JUDY ELLIOTT, Ed.D. ELTT – TELAVI KOBULETI CONFERENCE JULY 2013 FILMING CLASSROOMS

REFLECTIONS ON FILMING CLASSROOMS – What I’ve learned Decide on a purpose or aim ahead of time Originally, I wanted spontaneity from students and teachers because it would seem less programmed. Now I’ve learned it is more effective, in terms of filming, to have a list of questions prepared ahead of time for the participants. A script of expectations for participants prepared ahead of time helps them to form phrases more easily and provide a more effective video.

PREPARATION OF TEACHERS AND STUDENTS Permission slips Originally, I had teachers could translate many student remarks Translating was too time consuming Need to give time to students to prepare ahead of time so that they can plan what they are going to say in English. Students shouldn’t memorize speech

Determine Your Audience Originally – target was American audience of friends and teachers who would be interested in my work. a video clip for the June 1 st conference. Record of classroom experiences to show teachers who were just learning ELCE pedagogy I had too many audiences in my original plan.

DEVELOP A STORY BOARD Story board is like a lesson plan. The scaffold for the film. Usually put the steps or interview questions on small flashcards and organize chronologically Story board determines the narrative of the film Who will audience be?? – teachers, students, others Determine the purpose of the video: telling about Georgian life and school; OR teaching techniques and strategies; OR helping students to realize what their speech sounds like. Prepare teachers AND students about what techniques you want to film and why.

VALUE OF THE EXPERIENCE Positive feedback from students and teachers about filming Half way through the filming of one class, I could tell students were uncomfortable and I stopped filming. Younger students were more excited, some older students were self-conscious of their accent Learning cinema graphic stages – edit film, then add narrative and then music. Revising afterwards is quite difficult

VALUE OF EXPERIENCE Showing ELCE pedagogy and content to non-ELCE teachers in future workshops: “Oh, I didn’t realize that you could teach group work to 2 nd or 5 th grade students.” “Oh, now I realize how important it is to come to class early and put the flip chart paper or flashcards or warm-up clues so that students begin participating when they first arrive.”

HISTORICAL RECORD Filming preserves students and teachers at a specific time in their lives. Records the accomplishments of student clubs. Inspires other students to record what their club is accomplishing.

VALUE FOR STUDENTS Taking pride in the fact that their class is being filmed for their accomplishments & talents Felt that their opinions about the content and lessons was being acknowledged. Record of students’ knowledge – speaking and intonation Filming by students: one student made a video of an advertisement with her classmates Students in Nino’s Environmental club are now planning to film their own club’s activities.

PREPARING A TRAINING FILM Imagine that your group [identified by colored paper] is preparing a training film on the topic that you’ve been given. Your audience and problem to be addressed has been specified on the flip chart paper. Your group has 15 minutes to prepare the basic outline or script of your advice. Then each group has 3 minutes to tell the audience what their tips or advice their short training film will cover. There are 11 groups at three minutes each. Please observe the time.