U SI NG
VI D EO I N THE EF L
CL A SSRO O M
Androniki Nistikaki - 1st Senior High School of
Vyronas, Athens, Greece
30/10/12
Greek Ministry of Education and Religious Affairs,
Culture and Sports.
USING VIDEO IN THE EFL CLASSROOM
“Today's kids are born digital -- born into a mediarich, networked world of infinite possibilities. But
their digital lifestyle is about more than just cool
gadgets; it's about engagement, self-directed
learning, creativity, and empowerment. The Digital
Generation Project tells their stories so that
educators and parents can understand how kids
learn, communicate, and socialize in very different
ways than any previous generation.”
http://www.edutopia.org/digital-generation
21ST
Multimedia
Learning
Multimedia
CENTURY
Generation
Networked
world
Digital
natives
CLASSROOM
Information
skills
Interdisciplinary
curriculum
Media
skills
MEDIA : UBIQUITOUS
IN TIME AND SPACE
• Availability
Main Features
This generation:
Media
generation
• Value
• Media
Devices
dominate,
saturate
young
people’s
environme
nts
PROGRESS THROUGH TIME
Wo r l d
W a r I I : filmstrips
used as training tool for soldiers
(Lumsdaine & Sheffield 1949)
I T V in the 50’s and 60’s –
use of taped lectures
E d u c a t o r s recognized the
power of audio-visual
material
E T V in the 70’s: used as a
complimentary tool in the
classroom
Te c h n o l o g y progresses at unforeseeable pace
Educational standards- based videos are produced
C o n t e n t a n d D e l i v e r y are expanded and
adapted
COMMON BELIEFS
COMMON USAGE

Video viewing is a
passive, superficial
activity
Non- optimal use
 Filling in time

In the long run, it
displaces academic
achievement

Dealing with
classroom
management issues

I t ’s a h a n d y
alternative for
under-prepared
e d u c a t o r s o r u n r u l y,
undisciplined
classrooms

Ta k i n g a b r e a k f r o m
instruction

Re w a r d i n g p o s i t i v e
behaviour
CURRENT RESEARCH AND SURVEYS EVIDENCE
Video viewing is
an active
process
Promotes learning in
students even when
learners seem to be
behaviorally inactive
(Mayer, 2011)
It is portrayed as “ a complex ,
cognitive activity that develops
and matures with the child’s
development to promote learning (
Marshall, 2002)
Brings a wide variety
of multi-media
messages into the
classroom , fostering
and expanding
learning
VIDEO: A FORM OF MULTIMEDIA
Conveyscommunicates
information
through
simultaneous
sensory channels
Aural
Visual
WAYS OF
LEARNING
SIMULTANEOUS LEARNING
MODALITIES
Provide information through
Multiple entry points
(Gardner 2006)
Multiple Symbol Systems
Richness of incoming information
Multiple-form material
Images
(still/moving)
text
sound
Higher learning Gains (Kozma,1991)
Caters for: diverse
intelligences
Diverse learning
styles
Diverse modalities
BENEFITS OF USING VIDEO AS A LEARNING TOOL
Emotional level
Cognitive level





Relays experience within
a language environment
and a cultural context
Affects vocabulary
use/expands and
enriches vocabulary
acquisition experience
Empowers memory
Provides content variety
Increases content
transfer





Activates emotional states
and arouses emotions,
addressing a different part
of the brain (limbic
system)
Initiates interest in a topic
Increases self-esteem
Triggers instinct, impulse
Sparks imagination
BENEFITS OF
USING VIDEO AS A LEARNING TOOL

Fosters problem-solving,
inference drawing skills

Creates a shared learning
experience

Develops characterization and
understanding of the
plot/scenario/situation


Expands Creativity
Sharing and learning within a
group context transforms the
individuals ending up in
changes within the community

Boosts communication
(discussion skills, negotiation
skills)

Fosters the sense of belonging
and connectedness with others

Gradually transforms value
systems and long-established
ideas , ending up in more
tolerant, more democratic
communities.

Fosters literacy skills ( e.g.
writing skills, school readiness
skills, better test scores)
TYPES OF

LEARNERS IT MOSTLY BENEFITS
Visual-spatial learners
Economically/socially disadvantaged students
 Second language users

Special education students with learning disabilities,
health impairments, emotional disturbances ( e.g.
attention deficit disorder, dyslexic learners, autistic)
 Students from rural/remote areas
 Students from both genders
(male-female brain)

Visually rich/strong educational material
 Age appropriate
 Skills appropriate
 Relevance to learners’ interests/preferences
 Content/objectives should be integrated into the lesson/within
the curriculum.
 Graded, student-centered activities should be selected.
 Material should be previewed and prepared
 Purposeful use and procedure, setting clear expectations
( e.g. pique interest, introduce demonstrations, review content,
reinforce content)
 Content should be motivating, enjoyable, humorous
 Provide learners with opportunities for individual thinking and
extension.

to relevant
software/hardware.
of the effects of
digital learning.
to prepare functional
and effective in-classroom/out of classroom activities.
to incorporate digital
media in the classroom and implement task-based,
group work activities to engage learners, facilitate
interaction and maximize learning potential.
SUGGESTED PREVIEWING ACTIVITIES

Elicit predictions based on the title or the general
concept of the lesson on focus.

