Using Video in the Classroom

Slides:

Advertisements

Similar presentations

Integrating Skills in EFL Class Using Video and Sound Effects Abduljabbar Alshabi IATEFL 2014 Harrogate Conference Abduljabbar Alshabi IATEFL 2014 Harrogate.

Advertisements

{ Digital Storytelling in EFL classrooms By Svetlana Kuznetsova.

ROB JENKINS AND STACI JOHNSON SANTA ANA COLLEGE SCHOOL OF CONTINUING EDUCATION (HANDOUTS W/ACTIVITIES SEPARATE)

Using Video in the Classroom

David Robb 10/14/08 Discovery Streaming. From the Home Page, you can search for digital media by keyword, subject, grade level, or curriculum standards.

See the delegate list here Use these buttons to interact See the chat here Type your message here Use these buttons to annotate.

Understanding by Design

Is it important to know English?

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

STUDY SMART Prepare for Midterms with less stress!

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Course Organization.

Blended & Personalized Learning in the Middle School Classroom

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Introducing a new generation of readers for your students

Information and Advice

Understanding by Design

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

TECHNOLOGY INTEGRATION

For example: The dog bit the boy. Actor focused The boy was bitten.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

2 3 = …. LearnZillion Notes:

Visual Literacy - Introduction

Your school principal has decided to stop having recess

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Imagine your family is trying to decide whether or not to get a pet

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

English Language Teaching Department

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do.

How do you determine an author’s purpose? LearnZillion Notes:

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Doing Project Work – Introduction

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

0.7 = ? ? LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?”

Using Video in the Classroom

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Using Video in the Classroom

Pair and Group Work – Give Clear Instructions and Model

Small Group Discussion

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

0.73 = ? ? LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?”

Entertainment on Demand

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. Try to be as concrete as possible. --You can fill in an example.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Storytelling and More! – After Storytelling

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

1 2 ÷ 4 LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?”

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

For example: How do you show an increase of 12% over the original cost, if the original cost is $x? LearnZillion Notes: --This is your hook. Start with.

I wonder…2 _ 1 2 ? LearnZillion Notes:

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

You’ve been asked to set up chairs for both the rocks paper scissors championship and the basketball banquet.

Presentation transcript:

Using Video in the Classroom

Video is now Essential! Using video in the classroom is now not an extra or time killer! Today’s students are visual learners. The new digital learner needs rich, multi modal content for learning. Here are some tips when using video in your lessons.

# 1 Keep it Short!

# 1 Keep it Short! Yes – no more than 3-5 minute segments. Then, do an activity to compliment the input. Putting a video on for long periods of time is not learning and not “mind-full-ness”. Video should be the “punch” not the whole party!

# 2 Turn off the sound!

# 2 Turn off the sound! Video is as much a “prompt” as an “input”. Turn off the sound and get students to describe the actions. This is a great way to foster language production and practicing either the past or present continuous tenses.

# 3 Add Subtitles!

# 3 Add Subtitles! Make it a “rich” learning experience, support the listening with text to help with reading skills and comprehension. Kill two skills with one subtitle! Subtitles should be in English! L1 subtitles offer little in support of language acquisition.

# 4 Make it available!

# 4 Make it available! Give students access to the video. Put it up on line so after class they can review or continue viewing. Support your student’s efforts in self-learning. Further, use http://keepvid.com to download the video to your computer desktop and offline sharing.

# 5 Make your own!

# 5 Make your own! Students today have great skills with technology. Use this as a “hook” to get them learning English. As they make a video, they are learning a lot of English. If you have the time, try Project Based learning. Video editing and production skills are important soft skills you can help your students acquire.

# 6 Always Preview!

# 6 Always Preview! Never show a video unless you’ve watched it ALL yourself. Or be prepared for some unpleasant surprises…… Be careful in choosing the right video content for your lessons. It is not only what the students will enjoy that is important but ALSO, what will help them learn.

Types of Videos; Music News Animations Movies Commercials Home videos How to…… Screencasts Content based TV Shows Stories / People Instructional Interviews Educational

Possible Ways to Use? Prediction Retelling Inspiring Tasking Description Engaging Role playing Rewriting Modeling Mood setting Extension Quizzing

http://eflclassroom.ning.com