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Tesol Greece 2014

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Information about Tesol Greece 2014
Education

Published on March 15, 2014

Author: EnglishAttack

Source: slideshare.net

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VIDEO CLIPS What  We  Now  Know  About   Teaching  EFL  With   Paul  Maglione,  Co-­‐founder,  English  A@ack!     TESOL  Greece    2014    

Why  Video?   •  Our  brains  are  wired  for  it  à  hunMng  /  danger                                 •  The  human  eye  is  a@racted  to  movement,  even   more  than  our  ears  are  to  sound                 •  Closest  to  life,  to  everyday  human  experience               TESOL  Greece  2014  

  Explosion  of  social  networks,  online  services   and  new  content  is  making  video  a  BIG  part   of  our  everyday  lives.   TESOL  Greece  2014  

New  devices  make  video  accessible     anywhere,  any  Mme.  

Online  video  is  transforming  educaMon   For  anything  that  lasts   more  than  30  seconds   —  or  any  explana7on   —  it  makes  sense  to   have  it  in  video  form.     •  10  million  students  per  month   •  300  million  lessons  viewed   KHAN  ACADEMY    

What  about  video     in  the  context  of  EFL?  

High  variance  in  English  proficiency  levels   across  naMons:  what  can  explain  it?   Smaller  countries  with  “difficult”   languages…BUT  ALSO:  television  and   movies  not  dubbed  in  local  language   PORTUGAL  is  top-­‐ranked  “La7n”   country…  also  does  not  dub  US/UK   films  into  local  language  

Lowest-­‐ranked   countries  tend  to   be  “cut  off”  from   Anglophone  culture   and  media  for   cultural  and/or   poli7cal  reasons.   “Western”  na7ons  where  TV   series  /  films  are  dubbed  into   local  language   High  variance  in  English  proficiency  levels   across  naMons:  what  can  explain  it?  

Exposure  to  English   For  learners  not  living  in  an  English-­‐speaking  country,  regular  exposure  to   spoken  English  through  video  is  the  easiest,  most  effecMve  way  to  create  the   neural  pathways  that  facilitate  language  learning.  

Why  Video?   WHAT  and  HOW  Video?  

Step  1:   What  is  your     objecMve  in     using  video?     SMmulaMon   A@enMon   Interest   MoMvaMon   Engagement   ApplicaMon   RepeMMon   Usage     LEARNING    

SMmulaMon   A@enMon   Interest   MoMvaMon   Engagement   ApplicaMon   RepeMMon   Usage     LEARNING    

Graded  or  AuthenMc?   •  BeVer  at  sparking  emo7on  à  creates  the   intellectual  opening  for  learning  to  occur   •  Huge  choice  means  we  can  mo7vate   anyone  according  to  their  interests   BUT:   -­‐  Impossible  to  shoehorn  into  structures  like   CEFR   -­‐  If  not  packaged  properly,  can  be  too   difficult  for  beginners   •  Can  be  7ghtly  targeted  at  specific   skills  or  tasks   •  Created  for  specific  levels  /   consistency  re  level   BUT:     -­‐  Produc7on  values  /  entertainment   o[en  lacking   -­‐  Can  be  perceived  by  learners  as   “talking  down”  to  them  

Subject  MaVer  of  Authen7c  Video   (in  order  of  popularity  with  English  AVack!  users)   1.  Current  Movies     2.  TV  Series     3.  Music  Videos     4.  Documentaries   5.  How-­‐To    

Subject  MaVer  of  Authen7c  Video   Other  topics  of  interest   •  News  (“evergreen”  best,  normal   headline  stories  age  fast)   •  Business  (movie  scenes  can  be   effec7ve)   •  AdverMsing  (especially  crea7ve  /   humorous  extended  ads)   CHOICE  =  AUTONOMY  =  MOTIVATION    

Ideal  length   •  Too  short  (sub-­‐1  minute):  liVle   chance  to  absorb  dialogue  in  context   •  Too  long  (5  minutes+)  :  too  many   linguis7c  elements  upon  which  to   focus  à  confusion   •  Ideal  length  is  between  1  and  3   minutes     –  Average  length  of  Youtube  video  is  4   minutes   –  87%  of  video  shared  on  Facebook  is   between  1  and  4  minutes  long  

