using video in the efl classroom
TRANSCRIPT
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.
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
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
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 , 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
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 material
Images (still/moving)
text sound
Provide information through
Multiple 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)
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
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
IN SUMMARYFast-pacing, fast evolving
Technology
Vast variety-Richness of
material
Learning, Entertainment,
ExplorationMedia 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_V
ideo_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
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.