Introduce a brainstorming activity to expand vocabulary
or generate ideas through web concept maps.

Introduce warm-up questions to introduce the topic and
associate students’ existing knowledge with new
information.

Provide students with close-ups, gap-filling exercises or
quizzes and games related to the video theme.
A VARIETY OF WHILE-VIEWING ACTIVITIES TO CHOOSE
FROM….
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Cloze-ups and open/close type questions based on the
script or on teacher’s notes.
True/false statements.
Multiple-choice questions.
Examples to clarify messages/situations/actions
depicted in the video clip or the movie.
Comparing and contrasting activities.
Giving reasons for actions/events in the story.
Active descriptions of characters/scenes.
Taking interviews from a character in the story.
Role plays
Acting out scenes
A VARIETY OF WHILE-VIEWING ACTIVITIES TO CHOOSE
FROM …..( CONTINUED)
11. Expression of personal emotions/beliefs/opinions
related to the topic.
12. Sentence repetition exercises/ drills/singing along
activities to foster listening/speaking skills.
13. Direction of students’ focus on various paralinguistic
features to draw conclusions from/ to focus attention
on.
14. Keeping down notes regarding key-concepts or
important events in the story.
15. Matching exercise linking characters in the story to
phrases uttered/to events taking place.
16. Jumbled sentences/ jumbled paragraphs to put in
order.
POST-VIEWING ACTIVITIES TO IMPLEMENT
1.
2.
3.
4.
5.
6.
7.
Written assignment in the form of an essay, a review ,
a narrative or a letter.
Learning log to exercise self-reflection skills.
Written assessment of the material used.
Reading assignment related to the theme in question.
Memory empowerment activities like descriptions of
scenes previously seen or association of scenes and
characters to own experience from real life.
Web search related to the theme on focus.
Familiarization with interactive digital tools and
software that could be utilized to transform the script
into a digital story or a vocabulary exercise into a
flashcard or quiz game.
POST-VIEWING ACTIVITIES (CONTINUED)






Encourage learning through exploration, interpretation and
assessment of information resources by asking students to
search and compare a variety of search engines or sites
related to the topic.
Artistic expression, artistic creation through a variety of
activities like drawing , sketching, drama.
Discussion to raise awareness of issues/concepts previously
kept hidden/unnoticed.
Expansion of in-classroom activities to out-of- classroom
community service learning.
Participation and Communication in Global education social
networks.
Collaborative learning activities that will encourage the
exchange of ideas and the expression of emotions and
personal values, being probably the most crucial factor in
affective learning.
VIDEO USE TODAY…
Digitized videos
Stored on a computer server
Accessed at any time/everywhere
through School Network/Streamed over the
Internet/VOD services
TEACHER
•
• Search for content
Locate content from a variety of sources
• Use content at the right time
DIGITAL CONTENT SEARCH
KEY WORD
KEY CONCEPT
Digital
Content
Search
GRADE LEVEL
SUBJECT
AREA
VIDEO CLIPS CAN BE…
Indexed
Embedded
Shared
Edited
Integrated into a
playlist
Metatagged
Segmented
Re-arranged
Used by multiple
programmes
IN
SUMMARY
Fast-pacing, fast evolving
Technology
AvailabilityAccessibility
Vast varietyRichness of material
Media potential
Maximization
Learning,
Entertainment,
Exploration
RESOURCES AND
CREDITS
Using Educational Video in the Classroom:
Theory, Research and Practice By Emily Cruse
M.Ed., Curriculum Director, Library Video Company
http://www.safarimontage.com/pdfs/training/UsingEducati
onalVideoInTheClassroom.pdf
 Purposeful Use of Film within the Classroom: Encouraging
Student Engagement Presented by Mandy Latz
 http://www.eslpartyland.com/students/nov/movies.htm
 Listening, Viewing and Imagination:
Movies in EFL Classes Kusumarasdyati Faculty of Education
Monash University Australia
 Movies to increase students’ motivation and production
ETECS 2011, Monica Melendez
 http://ddeubel.edublogs.org/files/2011/06/Using_Video_In
_The_Classroom-20mn397.pdf

RESOURCES AND
CREDITS (CONTINUED)

http://iteslj.org/Articles/Canning-Video

http://www.eric.ed.gov/ERICWebPortal/search/detail
mini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=
EJ500322&ERICExtSearch_SearchType_0=no&accno=EJ5
00322

http://www.rcgd.isr.umich.edu/life/Readings2007/Mill
er%20video%20reading%201.pdf

http://eslinsider.com/how-to-teach-englishvideos/lesson-planning
Γ. ΣΕΦΕΡΗΣ, ΕΞΙ ΝΥΚΤΕΣ ΣΤΗΝ ΑΚΡΟΠΟΛΗ
Όπως έχουμε έναν
οπτικό ορίζοντα,
έχουμε κι έναν
ορίζοντα της ακοής
κι έναν της αφής,
κι έναν της
όσφρησης κι έναν
του μυαλού κι
έναν….Δε γίνεται να
πάμε παρακάτω.