Group 5 online correspondence in connection with task 3

http://typewith.me/WxDEIUzXIn

Task 3 - group 5

“Perkim”

Educational dimensions of the videos

The educational goals of this video are vocabulary (wheel, door handle, bittern, knitting, cutlery and canteen). The educational purposes were demonstrated, written and pronounced. The pupils have passive role while watching this video because there are no activating exercises or introduction.  In this video the pedagogical method is learning words. This video is suitable for 4^th to 5^th grade. 

Technical dimensions of the videos

Video image was very bad quality and sound of pronunciation has bad audibility but the music sounds good. The pronunciation must be louder and the video should be clearer and colored.  

Dimensions concerning “English as a second language”

Video title is "perkim", but it doesn’t mean nothing in English. So the title should be in English. We don’t know what is the meaning or theme of this video.  It might be better if there were phonetic symbols. There wasn’t any comment about target group, so we can only imagine. There wasn’t one main theme. We don’t understand the topic theme. What was the point of the character? But the music was good. The background seems quite good, because it was took part in real life places. 

“Hobbies”

Educational dimensions of the video

The educational goals in this video are to teach English. The video is a presentation of different English verbs and examples of the verbs in a sentence.  The students are presentation to the verbs, the pronunciation of the word and they also see the verb used in a context. The pupils can be both active and passive when they are watching the video. They can be seated in a chair and just watch the movie or the teacher can stop the video after every example and maybe repeat and explain. The teacher can also make it a little more exiting and funny by making the pupils emulate the illustrations. Every “verb” starts with an illustration. Then a star appears and spells the word. Afterwards the illustration continues. After about ten seconds the illustration stops and three boxes shows up. The first box with the word, he second box with the pronunciation and the third box with an example of the word in a sentence.  I think that this video will fit in 4-5th. grade. It can be used to presentation verbs to the pupils.

Technical dimensions of the video

The video contains “living pictures”/movies, which illustrate the English word/sentence. These illustrations contain music. They use “speak over” to focus the audience on the English word or sentence. At the same time the music stops. So the instructors show lots of different technical skills.  We don’t know how we could improve the video technical. Like most of the videos in this task it is clear there are not “moviemakers”, so  the video contains some great technical skills.

Dimensions concerning “English as a second language”

There are no misuses of English in the video. The music fits the illustrations. For example the illustration “To take pictures”,  where Pokerface is playing. Characters look like pupils, which is great. The characters match the target group of the video. The location is at a school and outside a school. 

“Cooking lesson”

Educational dimensions of the video

The educational goals of this video are to learn how to make pancakes and salad. The video presents the ingredients by writing, speaking and they are showing phonetics. The speaking and the phonetics don’t fit perfectly together, there are some pronunciation mistakes. The pupils are going to be very passive when they are watching the video, but they will be active when they got a chance to try it out by themselves. When the pupils are watching the video, they can be active by repeat after the speaker in the video. The pupils are learning by watching and listening. This video will fit in 5th to 6th grade, because in Norwegian schools the pupils are beginning with home economics in 5th or 6th grade. 

Technical dimensions of the video

The technical qualities of the video are pretty good, and it’s good how they mix speaking, writing and the phonetics. We think the pronunciation should be better; it should be concord between the phonetics and the pronunciation.  

Dimensions concerning "English as a second language"

They are saying every letters in the words, but some of them are non-sound letters. Example: Cooking lesson, in cooking there should not be so much emphasis on the letter g. We think they could have made a better setting, so the pupils could she in what way they can use it. Maybe they could have a picture of all the ingredients, so the pupils get an overview.

Malin and Mette likes video “Cooking lesson” best, because the pupils can see how to make pancakes and salad, and then it is easier for them to do it afterwards. 

Kristian likes video “hobbies” the most, because of the opportunities it gives the teacher. I would (as a teacher) make the pupils mimic the actors and actually make the different movements.

Liza and Merily likes both  “Hobbies” and “Cooking lesson” because they were better quality and more specific subject and learning purpose than “Perkim”

Common Report

Common report
We analysed three videos: “How to speak in a restaurant?”, „Hobbies“ and “How to Multiply with Your Fingers”.

First videos educational goal was to teach pupils how to speak in restaurant.  It was approached clearly and understandably. The best part of the video was that creators had captured two different ways how to speak in restaurant so that pupils have an opportunity to see both ways and can make their conclusions about which way is the right way.  Though the video is well made it has no worksheet with it so it leaves pupils in a passive role.

Second videos educational goal was to teach vocabulary about hobbies. This video has many good sides. First of all it has been created to different types of learners. This video helps pupils with spatial, kinaesthetic, linguistic, inter- and intrapersonal and maybe even musical intelligences to learn new vocabulary in a fun but yet educational way. Secondly - creators have used phonetic symbols and example sentences to make acquiring new vocabulary easy and logical. It has a worksheet with it and therefore pupils have an active role while watching this video.

