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Transcript of Videos 1
Mr Brian Malovany
Teaching English Through Videos
KNU Teacher Training 2013
Thursday, January 24, 13
Aspects of Storytellingin the ESL Classroom
What are the sources you use for videos? Modern Mass Media (TV, Movies, Short Films)
The Internet/Online Video Services (Youtube, Hulu, etc)
ESL-Production Sources (American, British, Australian, or Irish?)
From the students themselves (In-class video projects, using movie-editing software)
Thursday, January 24, 13
Reasons to Use Videos
What are the benefits of using videos?They use real/authentic/current English/language forms and content
They can focus on specific situations
They can be great for generating discussion
They can be relevant to student lives and experiences
They can lower the student’s anxiety and make learning easy, fun & incidental
Thursday, January 24, 13
Reasons to be Wary of Using Videos
What are the challenges to using Videos? Is the video too dated?
Is the video too long, or too short for classroom use?
Is the language too complex? Can you find specific, helpful language elements to focus on?
Does the Video Contain Profanity, Nudity, or Violence?
Do these subjects offend students? Do they offend in the same way or extent?
Thursday, January 24, 13
US ING V IDEO IN THE EFL CLASSROOM
Androniki Nistikaki - 1st Senior High School of Vyronas, Athens, Greece 30/10/12
Greek Ministry of Education and Religious Affairs, Culture and Sports.
Thursday, January 24, 13
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
Thursday, January 24, 13
MEDIA : UBIQUITOUS IN TIME AND SPACE
This generation: Media generation• Media Devices dominate, saturate young
people’s environments
Main Features• Availability
• Value
Thursday, January 24, 13
World War I I : filmstrips used as training tool for soldiers
E d u c a t o 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
Techno logy
progresses at
unforeseeable pace
Thursday, January 24, 13
COMMON BELIEFS COMMON USAGE
vVideo v iewing is a passive, superficial activ ity
v In the long run, it displaces academic achievement
v I t ’s a handy alternative for under-prepared educators or unruly, undiscipl ined classrooms
Non- optimal useØFil l ing in time
ØDealing with classroom management issues
ØTaking a break from instruction
ØRewarding positive behav iour
Thursday, January 24, 13
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
Promotes learning in students even when learners seem to be behaviorally inactive (Mayer, 2011)
Thursday, January 24, 13
WAYS OF LEARNING
Thursday, January 24, 13
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
Thursday, January 24, 13
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)
Thursday, January 24, 13
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.
Thursday, January 24, 13
DEMERITS OF VIDEO USE IN THE CLASSROOM
¢Inadequate or no access to relevant software/hardware.¢Lack of knowledge/lack of awareness of the effects of
digital learning.¢Discouraging state or/and school policy.¢Excessive amount of time needed to prepare functional
and effective in-classroom/out of classroom activities.¢Ill-prepared instructors.¢Lack of specialization needed to incorporate digital
media in the classroom and implement task-based, group work activities to engage learners, facilitate interaction and maximize learning potential.
Thursday, January 24, 13
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.
Thursday, January 24, 13
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
Thursday, January 24, 13
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.
Thursday, January 24, 13
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.
Thursday, January 24, 13
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.
Thursday, January 24, 13
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
Thursday, January 24, 13
IN SUMMARY
Fast-pacing, fast evolving
Technology
Vast variety-Richness of
material
Learning, Entertainment,
Exploration
Media potential Maximization
Availability-Accessibility
Thursday, January 24, 13
RESOURCES AND CREDITS
¢Using Educational Video in the Classroom:Theory, Research and Practice By Emily CruseM.Ed., Curriculum Director, Library Video Companyhttp://www.safarimontage.com/pdfs/training/
UsingEducationalVideoInTheClassroom.pdf¢ Purposeful Use of Film within the Classroom: Encouraging
Student Engagement Presented by Mandy Latz¢http://www.eslpartyland.com/students/nov/movies.htm¢ Listening, Viewing and Imagination: Movies in EFL Classes Kusumarasdyati Faculty of Education
Monash University Australia ¢Movies to increase students’ motivation and production
ETECS 2011, Monica Melendez¢http://ddeubel.edublogs.org/files/2011/06/
Using_Video_In_The_Classroom-20mn397.pdf
Thursday, January 24, 13
RESOURCES AND CREDITS (CONTINUED)¢http://iteslj.org/Articles/Canning-Video
¢http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ500322&ERICExtSearch_SearchType_0=no&accno=EJ500322
¢http://www.rcgd.isr.umich.edu/life/Readings2007/Miller%20video%20reading%201.pdf
¢http://eslinsider.com/how-to-teach-english-videos/lesson-planning
Thursday, January 24, 13