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USING VIDEO IN THE EFL CLASSROOM Androniki Nistikaki - 1 st 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

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Page 1: Using video in the efl classroom

USING VIDEO 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.

Page 2: Using video in the efl 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

Page 3: Using video in the efl classroom

21ST CEN

TURY

CLASSROO

M

Multimedia Learning

Multimedia Generation

Networked world

Digital natives

Information skills

Interdisciplinary curriculum

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

Page 4: Using video in the efl classroom

MEDIA : UBIQUITOUS IN TIME AND SPACE

• Media Devices dominate, saturate young people’s environments

This generation:

Media generation

• Availability

• Value

Main Features

Page 5: Using video in the efl classroom

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

Page 6: Using video in the efl classroom

COMMON BELIEFS COMMON USAGE Video v iew ing i s a

pass ive , superfic 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 ive 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 behav iour

Page 7: Using video in the efl classroom

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)

Page 8: Using video in the efl classroom

VIDEO: A FORM OF MULTIMEDIA

Conveys-communicates

information through

simultaneous sensory channels

Aural

Visual

Page 9: Using video in the efl classroom

WAYS OF LEARNING

Page 10: Using video in the efl classroom

SIMULTANEOUS LEARNING MODALITIES

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

Diverse learning styles

Diverse modalities

Richness of incoming informationMultiple-form material

Images (still/moving)

text sound

Provide information through

Multiple entry points (Gardner 2006)

Multiple Symbol

Systems

Page 11: Using video in the efl classroom

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

Page 12: Using video in the efl classroom

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

Page 13: Using video in the efl classroom

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)

Page 14: Using video in the efl classroom

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.

Page 15: Using video in the efl classroom

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.

Page 16: Using video in the efl classroom

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.

Page 17: Using video in the efl classroom

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

Page 18: Using video in the efl classroom

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.

Page 19: Using video in the efl classroom

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.

Page 20: Using video in the efl classroom

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.

Page 21: Using video in the efl classroom

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

Page 22: Using video in the efl classroom

DIGITAL CONTENT SEARCH

Digital Content Search

KEY WORD

SUBJECT AREA

GRADE LEVEL

KEY CONCEPT

Page 23: Using video in the efl classroom

VIDEO CLIPS CAN BE…

IndexedEmbedded

SharedEdited

MetataggedSegmented

Integrated into a playlist

Re-arrangedUsed by multiple

programmes

Page 24: Using video in the efl classroom

IN SUMMARYFast-pacing, fast evolving

Technology

Vast variety-Richness of

material

Learning, Entertainment,

ExplorationMedia potential Maximization

Availability-Accessibility

Page 25: Using video in the efl classroom

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_V

ideo_In_The_Classroom-20mn397.pdf

Page 27: Using video in the efl classroom

Γ. ΣΕΦΕΡΗΣ, ΕΞΙ ΝΥΚΤΕΣ ΣΤΗΝ ΑΚΡΟΠΟΛΗ

Όπως έχουμε έναν οπτικό ορίζοντα, έχουμε κι έναν ορίζοντα της ακοής κι έναν της αφής, κι έναν της όσφρησης κι έναν του μυαλού κι έναν….Δε γίνεται να πάμε παρακάτω.