There is no one fixed way of using the video in the classroom, therefore my intention of presenting general guidelines that the teacher should mind when working with the video. The following are excerpted from “Video in Second Language Teaching: Using, Selecting, and Producing Video for the Classroom” by Susan Stempleski and Paul Arcario editors.
Show short sequences.
Since authentic video materials are tremendously dense a medium it is advisable to present it in chunks. Lengthy pieces of films may appear to be to complex for students and so active viewing will be likely to suffer. Usually two to three minute sequence is enough and provides a sufficient amount of material to work on for the whole lesson, provided that it is carefully and well selected.
Allow for repeated viewing.
Most often it is not enough for the learners to see the footage only once. If the task involves listening for detailed or specific information, students should be shown the material twice for better comprehension.
Encourage active viewing.
The tasks and activities associated with the particular piece of video must be challenging and encourage students to view the material actively and not passively. It is difficult for learners to undertake an extensive writing or reading tasks while watching the screen thus reading or writing load that is to be performed simultaneously with viewing should be kept to a minimum to allow learners to focus their attention on the video material itself (Lonergan 1990:11).
Present activities before viewing.
It is important to present and explain the tasks to the students before viewing as it helps them to focus their attention more effectively on the particular aspect.
Familiarize yourself with the material.
It is absolutely vital for the teacher to know the material that he or she is to present in the class. It is commendable to view it several times before preferably with a script, familiarize with the language and be ready to answer learners’ alleged questions.
Get to know your equipment.
The success of using VCR (Video Cassette Recorder) in a classroom depends on teacher’s ability to operate it. It is crucial that the teacher be aware of the use of remote control and other refinements in order to lower the possible stress and what-if-something-goes-wrong attitude. For instance, making use of the counter and fast wind/rewind buttons it is easy to locate or skip a desired section of the video.
Show short sequences.
Since authentic video materials are tremendously dense a medium it is advisable to present it in chunks. Lengthy pieces of films may appear to be to complex for students and so active viewing will be likely to suffer. Usually two to three minute sequence is enough and provides a sufficient amount of material to work on for the whole lesson, provided that it is carefully and well selected.
Allow for repeated viewing.
Most often it is not enough for the learners to see the footage only once. If the task involves listening for detailed or specific information, students should be shown the material twice for better comprehension.
Encourage active viewing.
The tasks and activities associated with the particular piece of video must be challenging and encourage students to view the material actively and not passively. It is difficult for learners to undertake an extensive writing or reading tasks while watching the screen thus reading or writing load that is to be performed simultaneously with viewing should be kept to a minimum to allow learners to focus their attention on the video material itself (Lonergan 1990:11).
Present activities before viewing.
It is important to present and explain the tasks to the students before viewing as it helps them to focus their attention more effectively on the particular aspect.
Familiarize yourself with the material.
It is absolutely vital for the teacher to know the material that he or she is to present in the class. It is commendable to view it several times before preferably with a script, familiarize with the language and be ready to answer learners’ alleged questions.
Get to know your equipment.
The success of using VCR (Video Cassette Recorder) in a classroom depends on teacher’s ability to operate it. It is crucial that the teacher be aware of the use of remote control and other refinements in order to lower the possible stress and what-if-something-goes-wrong attitude. For instance, making use of the counter and fast wind/rewind buttons it is easy to locate or skip a desired section of the video.
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