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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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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.

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 century classroomMultimedia 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

Progress through time

Common beliefs common usageVideo viewing is a passive, superficial activity

In the long run, it displaces academic achievement

Its a handy alternative for under-prepared educators or unruly, undisciplined classroomsNon- optimal useFilling in time

Dealing with classroom management issues

Taking a break from instruction

Rewarding positive behaviour

Current Research and Surveys Evidence

Video: A form of multimedia

Ways of learning

Simultaneous learning modalities

Benefits of using video as a learning toolRelays experience within a language environment and a cultural contextAffects vocabulary use/expands and enriches vocabulary acquisition experienceEmpowers memoryProvides content varietyIncreases content transferActivates emotional states and arouses emotions, addressing a different part of the brain (limbic system)Initiates interest in a topicIncreases self-esteemTriggers instinct, impulseSparks imaginationCognitive levelEmotional level

Benefits of using video as a learning tool Fosters problem-solving, inference drawing skillsDevelops characterization and understanding of the plot/scenario/situationExpands CreativityBoosts communication (discussion skills, negotiation skills)Fosters literacy skills ( e.g. writing skills, school readiness skills, better test scores)

Creates a shared learning experienceSharing and learning within a group context transforms the individuals ending up in changes within the communityFosters the sense of belonging and connectedness with othersGradually transforms value systems and long-established ideas , ending up in more tolerant, more democratic communities.

Cognitive levelEmotional level

Types of learners it mostly benefits

Visual-spatial learners

Economically/socially disadvantaged studentsSecond language users

Special education students with learning disabilities, health impairments, emotional disturbances ( e.g. attention deficit disorder, dyslexic learners, autistic)Students from rural/remote areasStudents from both genders (male-female brain)

Best use of video in the classroomVisually rich/strong educational materialAge appropriateSkills appropriateRelevance 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 preparedPurposeful use and procedure, setting clear expectations ( e.g. pique interest, introduce demonstrations, review content, reinforce content)Content should be motivating, enjoyable, humorousProvide learners with opportunities for individual thinking and extension.

Demerits of video use in the classroomInadequate 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 activitiesElicit 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.Cloze-ups and open/close type questions based on the script or on teachers notes.True/false statements.Multiple-choice questions.Examples to clarify messages/situations/actions depicted in the video clip or the movie.Comparing and contrasting activities.Giving reasons for actions/events in the story.Active descriptions of characters/scenes.Taking interviews from a character in the story.Role playsActing 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 implementWritten assignment in the form of an essay, a review , a narrative or a letter.Learning log to exercise self-reflection skills.Written assessment of the material used.Reading assignment related to the theme in question.Memory empowerment activities like descriptions of scenes previously seen or association of scenes and characters to own experience from real life.Web search related to the theme on focus.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

Digital content Search


In summary

Resources and creditsUsing 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 Latzhttp://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 Melendezhttp://ddeubel.edublogs.org/files/2011/06/Using_Video_In_The_Classroom-20mn397.pdf

Resources and credits (continued)http://iteslj.org/Articles/Canning-Video




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