Transcript Using and Integrating Video in the Language Classroom

Using and Integrating Video in the Language
Classroom
Teaching Fellow Orientation Workshop
Fall 2006
Jutta Schmiers-Heller
Department of Germanic Languages
Introduction
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Effective use of authentic video in the
classroom normally requires much
thought and preparation on the part of
the instructor.
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Some Pedagogical Assumptions
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Authentic video can be used at any level of instruction if the task
level (and not necessarily the linguistic level) of the video is
appropriate to the learning level of the class.
“Understanding” video does not entail understanding every
word, but learning to glean meaning from linguistic and visual
cues.
Successful exploitation of a short video segment can provide
material for many minutes (even hours), of linguistically
meaningful activities.
Video segments need to be viewed more than once, with each
viewing involving a different task.
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Some Pedagogical Assumptions
(cont.)
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Video can serve as a springboard for a wide variety of activities,
from listening comprehension to cultural understanding, and
from critical thinking to creative role-playing.
Comprehension is aided if students are allowed to activate their
existing knowledge and expectations about the content of a
video before viewing.
Real language use focuses on meaning and communication
rather than on form.
Video materials should be integrated thematically into the rest of
the course syllabus. (Crapotta, 2002)
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Selecting Authentic Video
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In selecting authentic video the instructor has
to take into consideration the following
questions:
• Who? [target group: age, linguistic abilities, prior
knowledge, emotional component]
• What? [what sequence for what goals, length]
• Why? [why should the material be used?]
• How? [how is the material going to be used?]
(Motyl & Whiteman, 1995)
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General Possibilities for
Exploiting Videotexts
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Play only on part and have students hypothesize and
save the punch line for later.
 Replay sequences (or entire video) for more detailed
viewing. Use pause/still frame.
 Interrupt viewing to check comprehension.
 Cut off sound to focus on image.
 Replace soundtrack with own narration or ask
students to narrate.
 Select certain sequences for out-of-class viewing.
 View with or without scripts.
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Creating a Lesson Plan using
Authentic Video
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There are three components or general strategies to a lesson
plan using authentic video:
• Preparation (Pre-Viewing)
• Presentation (Viewing and Post-Viewing)
• Expansion (Beyond Post-Viewing)
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Each component or strategy is connected with specific goals
and activities.
(Shrum & Glisan, 2005 & Altman, 1999, et al.)
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Preparation (Pre-Viewing Activities)
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Goals:
– Activate existing knowledge, determine current
knowledge, establish hypotheses, motivate.
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Activities:
– Brainstorming through using stills, using the title to
form hypotheses about the content, review
vocabulary, etc.
[For more see Altman et al. and
http://www.columbia.edu/itc/german/korb/middlebu
ry/strategien.html]
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Presentation (Viewing and PostViewing Activities)
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Goals:
– Global vs. detailed understanding, encourage
active viewing, making students aware of
comprehension strategies.
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Activities:
– Viewing without sound, listening without images,
full viewing, skills-Oriented task (comprehension
vs. comprehension plus production), cultureoriented tasks, script-oriented tasks, etc.
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Expansion (Beyond Post-Viewing
Activities)
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Goals: use of vocabulary, structures, and
cultural information presented beyond the
work with the sequence.
 Activities:
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Play game, work puzzle
Build or make something
Read related material
Students re-write script or dialog
Student-produced videos
Etc.
(for more information see Shrum& Glisan and Altman et al.)
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Sample
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Some “Words of Wisdom”
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Selection of appropriate video materials not
always an individual decision.
All textbooks come with materials, but…
Consider use of video materials inside and
outside of class.
ON a more technical note: Make sure the
video and the VCR you are planning to use
work.
Famous last words: Always have a back-up!
Sample(s)
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References
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Altman, R. et al. (1999). PICS Tips & Treats: PICS
Videoguidelines. Retrieved August 14, 2002 from The University
of Iowa Website: http://www.uiowa.edu/~pics/tips.html
Altman, R. (1989). The Video Connection: Integrating Video
Into Language Teaching. Boston : Houghton Mifflin.
Crapotta, J. (2002). Using and Integrating Authentic Video in the
Language Classroom. Handout from video workshop given on
February 15, 2002.
Korb, Richard. [all in German ☺]
http://www.columbia.edu/itc/german/korb/middlebury/middlebury_i
ndexframe.html
Motyl, I. & Whiteman, J. (1995). Deutsche Welle. Aktuelle
Fernsehesendungen im kommunikativen Deutschunterricht.
Goethe House New York.
Shrum, J. & Glisan, E. (2005). Teacher’s Handbook:
Contextualized Language Instruction. Boston : Heinle & Heinle.
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