Difficulty  Level   •  Subject  maVer   •  Vocabulary   •  Speech  speed   •  Speech  clarity   •  Accent   •  Idioms   •  Slang   •  Visual  clues   •  Is  there  a  story  or  an   understandable  context?     Related  exercises  need  to  be   calibrated  to  the  video’s   intrinsic  difficulty  level  

Difficulty  vs  Content   •  Our  experience  to  date  shows  that  the   content  type  is  the  primary  mo7vator.   Learners  don’t  mind  a  difficulty  “stretch”  if  the   video  content  is  of  interest  to  them.     5,580,000  searches   22,000,000  searches   (learn  English)   (songs  in  English)   Google  France  searches:  

SubMtles?   Can  with  comprehension  but   creates  listening  “tune  out”  in   favor  of  reading.   So  call  me  maybe..   Donc  appelle-­‐moi  peut-­‐etre…   ♫  ♪  ♬♭  ♭   ♫  ♪  ♬♭  ♭   English   L1   None   Great…  if  you  want  learners  to   improve  their  L1  reading  skills.   Full  emo7onal  impact  of   source;  no  skills  confusion;   forces  learner  to  focus  and  to   look  for  visual  clues.  

Video  Transcript?  •  Be  clear  on  purpose   of  providing:  to  work   reading  skills         •  Thus,  do  not  mix   with  gist   comprehension   exercises  à  provide   only  sequen7ally,   a[er  listening  skills   have  been  covered       •  Can  be  used  for   Detail   comprehension  and   to  prac7ce  scanning   for  informa7on.  

SMmulaMon   A@enMon   Interest   MoMvaMon   Engagement   ApplicaMon   RepeMMon   Usage     LEARNING     Moving  from   engagement   to  applicaMon  

Structuring  the  Video-­‐based  lesson   •  The  fun-­‐factor  of  video  should  not  obscure  the   need  for  a  pedagogical  structuring  of  the   video-­‐based  lesson.     •  The  sequencing  of  a  video-­‐based  lesson  must   be  planned  as  carefully  as  any  other  lesson     Gist   Comprehension   Listening   Skills   Detailed   Comprehension     Vocabulary   Grammar     &  Usage   TESOL  Greece  2014  

Structuring  the  Video-­‐based  lesson   •  Pre  /  Tasks  /  Post  /  jumping-­‐off  point  for  class   discussion     PRE     TASKS     POST    •  Summary   •  Target  Vocab   •  Prac7ce  Games   •  Discussion   TESOL  Greece  2014  

Structuring  the  Video-­‐based  lesson   •  Error  Correc7on  /  Posi7ve  Reinforcement     TESOL  Greece  2014  

Structuring  the     Video-­‐based  lesson   •  Score  vs  Grade:   integra7ng  the   mo7va7onal  dynamics  of   gamifica7on  into  the   video  exercise  scoring   logic     TESOL  Greece  2014  

Structuring  the  Video-­‐based  lesson   •  Providing  assistance  à  dic7onaries,  transla7on     TESOL  Greece  2014  

Structuring  the  Video-­‐based  lesson   •  In-­‐class  vs.  Homework     Requirements:  interac7vity,  good  design,     visibility,  s7mula7ng  content   Requirements:  large  selec7on  of   s7mula7ng  content,  Teacher  Tools  for   assignment  and  compliance  monitoring    

  SMmulaMon   A@enMon   Interest   Engagement   MoMvaMon   ApplicaMon   RepeMMon   Usage     LEARNING     ConsolidaMng   intake  with   repeMMon  

Achieving  RepeMMon  for  MemorizaMon   Prac7ce  Game:  Swap  Mania   Prac7ce  Game:  Word  Rescue   Prac7ce  Games  are   dynamically  driven  by   target  vocabulary   items  in  learning  units  TESOL  Greece  2014  

SMmulaMon   A@enMon   Interest   MoMvaMon   Engagement   ApplicaMon   RepeMMon   Usage     LEARNING     Finally,  locking   in  acquisiMon   through  usage  

Making  video-­‐based     learning  Social   •  Pos7ng  comments   •  Facebook     •  TwiVer   TESOL  Greece  2014  

AuthenMc  video  is  a  great  spark  for     in-­‐class  discussion   Vocabulary  Storyline   Grammar   Themes  

Sample   Video     Lesson   Intermediate   Level  

Pre-­‐Task   Target  Vocabulary   Clip  Summary   Task  Set-­‐Up  InstrucMon  

First  Exposure  to  Video  Clip   Learners  can  start,   pause,  and  replay  video  

