ENGAGE IN THE LESSON?

3. WHAT CONNECTIONS DOES THIS LESSONS HAVE TO PAST OR FUTURE LESSON?

4. WHAT MATERIALS DO YO HAVE TO SUPPORT THE LESSON?

5. WHAT ACTIVITIES DO YOU HAVE TO FACILITATE INTERACTIVITY DURING THE LESSON?6. HOW ARE YOU GOING TO INTRODUCE THE LESSON? LECTURE? READINGS? EXPERIMENTS? DISCUSSION?7. USE THE VIDEO TO ACCESS PRIOR KNOWLEDGE8. HOW WILL YOU ASSESS THE LESSON?9. DON’T FORGET TO REPLAY THE VIDEO

Using Videos effectively in your classroom lessons

LESSON TECHNIQUES

BEST USE OF VIDEO IN THE CLASSROOM Visually rich/strong educational material Age appropriate Skills appropriate Relevance to learners’ interests/preferences Content/objectives should be integrated into the

lesson/within the curriculum. Graded, student-centered activities should be selected. Material should be previewed and prepared Purposeful use and procedure, setting clear expectations

( e.g. pique interest, introduce demonstrations, review content, reinforce content)

Content should be motivating, enjoyable, humorous Provide learners with opportunities for individual thinking

and extension.

SUGGESTED PREVIEWING ACTIVITIES

Elicit predictions based on the title or the general concept of the lesson on focus.

Introduce a brainstorming activity to expand vocabulary or generate ideas through web concept maps.

Introduce warm-up questions to introduce the topic and associate students’ existing knowledge with new information.

Provide students with close-ups, gap-filling exercises or quizzes and games related to the video theme.

A VARIETY OF WHILE-VIEWING ACTIVITIES TO CHOOSE FROM….

1. Cloze-ups and open/close type questions based on the script or on teacher’s notes.

2. True/false statements.3. Multiple-choice questions.4. Examples to clarify messages/situations/actions

depicted in the video clip or the movie.5. Comparing and contrasting activities.6. Giving reasons for actions/events in the story.7. Active descriptions of characters/scenes.8. Taking interviews from a character in the story.9. Role plays10. Acting out scenes

A VARIETY OF WHILE-VIEWING ACTIVITIES TO CHOOSE FROM …..

( CONTINUED)

11. Expression of personal emotions/beliefs/opinions related to the topic.

12. Sentence repetition exercises/ drills/singing along activities to foster listening/speaking skills.

13. Direction of students’ focus on various paralinguistic features to draw conclusions from/ to focus attention on.

14. Keeping down notes regarding key-concepts or important events in the story.

15. Matching exercise linking characters in the story to phrases uttered/to events taking place.

16. Jumbled sentences/ jumbled paragraphs to put in order.

POST-VIEWING ACTIVITIES TO IMPLEMENT

1. Written assignment in the form of an essay, a review , a narrative or a letter.

2. Learning log to exercise self-reflection skills.3. Written assessment of the material used.4. Reading assignment related to the theme in

question.5. Memory empowerment activities like

descriptions of scenes previously seen or association of scenes and characters to own experience from real life.

6. Web search related to the theme on focus.7. Familiarization with interactive digital tools and

software that could be utilized to transform the script into a digital story or a vocabulary exercise into a flashcard or quiz game.

POST-VIEWING ACTIVITIES (CONTINUED)

Encourage learning through exploration, interpretation and assessment of information resources by asking students to search and compare a variety of search engines or sites related to the topic.

Artistic expression, artistic creation through a variety of activities like drawing , sketching, drama.

Discussion to raise awareness of issues/concepts previously kept hidden/unnoticed.

Expansion of in-classroom activities to out-of- classroom community service learning.

Participation and Communication in Global education social networks.

Collaborative learning activities that will encourage the exchange of ideas and the expression of emotions and personal values, being probably the most crucial factor in affective learning.

VIDEO USE TODAY… TEACHER

• Search for content• Locate content from a variety of sources• Use content at the right time

Digitized videos

Stored on a computer server

Accessed at any time/everywhere through School Network/Streamed over the Internet/VOD services

DIGITAL CONTENT SEARCH

Digital Content Search

KEY WORD

SUBJECT AREA

GRADE LEVEL

KEY CONCEPT

VIDEO CLIPS CAN BE…

IndexedEmbedded

SharedEdited

MetataggedSegmented

Integrated into a

playlist

Re-arrangedUsed by multiple

programmes

OTHER ACTIVITIES…

• Whole class oral question and answer session• Worksheet to be completed• Role play• Individual research• Learners generate questions• A quiz• Diagram to be labeled• Debate

• Adapt the video as you think necessary

• Prepare resources – worksheets; questions you will ask; descriptions of roles for role players; topic for debate etc.

• Prepare venue and check equipment

Preparation

Some guidelines for usingquestions

Different kinds of questions

Who invented the telephone? When was Nelson Mandela released?

What crops are grown in

Gauteng?What was the name of the first person to land on the moon?

Factual questions Correct, factual answers

Direct learners to process of gathering information

Provide only a starting point for developing understanding and new ways of thinking about the

world

How many people live in

India?

Why was the first person to land on the moon an American man rather than an African woman?

How do the crops grown in Gauteng generate income for

the province and contribute to the SA economy as a whole?

How did the release of Nelson Mandela affect political change

in South Africa?

What access do people in India have to resources such as

education?

Relational QuestionsMake us think about a range of

relationships between facts Encourage learners to extend

way they thinkMore open ended than factual questions – but we must have some factual information to

answer them

Reference: Moll, I. et al (2001). Learners and Learning. SAIDE/OUP

Why do people travel to the moon?

What climate factors facilitate the

growth of these crops for profit?

Why did the government of the day decide to release Mandela,

and what were the consequences of this decision?

How is it possible to transmit sound

through telephone wires?

Explanatory questionsRequire us to think about certain facts in relation to other facts – focusing on

causes and reasons for things being as they are/happening as

they do


Is the expenditure of state money on space travel justified

Is this the best use of the natural and human resources of

the province?

What’s the best looking, smallest cell-phone on the

market?Do people in India have equal

access to health and education?

Evaluative questionsAsk whether things are good, right, fair, or whether we find them beautiful, interesting,

saddening, inspiring.No right or wrong answer than can be proven – often based on

our beliefs.Answer must be assessed on

how well it is substantiated or argued

Likely to evoke the most debate in class


Uses of questions

• To assess the product of learning• To drive the process of learning– Intriguing questions can predispose learners to

learn and make them more receptive to teaching– A wide variety of questions can deepen and

widen learners thinking and critical skills– Listening to learners’ questions (and answers)

can provide teachers with tools to guide their teaching


Need to ask learners a range of questions

• Factual questions require learners to recall/remember/identify and extract information without processing it in a complex way


• Relational, explanatory and evaluative questions –Can extend learners’ thinking–Help learners focus on unfamiliar

aspects of what they already know–Encourage learners to actively construct

new links between existing factsReference: Moll, I. et al (2001). Learners and Learning. SAIDE/OUP

Plan the sequence of question carefully

• build knowledge up – start with factual and move on

• scaffold learning• ensure conceptual coherence and a logical

flow.

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The 7 biggest mistakes.pptx (final)

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