Lesson 12

The Power of Film, Video, and TV in the Classroom

“Next to the home and school, I believe television to have a more profound influence on the human race than any other medium of communication” - Edgar Dale

The Film, the video, and the TV are indeed very powerful. Dale (1969) says, they can:

-  Transmit a wide range of audio - visual materials, including still pictures, films, objects, specimen, and drama.

-  Bring models of excellence to the viewer.

-  Bring the world of reality to the home and to the classroom through a “live” broadcast or as mediated through film or videotape.

-  Make as see and hear for ourselves world events as they happen.

-  Be the most believable news source.

- Make some programs understandable and appealing to a wide variety of age and educational levels.

- Become a great equalizer of educational opportunity because programs can be presented over a national and regional network.

- Provide us with sound and sights not easily available even the viewer of a real event through long shots, close up, zoom shots, magnification and split screen made possible by the TV camera.

- Can give an opportunity to teachers to view themselves while they teach for purposes of self-improvement.

- Can be both instructive and enjoyable. 

While the film, video and TV can do so much, they have their own limitation

- Television and film are one-way communication device. Consequently, they encourage passivity.


- The small screen size puts television at a disadvantage when compared with the possible size of projected motion pictures.


- Excessive TV viewing works against the development of child's ability to visualize and to be creative and imaginative, skills that are needed in problem-solving.

- There is much violence in TV.

Basic Procedure in the Use of TV as a Supplementary Enrichment

1. Prepare the classroom.

2. Pre-viewing Activities

a. Set goals and expectation.

b. Link the TV lesson with past lesson and / or with your student's experience for integration a relevance.

c. Put the film in context.

d. Point out the key points they need to focus on.

3. Viewing

a. Don’t interrupt viewing by inserting cautions and announcements you forget to give during the previewing stage.

b.  Just make sure sights and sounds are clear. 

4. Post-viewing

To make them feel ease begins by asking the following question:

a. What do you like best in the film?

b. What of the part film makes you wonder? Doubt?

c. Does the film remind you of something or someone?

d. What question are you asking about the film?

- The film, video, and TV are powerful instructional tools.

- When they are used appropriately and moderately, they can make the teaching-learning process more concrete, lively, colorful and interactive.

- Misuse and abuse of their use in the classroom and even at home have far-reaching damaging effects in the development of children’s imaginative and thinking powers and sensitivity to human life.

The Effect of TV

- We agree that the TV can give a more accurate, more lively and more colorful presentation of a difficult topic in physics for instance when the one who teaches the topic is inexperienced and can only make use of still pictures in black and white as a visual aid.

- We are aware of the numerous educational benefits of the use of the TV.

- The effect of TV depends on how it is used.

- When used in excess, it can also impair the development of children’s ability to visualize, being creative and imaginative. Worse, is when children get exposed to violence in TV.

Social psychologist Craig A. Anderson gave this testimony to the US senate on March 21, 2000:

“The Media violence effect on aggression is bigger than the effect of exposure to lead on IQ scores in the children, the effect of calcium intake on bone mass, the effect of homework on academic achievement, or the effect of asbestos exposure on cancer… high exposure to media violence is a major contributing cause of the high rate of violence in modern U.S. society.”

Let us use the TV appropriately and moderately so that we can take advantage of its advantages and mitigate its disadvantages.

Using Video in the Classroom

Does video have a place in the classroom?

According to a 1992 study conducted by Synergy Broadcast Systems, “Video in the classroom is an important tool used to support the four key components of learning.”

Four Key Components

·         Active Engagement

·         Participation in Groups

·         Frequent Interaction and Feedback

·         Connection to Real-World Experts

Why Use Video in the Classroom?

- We remember 70% to 90% of what we see, hear and do.

- Using video, creating content and producing an end result that will allow students to do all three.

Technology has changed

- Due to changes in technology, video tools are more accessible than ever before.

- Students will be using technology throughout the course of their scholastic career. The sooner they have access, the better.

Ways video helps assist classroom assignments:

•   Supports differentiation

•   Stimulates classroom discussion

•   Reinforces readings

•   Provides creative output

•  Allows students to interact with classrooms throughout the world

Recommended Video Tools and Resources

•       iMovie

•       Sony Vegas

•       Animoto

•       Gizmoz

•       YouTube

•       Jing

Advantages

- Video can be utilized to illustrate how something works.

