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Using short video to empower students

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Feature films may be the benchmark for cinematic excellence, but today students can relate to short, authentic, online videos; this popular format offers a range of benefits for them as learners of English. We will explore these benefits and outline best practices for exploiting short videos in class. Also we will look at how empowering students to use available technology to produce their own videos. Then, in the feedback session we will discuss in further detail. So charge up your mobile device and join us for some hands-on work that might just change how you and your students use video.

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Using short video to empower students

  1. 1. Using short video to empower students 1ICT & Oral
  2. 2. Discussion
  3. 3. What problems do immigrants face in your country?
  4. 4. 4 1) I think when immigrants come to this country they face a real problem trying to find a really good job or a well-paid job.. 2) The immigrants of my country face the racism because my country is still stuck in its old ways, so therefore they are very xenophobic. 3) […] I'm faced with racism. I feel people – maybe not in the capital but outside of the capital – are hostile about migrants. They call them migrants, which is also … I think a judgemental word because we don't know what the background of these people … And they don't want people from outside, they’re really afraid, I think. I sense fear and hostility, unfortunately. 4) A struggle that I believe immigrants face in this country is stereotyping. […] but for me myself, pursuing a career in the creative industry can be quite difficult, a lot of pressure is put on us, and it can be incredibly isolating within the society.
  5. 5. 5
  6. 6. 6 1) I think when immigrants come to this country they face a real problem trying to find a really good job or a well-paid job. 2) The immigrants of my country face the racism because my country is still stuck in its old ways, so therefore they are very xenophobic. 3) […] I'm faced with racism. I feel people – maybe not in the capital but outside of the capital – are hostile about migrants. They call them migrants, which is also … I think a judgemental word because we don't know what the background of these people … And they don't want people from outside, they’re really afraid, I think. I sense fear and hostility, unfortunately. 4) A struggle that I believe immigrants face in this country is stereotyping. […] but for me myself, pursuing a career in the creative industry can be quite difficult, a lot of pressure is put on us, and it can be incredibly isolating within the society.
  7. 7. What should we do about it?
  8. 8. What solutions does Sandra suggest?
  9. 9. How good is your memory?
  10. 10. 10
  11. 11. “ I think the solution would be maybe a bit more education because I think people are, some people are not educated well, and they don't really understand that people who come from other countries or are different than us are the same people”
  12. 12. Tonicity matters
  13. 13. 13 “ I think the solution would be maybe a bit more education because I think people are, some people are not educated well, and they don't really understand that people who come from other countries or are different than us are the same people” Which words are stressed?
  14. 14. 14 “ I think the solution would be maybe a bit more education because I think people are, some people are not educated well, and they don't really understand that people who come from other countries or are different than us are the same people” Rising or Falling intonation?
  15. 15. 15 2. Guessing in pairs: “Milk and sugar” Context: I am working at a coffee shop. A customer would like some coffee. I say: “Milk and sugar” 1. What meaning was I trying to convey? Miss Happy, Mr Grumpy, Miss Charming, Mr Boring, Miss Aggressive, Mr Sensitive… Intonation & Meaning
  16. 16. 16
  17. 17. AY W C D E F N I T U S R P L K J H G B V O M SOLUTIONS Examples: b-be aware of problems, e-education, l-learn the L2, etc. Group 1: A-D Group 2: E-H Group 3: I-L Group 4: M-P Group 5: R-U Group 6: W-Y
  18. 18. AY W C D E F N I T U S R P L K J H G B V O M SOLUTIONS Group 1: A-D Group 2: E-H Group 3: I-L Group 4: M-P Group 5: R-U Group 6: W-Y
  19. 19. Prepare the interview
  20. 20.  Individually, write your answers to the questions. 1) What are the main problems immigrants face in your country? 2) What can we do about it? Videos should be no longer than 90 seconds. *Videos will be shared and your classmates will vote for the deepest, most original and the richest in language, which category would you like to win? All videos should contain at least 5 words from previous activities (no words, no competition!)
  21. 21.  In pairs, correct* and rehearse**.  Check pronunciation*: speech to text software.  Film your video.  Publish your video here https://padlet.com/elena_merino1/merino
  22. 22. Self & Peer assessment
  23. 23. 24 I don’t understand I need some more help / practice I am confident with this learning How do you feel about it? Learning objective Give opinions & suggestions on the topic of immigration
  24. 24. 25 Learning objective Give opinions & suggestions on the topic of immigration
  25. 25. 26 What have you learned from the video experience? What challenges did you face?
  26. 26. 27 The most original - Video setting - Unique solutions - Persuasive - Engaging - Creative … The deepest - Emotive - Reflective - Based on experience - Critical … The richest in language - +than 10 words - Complex sentences - New vocabulary - Coherent - Connectors …
  27. 27. Feedback session
  28. 28. What were the observable big learning outcomes that I wanted my students to achieve?
  29. 29. 1. Importance of using videos in a productive way, not just receptive; in other words, how did this activity help you learn? Consider: o Receptive stage. o Productive stage.
  30. 30. 31 2. Videos should be used as a frequent practice throughout the course, not just as an isolated task.
  31. 31. 32 3. Video production can boost the students’ confidence and language learning.
  32. 32. 33 4. Benefits, concerns and suggestions when using video in class.
  33. 33. 34 5. Ways of incorporating more complex, innovative and cooperative ways of video production or any ideas to build on from today’s class.
  34. 34. Tests and Beyond l 21/11/1535
  35. 35. References 36 IMAGES: https://openclipart.org, Pearson illustrations TEXTBOOK / VIDEO (PEARSON) https://www.pearsonelt.com/catalogue/secondary/wider-world.html WiderWorld B1/B1+. ARTICLES / WEB PAGES: Doneghy, K & Whitcher, A (2015). Image makers in the future. British Council. Goldstein, B (2014). A History of video in ELT. British Council Goldstein, B & Jones, C (2017). Bringing the world into your classroom. The press, Cambridge University Press. Hillner, J (2009). How to use online video in your classroom. Edutopia.
  36. 36. Cool Tools 37 Tools (for presenting content): animoto, common craft, RSA animate, create your own adventure, youtube slide show, screencast, stopmotion, time lapse videos. Advanced video editing: WeVideo, Youtube editor, MovieMaker, iMovie, Pixorial Video sharing sites: youtube, schooltube, teachertube, Google Drive, Drop it to me, Airdrop ( ipads), Next Vista learning (videos that teach something). Alternative to Padlet: Linoit, Stormboard, Realtimeboard, Ideaflip, Spacedeck, Dotstorming

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