Video-resumes in teaching English

Student-made Video Resumes
Daniela Munca, PhD
ASEM University Lecturer
English Language Instructor at ALC

Getting a good job in Moldova is …
?

?
Getting a good job in a competitive organization in Moldova requires job hunters …

Key word:
CREATIVITY !!!

Video Resumes by Fox News
Task: 1 Watch the Video News and answer the following questions:
1. How are video resume created?
2. Why did Stanley create a video resume?
3. What is employers’ attitude towards video resume?
What skills did the video resume require?

How to stand out from the crowd?A Video CV:
a short video created by a candidate for employment
uploaded to the Internet for prospective employers to review
describes the individual's skills and experience and is typically used to supplement a paper resume
can be created by a professional or you can create your own
job search and networking sites (Jobster and MyWorkster)

Video resumes (or Video CV)…
first introduced in the 1980s for use and distribution via VHS tape, but the idea never took off beyond the video taping of interviews.
with the modern capabilities of transmitting streaming video via the internet, video resumes have taken on new popularity.
Video resumes are now being widely accepted by companies throughout the world for varying professions

A good teacher makes you think even when you don’t want to.
(Fisher, 1998, Teaching Thinking)

CVs for Language Teachers
A professional CV is a complex “project”
It would require students to develop their English speaking skills
It is challenging and at the same time, motivating
It would apply Bloom’s Revised Taxonomy of Learning Domains

Why Video Resumes for Students?
Creative project
Combine essay writing skills and visuals
Challenge students to “think outside the box”
Give them an introduction to real world surviving skills
Offers teachers an opportunity to asses vocabulary, pronunciation, grammar, sentence structure, oratorical skills, etc

What can a
student write in a CV?
No jobs
No professional experience
No hiring history

Study Cases
Student Sample
Video Resume 1 and 2
Watch the videos and share opinions with your colleagues

What did the students include in their video CVs?
Hobbies
Projects (photography)
Helping parents in an office
Attitude to studying and working
Dreams / plans (I will, I am going to)
Personal qualities (hard working, responsible, etc)
School experience (Head of the class, Day of Administration, French Club, etc)

Pedagogical Implications
He who learns but does not think is lost
(Chinese Proverb)

Reference to Bloom’s Revised Taxonomy
a classification of learning objectives within education
one of the best ways to differentiate the curriculum to meet student needs
six levels of thinking
can provide a framework for planning units that incorporate low to high-level thinking activities
a planning framework encouraging student thinking at all levels

Teaching EFL involves:
Drilling
Memorization
Reproduction
Dictations
Recite the poem
Lower-thinking Skills

What is Higher-order thinking?
A guide to Productive Pedagogies: Classroom reflection manual
- involves the transformation of information and ideas
occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation
manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning

The Teacher’s Task:
help students become producers of knowledge
create activities or environments that allow them opportunities to engage in higher-order thinking

Taxonomy of Cognitive Objectives
1950s- developed by Benjamin Bloom
expressing qualitatively different kinds of thinking
adapted for classroom use as a planning tool
one of the most universally applied models
organizes thinking skills into six levels, from the most basic to the higher order levels of thinking
(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

Initial Taxonomy

1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy

Original Terms New Terms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Higher-order thinking
BLOOM’S REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing UnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining RememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding

Applying
Translate
Manipulate
Exhibit
Illustrate
Calculate
Interpret
Make
Practice
Apply
Operate
Interview
Paint
Change
Compute
Sequence
Show
Solve
Collect
Demonstrate
Dramatise
Construct
Use
Adapt
Draw
Using strategies, concepts, principles and theories in new situations
Products include:
Photograph
Illustration
Simulation
Sculpture
Demonstration
Presentation
Interview
Performance
Diary
Journal

Classroom Roles for Applying
Teacher roles
Shows
Facilitates
Observes
Evaluates
Organises
Questions
Student roles
Solves problems
Demonstrates use of knowledge
Calculates
Compiles
Completes
Illustrates
Constructs
Active recipient

Applying: Potential Activities and Products
Practise a play and perform it for the class
Make a diorama to illustrate an event
Write a diary entry
Make a scrapbook about the area of study.
Take and display a collection of photographs on a particular topic.
Make up a puzzle or a game about the topic.
Write an explanation about this topic for others.
Continue the story…

Analysing
The learner breaks learned information into its parts to best understand that information.
Comparing
Organising
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating

Can you break information into parts to explore understandings and relationships?

Analyzing: Potential Activities and Products
Use a Venn Diagram to show how two topics are the same and different
Design a questionnaire to gather information.
Survey classmates to find out what they think about a particular topic. Analyse the results.
Classify the actions of the characters in the book
Make a family tree showing relationships.
Write a biography of a person studied.
Prepare a report about the area of study.

Evaluating
The learner makes decisions based on in-depth reflection, criticism and assessment.
Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Can you justify a decision or course of action?

Evaluating cont’
Judge
Rate
Validate
Predict
Assess
Score
Revise
Infer
Determine
Prioritise
Tell why
Compare
Evaluate
Defend
Select
Measure
Choose
Conclude
Deduce
Debate
Justify
Recommend
Discriminate
Appraise
Value
Probe
Argue
Decide
Criticise
Rank
Reject
Judging the value of ideas, materials and methods by developing and applying standards and criteria.
Products include:
Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive speech

Classroom Roles for Creating
Teacher roles
Facilitates
Extends
Reflects
Analyses
Evaluates
Student roles
Designs
Formulates
Plans
Takes risks
Modifies
Creates
Proposes
Active participant

Creating Video Resumes Task

Video Resumes require students to …
Create a video which would present their best skills, achievements, qualities, talents, etc.
Convince a potential audience that they are or could be valuable employees
Develop presentation skills - The video is placed on a public website, which would make it accessible to a very large audience
Use various video, graphic, audio materials
Take a self “critical” approach
Engage creatively in a rather complex, challenging project
Learn real-world survival skills

Creating Video Resumes

Daniela Munca
danielamunca@olemiss.edu

Video-resumes in teaching English

by ETRC on Jun 17, 2011

Accessibility

Categories

Tags

Upload Details

Usage Rights

Statistics

Video-resumes in teaching English — Presentation Transcript