Third videos educational goal was to teach pupils how to multiply with their fingers. Though this video gives a good tip for math learners it leaves pupils with a passive role while watching it because there is no activities or worksheets concluded. Therefore we cannot speak about how the educational purposes were approached.

“How to speak in a restaurant?” is based on Communicative Language Teaching Approach. Their lines are not authentic but close to real life situation. Video “Hobbies” is based on direct method as they act, show the phrase, give pronunciation and example sentence as well. “How to Multiply with Your Fingers” is done using deductive method, where the student starts multiplying after getting the rule from the teacher.

The restaurant-video is suitable in the evocation phase to start speaking and acting lesson. The worksheet introduces essential vocabulary that is needed to create dialogues of this topic. “Hobbies” video can also be used to introduce this topic because there are phonetic symbols and they repeat the pronunciation for three times. It can also be used to revise the spelling. The multiplying-video can be used in any phase of the lesson and it can be integrated to math lesson as well.

Our favourite educational video is “How to Multiply with Your Fingers”. We think this is a good video with clear picture and sound, camerawork is well done and is has logical structure. Also we can point out the fact that actors were natural. On the other hand, the bottleneck of this video is the point that students are quite passive while watching this video. They can try multiplying same numbers from the video but they do not have enough time try out their own operation.

All the videos were made with devotion and it reflected from their quality quite nicely. However, the video which was created to teach students how to multiply with their fingers had the best quality of them. It was really nicely captured. Cameraman had done an excellent work capturing this video from different angles.  In addition it also had quite good lighting and it was clear and easy to watch even from the full screen mode. The video makes a really professional impression.

The video which was created to teach pupils how to speak in restaurant was nicely captured and cut. Only thing we would change is subtitles. Since background was quite light subtitles were sometimes hard to read. If the creators like to use white colour for subtitles they should consider using bit bigger font of the letters. But we would still recommend them considering using different colour.

Third video was made most children friendly and very interesting to watch but had too many elements in it. For example there were moments where background activity was going on and then star with the actor and word appeared. It created bit too distracted impression. I would recommend the authors to consider the star with the actor and word(s) to appear without the background activity.

We noticed two mistakes in the “Hobbies” video. There is no “t” in the pronunciation of word dance and in an example sentence to the phrase “to play with dolls” should be “A girl plays with dolls.” Negative side of the multiplying-video is a strong accent.

The restaurant-video’s starts and ends with music, but to set better restaurant mood, there could have been some smooth and calm background music as well. Characters were bit reserved but that is acceptable considering the situation. “Hobbies” video’s songs and locations were chosen to illustrate presentable vocabulary; characters were very lively and enthusiastic. There was quietness in the beginning and in the end of the multiplying-video but there could have been some background music. Characters played well and were natural as we mentioned before. Video’s location and background were suitable for this video because Arne was learning multiplying.

Youtube link

http://www.youtube.com/watch?v=bep6nKw0r8U

Cotech

Reflections during the video production:

It is our conviction that lots of teachers don´t posses the required IT-skills. This is a huge problem in the danish primary school. Often the students are better to handle the computer than the teacher.

Therefore we want to make a instruction video to teachers, which shows how you calibrate your Smart Board, so that Smart Board can be used in the education.

Så gik der en uge med praktisk musisk kursus.

Så gik der en uge med praktisk musisk kursus. Den afsluttende opgave blev til en efterårsfest. Her kommer vi godt rundt omkring KIE-modellen, og gennem alle virksomhedsformerne.

Generelt har ugen været en meget blandet fornøjelse. Det har på mig virket som om, at de havde glemt at der var en net-del der også skulle have kursusset. Så de forskellige underviser lavede lige en hovsa løsning i 11 time.

Forløbet er selvfølgelig også blevet præet af, at der skulle afleveres studieprodukt. Men det er min overbevisning at selv uden det vil kurset ikke være den store succes for net delen.

-PH-

Finish!

Så kom vi i gennem ugen, hvor vi er blevet præsenteret for to kreative fag. Vi har arbejdet med henholdsvis musik og idræt. Vi er bl.a. blevet præsenteret for KIE-modellen, som må siges at være en spændende måde at arbejde på. Den metode kan uden tvivl give god energi i en klasse, hvis det vel og mærke bliver styret på den rigtige måde. Derudover har været fint at blive præsenteret for de fem forskellige virksomhedsformer.

Sikke en dejlig dag det er idag...

Så gik onsdag

Det var så den dag.......

-PH-

Så gik tirsdag

Så gik tirsdag også med et meningsløst kursus på læreruddannelsen, vi har ikke løst nogle af opgaverne endnu men det kommer nok.

-PH-

Praktisk musisk kursus 2010

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