The 7 biggest mistakes.pptx (final)
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The document discusses the benefits of using video in the EFL (English as a Foreign Language) classroom. It notes that today's students are accustomed to multimedia and a digital world. Using video can help engage students and promote active, self-directed learning. The document outlines several benefits of using video, such as helping to learn vocabulary, expand content knowledge, and increase engagement through visual and auditory elements. It also provides tips for how teachers can effectively incorporate video into their lessons, such as pairing it with interactive activities before, during and after viewing.
The 7 biggest mistakes.pptx (final)
- 1. TEACHERS MAKE USING VIDEO IN THE CLASSROOM
- 2. 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
- 5. VIEWIN G
- 6. 21STCENTURYCLASSROOM Multimedia Learning Multimedia Generation Networked world Digital natives Information skills Interdisciplinary curriculum Media skills http://www.ed utopia.org/ digital- generation- global-kids- video
- 7. MEDIA : UBIQUITOUS IN TIME AND SPACE • Media Devices dominate, saturate young people’s environme nts This generation: Media generation • Availability • Value Main Features
- 8. PROGRESS THROUGH TIME World War II:filmstrips used as training tool for soldiers (Lumsdaine & Sheffield 1949) Educ a to rs 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 pace Educational standards- based videos are produced Content and Delivery are expanded and adapted
- 9. COMMON BELIEFS COMMON USAGE Video viewing is a passive, superficial activity In the long run, it displaces academic achievement It’s a handy alternative for under-prepared educators or unruly, undisciplined classrooms Non- optimal use Filling in time Dealing with classroom management issues Taking a break from instruction Rewarding positive behaviour
- 10. 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)
- 11. VIDEO: A FORM OF MULTIMEDIA Conveys- communicates information through simultaneous sensory channels Aural Visual
- 12. WAYS OF LEARNING
- 13. SIMULTANEOUS LEARNING MODALITIES Higher learning Gains (Kozma,1991) Caters for: diverse intelligences Diverse learning styles Diverse modalities Richness of incoming information Multiple-form material Images (still/moving) text sound Provide information through Multiple entry points (Gardner 2006) Multiple Symbol Systems
- 14. 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
- 15. 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.
- 16. 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)
- 20. • present new information • extend existing knowledge in a new context • raise issues and questions on a topic for debate and discussion • stimulate interest in a new topic • set the scene for student’s research • revise/provide a summarising overview of a topic • show the application/relevance of information • provide visual support for abstract concepts • provide stimulus material for assessment
- 21. • Consider the implications of your evaluation for the use of the video
- 23. 1. WHAT ARE THE CURRICULUM AND/OR STANDARD OBJECTIVES YOU ARE TRYING TO MEET? 2. HOW CAN YOU PRESENT THE VIDEO IN YOUR LESSON TO KEEP THE STUDENTS ACTIVELY ENGAGE IN THE LESSON? 3. WHAT CONNECTIONS DOES THIS LESSONS HAVE TO PAST OR FUTURE LESSON? 4. WHAT MATERIALS DO YO HAVE TO
- 28. 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.
- 29. 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.
- 30. 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 plays 10. Acting out scenes
- 31. 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.
- 32. 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.
- 33. 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.
- 34. 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
- 35. DIGITAL CONTENT SEARCH Digital Content Search KEY WORD SUBJECT AREA GRADE LEVEL KEY CONCEPT
- 36. VIDEO CLIPS CAN BE… Indexed Embedded Shared Edited Metatagged Segmented Integrated into a playlist Re-arranged Used by multiple programmes
- 37. • Whole class oral question and answer session • Worksheet to be completed • Role play • Individual research • Learners generate questions • A quiz • Diagram to be labeled • Debate
- 38. • Adapt the video as you think necessary • Prepare resources – worksheets; questions you will ask; descriptions of roles for role players; topic for debate etc. • Prepare venue and check equipment
- 40. Different kinds of questions Who invented the telephone ? When was Nelson Mandela released? What crops are grown in Gauteng? What was the name of the first person to land on the moon? Factual questions Correct, factual answers Direct learners to process of gathering information Provide only a starting point for developing understanding and new ways of thinking about the world How many people live in India?
- 41. Why was the first person to land on the moon an American man rather than an African woman? How do the crops grown in Gauteng generate income for the province and contribute to the SA economy as a whole? How did the release of Nelson Mandela affect political change in South Africa? What access do people in India have to resources such as education? Relational Questions Make us think about a range of relationships between facts Encourage learners to extend way they think More open ended than factual questions – but we must have some factual information to answer them Reference: Moll, I. et al (2001). Learners and Learning. SAIDE/OUP
- 42. Why do people travel to the moon? What climate factors facilitate the growth of these crops for profit? Why did the government of the day decide to release Mandela, and what were the consequences of this decision? How is it possible to transmit sound through telephone wires? Explanatory questions Require us to think about certain facts in relation to other facts – focusing on causes and reasons for things being as they are/happening as they do Reference: Moll, I. et al (2001). Learners and Learning. SAIDE/OUP
- 43. Is the expenditure of state money on space travel justified Is this the best use of the natural and human resources of the province? What’s the best looking, smallest cell-phone on the market? Do people in India have equal access to health and education? Evaluative questions Ask whether things are good, right, fair, or whether we find them beautiful, interesting, saddening, inspiring. No right or wrong answer than can be proven – often based on our beliefs. Answer must be assessed on how well it is substantiated or argued Likely to evoke the most debate in class Reference: Moll, I. et al (2001). Learners and Learning. SAIDE/OUP
- 44. • To assess the product of learning • To drive the process of learning – Intriguing questions can predispose learners to learn and make them more receptive to teaching – A wide variety of questions can deepen and widen learners thinking and critical skills – Listening to learners’ questions (and answers) can provide teachers with tools to guide their teaching Reference: Moll, I. et al (2001). Learners and Learning. SAIDE/OUP
- 45. • Factual questions require learners to recall/remember/identify and extract information without processing it in a complex way Reference: Moll, I. et al (2001). Learners and Learning. SAIDE/OUP
- 46. • Relational, explanatory and evaluative questions –Can extend learners’ thinking –Help learners focus on unfamiliar aspects of what they already know –Encourage learners to actively construct new links between existing facts Reference: Moll, I. et al (2001). Learners and Learning. SAIDE/OUP
- 47. • build knowledge up – start with factual and move on • scaffold learning • ensure conceptual coherence and a logical flow. 47