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Video in the Classroom
Piret Lehiste2014
A quick poll
http://strawpoll.me/1551541
Today’s teenagers = screenagers
The average teen spends more than 53 hours a week in front of a screen (~8 hours every day).
YouTube Statistics
More than 1 billion unique users visit YouTube each monthOver 6 billion hours of video watched each month
100 hours of video uploaded every minute
Why Video?
„A lot of students these days expectinformation to be presented in a flashy, entertaining way,
so videos can help draw them in.“ Larry Sanger
(co-founder of Wikipedia, WatchKnowLearn.org)
People will generally remember:10% of what they read,20% of what they hear,30% of what they see,
50% of what they hear and see.
Studies show that our minds remember concepts built on images longer and faster than those built on text alone.
Video is uniquely suited to:1) take students on impossible field trips – inside the
human body, undersea adventures or off to Jupiter;
2) take students around the globe, to meet new people and hear their ideas;
3) illustrate complex, abstract concepts through animated 3D images;
4) show experiments that cannot be done in class (rocket launches, flame throwers);
5) bring great literature, plays, music, or important scenes from history into the classroom.
Types of Video Material
• instructional videos,• feature films,• documentaries,• animated films, • commercials,• music videos,• TV shows (news, series),etc.
• One of the most significant factors in the success or failure of an educational technology is the quality of the content, rather than the technology itself.
• Selecting a video that has strong, visually-rich educational content is a critical element for maximizing the effectiveness of the video.
• Always consider the attention span of your students.
Media rich is not always mind rich ...
Mayer and Moreno (2003) developed a set of principles to help educators address how best to utilize multimedia without causing cognitive overload.E.g. Explaining graphics with audio improves learning. Animation and narration are better than animation and on-screen text.Read more: http://bit.ly/1ft81l9
Red Flags to Look for
Excessive use of talking headsOver-dramatization of music and soundtrackVisual doesn’t support narration or vice versaPacing issuesBad sound qualityOveruse of special video effects and transitionsIllegible and poorly designed titlesLack of curriculum relevancy
When applied appropriately, videos are powerful classroom resources.
Students learn best when they are actively (physically and/or intellectually) engaged in the learning activity.
In order to exploit videos fully in the classroom, one should integrate pre-viewing, while-viewing and post-viewing activities into the lesson.
Pre-Viewing Activities
The primary purpose of these is to prepare students for the actual viewing of a video.
Pre-viewing activities are used to tap into the students’ background knowledge, to introduce key vocabulary, to stimulate learners’ imagination, to spark their interest, etc.
Pre-Viewing Activities10 facts about koalas http://bit.ly/1cp5F6T
I KNOW – I’D LIKE TO KNOW – I GOT TO KNOW
More Ideas
• Predicting the content of the video by its title, keywords or with the help of some pictures• True-false statements• Generating questions about the topic – students
are asked to write down 3 questions that the video is supposed to answer• Brainstorming
While-Viewing Activities
While viewing, it is recommended that students watch carefully, so as not to miss important visual clues. The clip can be played more than once if it is necessary to ensure learners’ understanding.
While-Viewing ActivitiesWinnie the Pooh trailer http://bit.ly/1pwJJ2k
Match the characters with their sentences.
Who Said That?
• No, I didn’t! The word is ‘Issue!’ not ‘Achoo!’• Bloogity-bloo! Whoo-hoo-hoo-hoo!• Silly old bear.• I can see you’re going to be rather feisty today.• I’m known for my inspiring rhetoric.• A simple ‘hello’ would do, thank you very much.• We will have a contest to find a new tail for Eeyore!• I’ll probably catch it too.
While-Viewing ActivitiesUnderline the sights shown in the video: Vabaduse Square, Tallinn Town Hall, the Viru Centre, the Estonia Theatre, the KUMU Art Museum, Kadriorg Palace http://bit.ly/NyMAsE
More Ideas
Guessing word meaningsCompleting sentencesMatching new words / terms with their meanings / definitionsDrawing up a list (e.g. of arguments for or against something)Writing down keywordsExtracting specific information (filling in grids, schedules)Comparing charactersCorrecting mistakesReordering activities / sentences
Some Techniques
1) Normal viewing
2) Silent viewing
By watching a scene with the sound off, students gain two major benefits:a) time in which to absorb the content of a sequence
without the anxiety of having to understand the language;
b) a chance to fit the language that they hear on a second viewing into a context.
Silent ViewingGuess what is being discussed. http://bit.ly/1pwK30W
Silent ViewingWhat is the song about? http://bit.ly/1bktiPl
Some Techniques
3) Sound only
This technique involves listening for aural clues to the action, e.g., ambulance sirens, car horns, doors slamming, a baby crying, birds singing, etc.Students listen to the sounds and the accompanying conversation and make predictions about what is happening. Who are the people? Where are they? What are they doing?They can also try to describe a character from listening to his/her voice. Is he/she young or old? Is he/she friendly or unfriendly?
A Useful Tip!
To set a start time to a YouTube video, add #t=1m10s to the end of the URL.
Or use http://www.tubechop.com/ to chop your videos.
Some Techniques
4) Freeze frame
Press the Pause button so that the picture ‘freezes’ on the screen.Use this technique at the point when a character is about to respond to a question, when he/she must make a statement of reaction, or when he/she has an interesting expression on his/her face. Ask the students to guess what he/ she will say or do. Then release the pause and let them compare their answers with what actually happens.
Freeze FrameWhat product is being advertised? http://bit.ly/1fKoxS5
Some Techniques
5) Backwards viewing
Choose a short sequence with a lot of action. Movies are a good source for this sort of material. Play the sequence backwards to the students, then have them reconstruct the story in chronological order. Then play the sequence normally, so students can compare it with their version.
Some Techniques
6) Jigsaw viewing
This technique is based on the idea that student partners will each know different, but incomplete, versions of a story. Half the class watches with no picture, the other half with no sound. In pairs they question each other to recreate the scene.
Post-Viewing Activities
Post-viewing activities aim at encouraging and stimulating the use of newly acquired knowledge that came from the video. They provide a nice way to wrap up a video lesson.
Post-Viewing ActivitiesExplain the phenomenon. http://bit.ly/1ftb4cU
Post-viewing activitiesRetell the story in your own words. http://bit.ly/1mEGiUY
Post-Viewing ActivitiesCreate a new ending to the video. http://bit.ly/1caU9l0
More Ideas
Answering comprehension questionsSummarizing informationCreating a title for the videoDiscussion, debatePredicting future occurrencesRoleplaying the sceneCreating a concept mapExpressing one’s opinion, comparing the video with personal experienceCreative writing tasks (students watch the beginning and end of the video and write a story about what happened in the meantime)
Useful Websites
http://vimeo.comhttp://watchknowlearn.org http://www.neok12.com/ http://ed.ted.com/http://www.teachertrainingvideos.com/
The 100 Best Video Sites for Educators:http://www.edudemic.com/best-video-sites-for-teachers/
Great content is just a few clicks away!
