Using video effectively in a lesson
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Using video effectively in a lesson






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Using video effectively in a lesson Using video effectively in a lesson Presentation Transcript

  • • present new information• extend existing knowledge in a new context• raise issues and questions on a topic for debate and discussion• stimulate interest in a new topic• set the scene for student’s research• revise/provide a summarising overview of a topic• show the application/relevance of information• provide visual support for abstract concepts• provide stimulus material for assessment
  • • Apply criteria – such as those on handout• Consider the implications of your evaluation for the use of the video
  • What will be theWhat will you need?
  • 7
  • • Whole class oral question and answer session• Worksheet to be completed• Role play• Individual research• Learners generate questions• A quiz• Diagram to be labeled• Debate
  • • Adapt the video as you think necessary• Prepare resources – worksheets; questions you will ask; descriptions of roles for role players; topic for debate etc.• Prepare venue and check equipment
  • Different kinds of questions Who When was What crops What was the name of invented Nelson are grown in the first person to land the Mandela Gauteng? on the moon?telephone released? How many people ? live in India? Factual questions Correct, factual answers Direct learners to process of gathering information Provide only a starting point for developing understanding and new ways of thinking about the world
  • Why was the first How do the crops grown in Gauteng How did theperson to land on release of Nelson the moon an generate income for the province Mandela affect American man political change in rather than an and contribute to the SA economy South Africa? African woman? as a whole? Relational Questions Make us think about a range of relationshipsWhat access do people between facts in India have to Encourage learners to extend way they think resources such as education? More open ended than factual questions – but we must have some factual information to answer them Reference: Moll, I. et al (2001). Learners and Learning. SAIDE/OUP
  • What climate factors facilitate theWhy do people travel to the moon? growth of these crops for profit?Why did the government of the day decide to release Mandela, and what were the consequences of this decision? How is it possible to transmit sound through telephone wires? Explanatory questions Require us to think about certain facts in relation to other facts – focusing on causes and reasons for things being as they are/happening as they do Reference: Moll, I. et al (2001). Learners and Learning. SAIDE/OUP
  • Is the expenditure Is this the best use What’s the best of state money on of the natural and looking, smallest space travel human resources of cell-phone on the justified the province? market? Evaluative questions Ask whether things are good, right, fair, or whether we find them beautiful, interesting, saddening,Do people in India inspiring.have equal access No right or wrong answer than can be proven – often to health and based on our beliefs. education? Answer must be assessed on how well it is substantiated or argued Likely to evoke the most debate in class Reference: Moll, I. et al (2001). Learners and Learning. SAIDE/OUP
  • • To assess the product of learning• To drive the process of learning – Intriguing questions can predispose learners to learn and make them more receptive to teaching – A wide variety of questions can deepen and widen learners thinking and critical skills – Listening to learners’ questions (and answers) can provide teachers with tools to guide their teaching Reference: Moll, I. et al (2001). Learners and Learning. SAIDE/OUP
  • • Factual questions require learners to recall/remember/identify and extract information without processing it in a complex way Reference: Moll, I. et al (2001). Learners and Learning. SAIDE/OUP
  • • Relational, explanatory and evaluative questions – Can extend learners’ thinking – Help learners focus on unfamiliar aspects of what they already know – Encourage learners to actively construct new links between existing facts Reference: Moll, I. et al (2001). Learners and Learning. SAIDE/OUP
  • • build knowledge up – start with factual and move on• scaffold learning• ensure conceptual coherence and a logical flow. 18