Using video in the efl classroom
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This document discusses using video in the English as a Foreign Language (EFL) classroom. It outlines how today's students are digital natives who learn differently than previous generations. Research shows that video viewing is an active process that can promote learning. When used appropriately, video can benefit different types of learners by appealing to multiple senses and providing information through various channels. The document provides suggestions for effective pre, during, and post viewing activities to maximize learning when incorporating video into EFL lessons.
Using video in the efl classroom
- 1. U SI NG VI D EO I N THE EF L CL A SSRO O M Androniki Nistikaki - 1st Senior High School of Vyronas, Athens, Greece 30/10/12 Greek Ministry of Education and Religious Affairs, Culture and Sports.
- 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
- 3. 21ST Multimedia Learning Multimedia Generation CENTURY Networked world Digital natives Information skills CLASSROOM Interdisciplinary curriculum Media skills http://www.ed utopia.org/ digital- generation- global-kids- video
- 4. MEDIA : UBIQUITOUS IN TIME AND SPACE • Availability Main Features • Value • Media Devices dominate, This generation: saturate Media young generation people’s environme nts
- 5. PROGRESS THROUGH TIME Wo r l d W a r I I : filmstrips E d u c a t o r s recognized the used as training tool for soldiers power of audio-visual (Lumsdaine & Sheffield 1949) material I T V in the 50’s and 60’s – E T V in the 70’s: used as a use of taped lectures complimentary tool in the classroom Te c h n o l o g y progresses at unforeseeable pace Educational standards- based videos are produced C o n t e n t a n d D e l i v e r y are expanded and adapted
- 6. COMMON BELIEFS COMMON USAGE Video viewing is a Non- optimal use passive, superficial Filling in time activity Dealing with In the long run, it classroom displaces academic achievement management issues I t ’s a h a n d y Ta k i n g a b r e a k f r o m alternative for instruction under-prepared e d u c a t o r s o r u n r u l y, Re w a r d i n g p o s i t i v e undisciplined behaviour classrooms
- 7. CURRENT RESEARCH AND SURVEYS EVIDENCE It is portrayed as “ a complex , Video viewing is cognitive activity that develops an active and matures with the child’s development to promote learning ( process Marshall, 2002) Promotes learning in students even when Brings a wide variety learners seem to be of multi-media behaviorally inactive messages into the (Mayer, 2011) classroom , fostering and expanding learning
- 8. VIDEO: A FORM OF MULTIMEDIA Conveys- Aural communicates information through simultaneous sensory channels Visual
- 10. SIMULTANEOUS LEARNING MODALITIES Provide information through Multiple entry points (Gardner 2006) Multiple Symbol Systems Richness of incoming information Multiple-form material Images text sound (still/moving) Higher learning Gains (Kozma,1991) Caters for: diverse Diverse learning intelligences styles Diverse modalities
- 11. BENEFITS OF USING VIDEO AS A LEARNING TOOL Cognitive level Emotional level Relays experience within Activates emotional states a language environment and arouses emotions, and a cultural context addressing a different part Affects vocabulary of the brain (limbic use/expands and system) enriches vocabulary acquisition experience Initiates interest in a topic Empowers memory Increases self-esteem Provides content variety Triggers instinct, impulse Increases content Sparks imagination transfer
- 12. BENEFITS OF USING VIDEO AS A LEARNING TOOL Fosters problem-solving, Creates a shared learning inference drawing skills experience Develops characterization and Sharing and learning within a understanding of the group context transforms the plot/scenario/situation individuals ending up in Expands Creativity changes within the community Boosts communication Fosters the sense of belonging (discussion skills, negotiation and connectedness with others skills) Gradually transforms value Fosters literacy skills ( e.g. systems and long-established writing skills, school readiness ideas , ending up in more skills, better test scores) tolerant, more democratic communities.
- 13. 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)
- 14. 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.
- 15. to relevant software/hardware. of the effects of digital learning. to prepare functional and effective in-classroom/out of classroom activities. to incorporate digital media in the classroom and implement task-based, group work activities to engage learners, facilitate interaction and maximize learning potential.
- 16. 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.
- 17. 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
- 18. 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.
- 19. 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.
- 20. 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.
- 21. VIDEO USE TODAY… Digitized videos Stored on a computer server Accessed at any time/everywhere through School Network/Streamed over the Internet/VOD services TEACHER • Search for content • Locate content from a variety of sources • Use content at the right time
- 22. DIGITAL CONTENT SEARCH KEY WORD Digital Content SUBJECT KEY CONCEPT Search AREA GRADE LEVEL
- 23. VIDEO CLIPS CAN BE… Indexed Shared Metatagged Embedded Edited Segmented Re-arranged Integrated into a playlist Used by multiple programmes
- 24. IN SUMMARY Fast-pacing, fast evolving Technology Availability- Vast variety- Accessibility Richness of material Learning, Media potential Entertainment, Maximization Exploration
- 25. RESOURCES AND CREDITS Using Educational Video in the Classroom: Theory, Research and Practice By Emily Cruse M.Ed., Curriculum Director, Library Video Company http://www.safarimontage.com/pdfs/training/UsingEducati onalVideoInTheClassroom.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
- 26. RESOURCES AND CREDITS (CONTINUED) http://iteslj.org/Articles/Canning-Video http://www.eric.ed.gov/ERICWebPortal/search/detail mini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0= EJ500322&ERICExtSearch_SearchType_0=no&accno=EJ5 00322 http://www.rcgd.isr.umich.edu/life/Readings2007/Mill er%20video%20reading%201.pdf http://eslinsider.com/how-to-teach-english- videos/lesson-planning
- 27. Γ. ΕΥΕΡΗ, ΕΞΙ ΝΤΚΣΕ ΣΗΝ ΑΚΡΟΠΟΛΗ Όπως έχουμε έμαμ οπτικό ορίζομτα, έχουμε κι έμαμ ορίζομτα της ακοής κι έμαμ της αφής, κι έμαμ της όσφρησης κι έμαμ του μυαλού κι έμαμ….Δε γίμεται μα πάμε παρακάτω.