Today’s teenagers = screenagers
The average teen spends more than 53 hours a
week in front of a screen (~8 hours every day).
More than 1 billion unique users visit YouTube each month
Over 6 billion hours of video watched each month
100 hours of video uploaded every minute
„A lot of students these days expect
information to be presented
in a flashy, entertaining way,
so videos can help draw them in.“
(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
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,
• animated films,
• music videos,
• TV shows (news, series),
• 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
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 heads
Over-dramatization of music and soundtrack
Visual doesn’t support narration or vice versa
Bad sound quality
Overuse of special video effects and transitions
Illegible and poorly designed titles
Lack of curriculum relevancy
When applied appropriately, videos are powerful
Students learn best when they are actively
(physically and/or intellectually) engaged in the
In order to exploit videos fully in the classroom,
one should integrate pre-viewing, while-viewing
and post-viewing activities into the lesson.
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,
10 facts about koalas http://bit.ly/1cp5F6T
I KNOW – I’D LIKE TO KNOW – I GOT TO KNOW
• 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
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.
Winnie 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.
Underline 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
Guessing word meanings
Matching new words / terms with their meanings /
Drawing up a list (e.g. of arguments for or against
Writing down keywords
Extracting specific information (filling in grids, schedules)
Reordering activities / sentences
1) Normal viewing
2) Silent viewing
By watching a scene with the sound off, students gain two
a) time in which to absorb the content of a sequence
without the anxiety of having to understand the
b) a chance to fit the language that they hear on a second
viewing into a context.
Guess what is being discussed. http://bit.ly/1pwK30W
What is the song about? http://bit.ly/1bktiPl
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
Whose voices can you hear? http://bit.ly/NyMXn4
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.
4) Freeze frame
Press the Pause button so that the picture ‘freezes’ on the
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.
What happens next? http://bit.ly/1ftaNqu
What product is being advertised? http://bit.ly/1fKoxS5
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.
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 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.
Explain the phenomenon. http://bit.ly/1ftb4cU
Retell the story in your own words. http://bit.ly/1mEGiUY
Create a new ending to the video. http://bit.ly/1caU9l0
Answering comprehension questions
Creating a title for the video
Predicting future occurrences
Roleplaying the scene
Creating a concept map
Expressing one’s opinion, comparing the video with personal
Creative writing tasks (students watch the beginning and
end of the video and write a story about what happened in
The 100 Best Video Sites for Educators: