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[Hyunsun]Narrate the Youtube with no words

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[Hyunsun]Narrate the Youtube with no words

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1. The teacher shows a youtube video which includes no (or very limited) words in it.
2. While the teacher plays it for the second time, students narrate what happens in the video about each scene at the same time. (For example, the teacher can use the videos including how to cook authentic Korean food, how to clean a very filthy oven, how to bathe a newborn baby, and so forth.)

3. In the next session, the teacher lets each student make a “how to” video without words in it.
4. Then the teacher makes pair groups and asks the student to narrate the partner's video with detail while playing it at the same time.

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SUB) 구석구석 깨끗한 집청소 브이로그ㅣ부지런히 보낸 설연휴ㅣ겨울 장식 정리, 양갱만들기, 비프스트로가노프ㅣClean with meㅣHoliday Vlog

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The student introduces his/her room(or house/work place) to the teacher using zoom. The teacher spontaneously asks some open-ended questions such as “Can you tell me about your favorite place/thing  in your house? Why do you like it?” “Please tell me more about that picture.” Like this way, the teacher can generate diverse advanced level questions such as description, how- to, present narration, past narration, and so on. The whole process is recorded without any rehearsal nor pre-written script.

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(Scenario) A group of students plan a field trip. And one leads the planning and other students in the group freely contribute ideas on itinerary, activities to do, food to eat, transportation, etc. (at least, advanced level: giving instructions). Unfortunately, 1-2 students could not make the meeting, so the group of students decided to record their entire discussion and send the link of the video to the students who could not attend the meeting to let them know what kinds of things were discussed and what to bring for the field trip.

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DLIFLC students have homework everyday which takes 2-3 hours. So receiving a 'homework pass' to eliminate homework of the day is a big thing. Using video that has questions related to the topic of the lesson (e.g. Korean garbage recycling system), students begin at the starting point, where they can find a QR code directing them to the question (in the video). Each video (made by the teacher) has a question and provides hints to the next location. In groups, students find the hidden QR codes to proceed to the next question, and eventually get to the final point. Whichever group finishes first by answering all questions will receive the 'homework pass' that they can use later.

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A debate starts with a topic related to controversial social issues. The class is divided into three groups: the affirmative, the negative, and the judges.

The affirmative and negative groups are given 5-10 minutes to discuss the topic and research the issue – these within-group discussions are video-recorded.

After the discussion, the affirmative argues for the issues being presented, then the negative argues against the resolutions. Each group takes turns, and the whole debate process is recorded. The judges vote for the winner group of the debate at the conclusion.

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[So Young] Semester-long video thread project

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[So Young] Semester-long video thread project

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A language instructor can use a video recording as a semester-long project.

Each student is in charge of a topic covered in each chapter of a textbook. The student visits and introduces a place related to the topic or interview a native speaker of the TL who is familiar with the topic. After the student uploads his/her video recording to a virtual course room or platform, the rest of the class responds to this video by creating a video thread of his/her own.

For example, when the topic of the chapter is ‘campus life,’ the student who is assigned for this topic may introduce a student union building or cafeteria in his/her video, then other students respond by creating another video that includes their reaction to those places or another important place to know to live on campus.

This video thread project will boost students’ interactions and speaking practice outside of the language classroom.

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Although it's not innovative, I usually ask some questions about how well students understand the content of any kind of video. Then, set up one or two opposing arguments in the video and have them discuss it using the breakout rooms. It depends on the number of participants, but usually one moderator is selected and the rest of the students stand in favor and against each other for discussion. Then, I have the moderator of each breakout room give a summary presentation of the discussion after returning to the main room.

We can also use a web tool like EdPuzzle in utilizing video. The program cuts out unnecessary parts of the video and asks questions in the necessary parts to assess whether students have understood the video we have provided. We can identify how well they understand by tracking the history of the learning process using video.

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선택 2022 = 검찰총장 윤석열 vs 전과4범 이재명 / 정중규  (Choice 2022 = Former Prosecutor General Yoon Seok-yeol vs. Criminal with 4 previous convictions Lee Jae-myung)

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[DC] Let's vote!!!: Presidential Election Campaign

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[DC] Let's vote!!!: Presidential Election Campaign

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Objectives:

I. The cultural activities enable students to practice speaking remarks and answers.

II. Instructors are able to capture and assess speaker's  proficiency by comparing a video in unrehearsed contexts with that in rehearsed ones.

Activities:

I. Instructors prepare for debates for presidential candidates.

a.       Instructors first select three core topics such as issues on solutions to the housing problem in Korea that the presidential candidates will focus on as their arguments during the debates.

b.       The instructors make video recordings asking students' thoughts on these core topics, assuming that each student is a presidential candidate.

II. Students prepare for a debate:

a.       Each and every student undertakes research on their individual campaigns and prepares an opening remark that includes three main issues or ideas previously asked by instructors. The students plan, design and do video recording of their opening remarks. Use an online video editor such as Clipchamp, if needed.

b.       This rehearsed video will be played from the beginning of the debate and later compared with the unrehearsed video that the instructor previously took.

III. Students debate on issues:

a.       Debate on issues after showing candidates’ pre-recorded videos. Candidates’ responses are based on question prompts provided by a moderator.

b.       Closing remarks.

c.       Exit: Comparisons of all speeches.

d.       Assessments which are then followed by the election. All instructors are voters!

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[Josephine] strategies for using video recordings to capture advanced, or even superior, proficiency in unrehearsed, interpersonal contexts

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[Josephine] strategies for using video recordings to capture advanced, or even superior, proficiency in unrehearsed, interpersonal contexts

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-historical figure presentation with a use of Youtube
-flipgrid for video recording as part of homework
-post activity for field trip
-tech guru - a way of introducing and motivating other students