Gist  comprehension  exercise  set-­‐up  

Gist  comprehension  exercise   Video  resource   Expandable  vocab  resource   Instant  error  correcMon  

Gist  comprehension  exercise  debrief   IntersMMal  Score   PosiMve  Reinforcement  

Listening  exercise  set-­‐up  

Listening  exercise   Learners  can  do  the   exercise  in  parallel  with   video  playback   Gap-­‐filling  from  three  similar-­‐ sounding  alternaMves  actually   completes  the  transcript,  which   will  be  available  for  next  exercise.  

Listening  exercise  debrief  

Detail  comprehension  exercise  set-­‐up  

Detail  comprehension  exercise   Full  video  transcript  available  as   a  resource;  learners  can  either   review  video  or  scan  transcript   to  find  details  in  exercise.  

Detail  comprehension  debrief  

Vocabulary  exercise  set-­‐up  

Vocabulary  exercise   Vocabulary  resource   automaMcally  switches   to  selected  answer   opMon   Vocab  exercise:   using  target  lexis   in  similar  story   context    

Vocabulary  exercise  debrief  

Grammar  /  Usage  exercise  set-­‐up  

Grammar  /  Usage  exercise   Sample  line  of   dialogue  taken  from   video  clip   ExplanaMon  as  to   why  this  form  was   used   Exercise  working   same  grammar  or   usage  concept   (with  instant   answer  feedback)  

Grammar  /  Usage  exercise  debrief  

Video  Booster     Debrief  screen   Points  total  and   breakdown   Learn-­‐o-­‐Meter   Learner  comments   RecommendaMons   for  further  lessons   Coaching   instrucMons  

Post-­‐task:  PracMce  Games   Lexical  items  from   the  video  clip   DefiniMon  clues  and  sample   sentence  reveal  

Post-­‐task:  In-­‐class  or  Online  Messenger  discussion   •  How  would  you  feel  about  asking   your  parents  for  money  if/when   you  are  an  adult?   •  How  would  you  feel  about  your   son  or  daughter  asking  you  for   money  when  they  are  adults?   •  Have  you  even  had  someone  try   to  discourage  you  from  your   dream  occupa7on  or  goal?   Describe  what  that  felt  like.     •  What  does  “Being  A  Man”  mean   to  you?   Sample  Class     Discussion  Topics  

User  feedback  

Conclusions   •  Video  is  a  powerful,  emo7ve  s7mulus  to  learning.   •  Short-­‐format  authen7c  video  without  sub7tles   can  be  a  highly  mo7va7onal  and  effec7ve   pedagogical  tool  for  helping  build  EFL/ESL   competence.   •  Video-­‐based  lessons  need  to  be  engineered  just   as  carefully  as  any  classroom  lesson,  with  pre-­‐   and  post-­‐tasks  and  a  natural  flow  from  exposure   and  gist  comprehension  through  to  more  detailed   or  nuanced  skills.   •  Specialist  online  learning  plaoorms  such  as   English  AVack!  package  authen7c  video  together   with  exercises  to  offer  a  huge  choice  of  learning   units  of  all  difficulty  levels  across  many  topics  and   categories.     Paul  Maglione,  Co-­‐founder,  English  A@ack!  TESOL  Greece    2014    

License  packages   English  AVack!  is  a  “freemium”  site,  with  Free  Trial  content  available  free  of  charge.   Access  to  all  content  and  func7onali7es  is  available  under  several  license  plans:       English  A@ack!  for  Companies   Flexible,  Company  co-­‐branding,   trainer  packages,     possibility  of  specialist  content.       English  A@ack!  for  Schools,   Language  InsMtutes,  UniversiMes   Flexible,  affordable,  school  co-­‐ branding,  Teacher  Tools   Independent  Teacher  License   Full  suite  of  Teacher  Tools;  for   situa7ons  where  learners  will  pay   for  their  own  Premium  access.   Contact  us  at  pro@english-­‐a@ack.com  to  set     up  a  pilot  program  in  your  school  or  company  

•  English  AVack!   •  English  AVack  Blog   paul.maglione@english-­‐a@ack.com   •  English  AVack  for  Schools   •  English  AVack  for  Companies   For  more  informaMon:   infogreece@english-­‐a@ack.com  

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