- Video provides information in detail that text and graphic         cannot.

- Video can grab student’s attention.

- Video can show real life examples.

- Video stimulates discussions.

- Video can appeal to the learning styles of visual learners.

- Video could enhance problem-based learning.

Using Film in the Classroom

At Film Education, we believe that films is a power tool than can help learners understand and access that world and other worlds.

•   Real and imagined.

•  Parts of our remit is to encourage young people to learn by viewing and to be critical consumers of what they see an ability and analyses film is an empowering skill and one that is increasingly important for young people.

•  Film Education's website and materials offer teacher a wealth resource for incorporating film in to the curriculum.

•  With the advance in technology. it has never been easier to use or create films in classrooms from elementary school to high school.

•  Let face it. using film- whether watching them or actually making them- is often a heat motivator for students of all ages.

• There are teacher all over the world who are including you tube or film clip in their lesson.

3 tips for using film in the classroom

1. You tube is your friend, but Clean tube is better.

2. Keep it short and upbeat, generally there's a law of                 diminishing returns regarding the length of film.

3. Use it at the start or the end of the lesson.

3 tips for making films in class

1. Teaching students how to make film.

2. Build in play time let students muck around with the                 different titles and effect.

3. Sometimes, it’s not about quality it’s all about the story.

How can Film help you teach English?

•  Learning from films is motivating and enjoyable.

• Film provides authentic and varied language.

• Film gives a visual context.

• Variety and flexibility.

• Exposes the student to spoken language.

• Useful in teaching vocabulary.

• It contextualizes language through the flow of images, making it more accessible.

• Film also offers an enlargement of our knowledge of the world and the cultures that it contains.

How to use Films in Teaching

1. Find something you like.

2. Choose something you can understand 70-90% (without         subtitles or other help).

3. Don’t use subtitles in your own language.

4. Watch several times.

5. Start with English subtitles, then watch again without               subtitles.

6. You don’t have to spend a lot of time ten minutes a day is       better than nothing.

Lesson 11

Making the Most of Community Resources and Field Trips

Field trips offer an excellent bridge between the work of the school and the work the world outside.

Experiences of Teachers Regarding Field trips

“I took a group of students to the local museum. We just wandered from corner to corner without anything specific to look for. I was an experience but it did not connect with any specific lesson objective.”

“The whole trip was a mess. Some lost their way and arrived very late. Others arrived at the place much earlier and were inconvenienced waiting for the arrival of the others. Anyway, everybody enjoyed the picnic.”

“The students enjoyed the field trip. But when I asked to relate what they saw to our lesson, they were not able to connect.”

Planning a Field Trip

1. preliminary planning by the teacher

2. preplanning with others going on the trip

3. taking the field trip itself

4. post-field trip follow-up activities

For Preliminary Planning, by Teacher, Brown (1969) proposes the following:

- Make a preliminary contact, tour final arrangements with the place to be visited.

- Make final arrangements with the school principal about the detail of the trip: time, schedule, transportation arrangements, finances, and permission slips from parents.

- Make a tentative route plan, subject to later alteration based on class planning and objectives.

- Try to work out mutually satisfactory arrangements with other teachers if the trip will conflict with their classes.

- Prepare preliminary lists questions or other materials which will be helpful in planning with the students.

- Discuss the objective of the trip and write them down. The main objectives should be included in the permit slip give to the parents and should be consulted later when the trip is evaluated.

Educational Benefits Derived from a Field Trip

1. The acquisition of lasting concepts and change in attitudes are rooted in concrete and rich experiences. Field trips are opportunities for reach and memorable experiences which are fundamental to learning that lasts.
   
   
2. Field trips bring us to the world beyond the classroom. The real-world connection is more work but the benefits of broadening teaching beyond textbooks far outweigh the little bit of time it takes from a teacher’s schedule.
   
   
3. Field trips have a wide range of application. It is not meant only for children, it is for adults also. It is not only meant for the social science subjects, it is for all other subjects as well.
   
   
4. It can bring about a lot of realizations which may lead to changes in attitudes and insights. The field trip “can nurture curiosity; build a zest for new experience, and a sense of wonder.” (Dale 1969)

Preplanning with Others Joining the Fieldtrip

Other people accompanying the group need to be oriented on the objectives, route, behavior standards required of everyone so they can help enforce these standards. These maybe parents who will assist the teacher, other teachers and/or school administrator staff;

Taking the Field Trip

Distribute route map of places to be observed. Upon arriving at the destination, the teacher should check the group and introduce the guide. Special effort should be made to ensure that :

•       The trips keep to time schedule

•       The students have the opportunity to obtain to answers to           questions.

