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)


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


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?


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.


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




MEDIA : UBIQUITOUS IN TIME AND SPACE

This generation: Media generation• Media Devices dominate, saturate young

people’s environments

Main Features• Availability

• Value


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


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


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)


WAYS OF LEARNING


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


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)


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.


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.


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


IN SUMMARY

Fast-pacing, fast evolving

Technology

Vast variety-Richness of

material

Learning, Entertainment,

Exploration

Media potential Maximization

Availability-Accessibility


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


http://www.safarimontage.com/pdfs/training/UsingEducationalVideoInTheClassroom.pdf




http://www.eslpartyland.com/students/nov/movies.htm

http://www.eslpartyland.com/students/nov/movies.htm

http://ddeubel.edublogs.org/files/2011/06/Using_Video_In_The_Classroom-20mn397.pdf




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


http://iteslj.org/Articles/Canning-Video

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%2520video%2520reading%25201.pdf




http://eslinsider.com/how-to-teach-english-videos/lesson-planning




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Videos 1