Distribute route map of places to be observed. Upon arriving at the destination, the teacher should check the group and introduce the guide. Special effort should be made to ensure that :

•       The group participants courteously in the trip

•       The guide sticks closely to the list of questions

Lesson 10

Demonstration

    Like role-playing and pantomime of the dramatized experience, demonstration is also something very handy. It requires no elaborate preparation and yet as effective as the other instructional materials when done properly.

(According to Webster’s International Dictionary)

     It is define as, “A public showing emphasizing the salient merits, utility, efficiency, etc, of an article or product…”

    In teaching it is showing how thing is done and emphasizing of the salient merits, utility and efficiency of a concept, a method or a process or an attitude.

Guiding Principles (Edgar Dale 1969)

1. Establish rapport.

•     Greet your audience.

•     Make them feel at ease by your warmth and sincerity.

•    Stimulate their interest by making your demonstration and       yourself interesting.

•     Sustain their attention.

2. Avoid COIK fallacy (Clear Only If Known).

• What is this fallacy? It is the assumption that what is clear to the expert demonstrator is also clearly known to the person for whom the message is intended.

• To avoid the fallacy, it is best for the expert demonstrator to assume that his audience knows nothing or a little about what he is intending to demonstrate for him to be very thorough, clear detailed in his demonstration even to a point of facing the risk of being repetitive.

Planning and Preparing For Demonstration

Brown (1969)

2. 1.  What are our objectives?

2.  How does your class stand with respect to these objectives. This is to determine entry knowledge and skills of your students.

3.  Is there a better way to achieve your ends? If there is a more effective way to attain your purpose, then replace the demonstration method with the more effective one.

4. Do you have access to all the necessary materials and equipment to make the demonstration? Have a checklist of necessary equipment and material. This may include written materials.

5. Are you familiar with the sequence and content of the    purposed demonstration? Outline the steps and rehearse your  demonstration.

6.  Are the time limits realistic?

Point to Observe in the Demonstration

Dale (1969)

  1. Set the tone for good communication. Get and keep your audience’s interest.

  2. Keep your demonstration simple.

  3. Do not wander from main ideas.

 4. Check to see that your demonstration is being understood. Watch your audience for signs of bewilderment, boredom, or disagreement.

5. Do not hurry your demonstration. Asking questions to check understanding can serve as a “brake”.

  6. Do not drag out demonstration. Interesting things are never dragged out. They create their own tempo.

  7. Summarize as you go along and provide a concluding summary. Use chalkboard, the overhead projector, charts diagrams, PowerPoint and whatever other materials are appropriate to synthesize your demonstration.

  8. Hand out written materials at the conclusion.

Questions to Evaluate Classroom Demonstration

Dale (1969)

• Was your demonstration adequately and skillfully prepared? Did you select demonstrable skills or ideas? Were the desired behavioral outcomes clear? 

• Did you follow the step-by-step plan? Did you make use of additional material appropriate to your purposes- chalkboard, felt board, pictures, charts, diagrams, models, overhead transparencies, or slides?

• Was the demonstration itself correct? Was your explanation simple enough so that most of the students understood it easily?

• Did you keep checking to see that all your students were concentrating on what you were doing?

• Could every person see and hear? If a skill was demonstrated for imitation, was it presented from the physical point of view of the learner?

• Did you held students do their own generalizing?

• Did you take enough time to demonstrate the key points?

• Did you review and summarize the key points?

• Did your students participate in what you were doing by asking thoughtful questions at the appropriate time?

• Did your evaluation of student learning indicate that your demonstration achieved its purpose?

Summary:

        Good Demonstration is an audio-visual presentation. It is not enough that the teacher talks. To be effective, his/her demonstration must be accompanied by some visuals.

Actual Conduct of Demonstration

1.     Get and sustain the interest of the audience.

2.     Keep the demonstration simple, focused and clear.

3.     Do not hurry nor drag out the demonstration.

4.     Check for understanding in the process of demonstration.

5.     Conclude with a summary.

6.     Hand out written material at the end of the demonstration.