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Weaknesses: Not purposeful and not sufficiently active/ constructive

Before screening the video, the teacher can raise the issues through real-life examples or newspaper articles. From there on, lesson objectives should be explained before going into the lesson proper.

Relevant roles can also be assigned to students and they will be tasked to point out problems they see in the video. Thereafter, video will be screened and students can get into discussion for solutions. Personal experiences are encouraged during the sharing.

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#1: Teacher can prepare a worksheet for students to jot down key points/concepts so that they have something to take away at the end of the lesson. The worksheet can also include scaffolding questions to guide students along. (ZPD) Also, students will be more motivated to be engaged in class as there is a product expected - filled in worksheet.

#2 Apart from #1, teacher can also explain the lesson objectives so students will know what to look out for during the video

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Viewer not mentally engaged:
Teacher can provide scaffolding by raising issues/key points that students should be looking out for while watching the video. This can not only motivate them to pay attention while watching the video but also introduce them to the broad ideas of the video before watching.

Viewer not sufficiently active or constructive:
The teacher can conduct a reflection activity for students to air their views and opinions regarding the video. This could get them to share with their peers and promote more critical thinking while watching.

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Viewer not mentally engaged:

Teacher needs to explain the link between watching the video and the lesson objectives clearly.

Viewer not sufficiently active or constructive.

Teacher can include the video into the lesson more purposefully by setting it as a “Noticing” exercise, where students are asked to look out for (i.e. notice) key information and actively form their own theories as to why the information is as such.

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Viewer not mentally engaged:
The teacher could first ask the class an interesting question as a hook to get them interested in the video. The teacher can also clarify what are the objectives of watching the video, so that students will find the activity more meaningful and will be more motivated.

Viewer not sufficiently active or constructive enough
The teacher can provide guiding questions to guide the students to watch out for particular things. After the activity, the teacher can also let students reflect on what they have learnt from the video.

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1. Viewer not mentally engaged ‐ not purposeful
The teacher could set the lesson objective clearly beforehand. He or she should provide them with questions to think about during the video watching and to be answered after that so that they would be mentally engaged. The teacher should also be aware of the irrelevant parts of the video that he or she should skip and keep the ICT part of the lesson purposeful.

2. Viewer not sufficiently active or constructive enough
Keep the video segment short and use it only as a trigger for further constructive learning orientated activities. The teacher should not use it to replace what could be readily taught/ repeatable in class.

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1) Viewer not mentally engaged:
The teacher can provide guiding questions for students to take note of as they are watching the videos. This will enable students to have a sensing of what are the important points that they have to take note of in the video. It will also be beneficial for the teacher to let students know what the learning outcomes are for the lesson, so students can see the relevance between what is shown on the video, to what they are learning for the day.

2) Viewer not sufficiently active or constuctive enough:
When students can resonate with what they are learning, they will tend to be attentive in class. Henceforth, the teacher can get students to share and discuss amongst themselves how what is shown in the video is relevant to their everyday lives.

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1. Viewer not mentally engaged:

The teacher can provide scaffolding on what to look out for. E.g. provide a worksheet for students to fill up, so that students will know what to look out for in the video

2. Viewer not sufficiently active or constructive enough:

Post-activity should be conducted, e.g. class discussion over the content of the video. The video should not be used in isolation, but rather, as a part of a lesson. If it is appropriate, students can role-play what has happened in the video (e.g. if we use the hawker video for a lesson on graciousness, students can role-play the different characters, and play out behaviours that are more gracious instead). This provides students the opportunity to be active and constructive.

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Viewer not mentally engaged:
To avoid this, teachers can invoke students' personal feelings or any personal encounters they have prior to watching the video so that students are well "in the zone" to be engaged in the videos.

Viewer not sufficiently active or constructive enough:
A good way to encourage students to pay attention to videos and provide constructive feedback is to write down, not too many, just a few questions for students to think about prior to watching the video so that students will be on their toes and keep a look out for pertinent answers to the questions from the video.

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1. Viewer not mentally engaged.
- Teacher can tell students what they can look out for while viewing the video (especially if the video is long).
- If the video is long, then maybe can break them into few parts, with some guiding questions in each part for students to reflect while viewing those videos.
2. Viewer not sufficiently active or constructive.
- Teacher can ask students to share their thoughts on the video and relate them to their past experience.
- Teacher can provide students with a worksheet that they can refer to while watching the video and as they watch, they can jot down important points or concepts.

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1.      Viewer not mentally engaged

o   Students can take down notes, about key learning points from the video.  Teachers are to give specific questions for things to look out for.

2.      Viewer not sufficiently active or constructive

o   Students can build on what they have learnt in the video and apply it to what they observe in their surroundings.

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Viewer not mentally engaged:
The teacher can communicate the objectives of the video before letting the students watch it. For example, the teacher can pose questions to the students so that they can pick out the salient points in the video. If the students watch the video without knowing the reason of watching, they will only learn at the superficial level and will not know what to pick out.

Viewer not sufficiently active or constructive enough:
The teacher can conduct activities for the students to consolidate the learning points from the video. For example, the students can be made to do reflections or be given worksheets to do, or even share about their experiences which are relevant to the video that they watch. This will allow them to be more active in their learning.

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1. Viewer not mentally engaged:
The teacher should try to keep the video segments short and concise, and follow up with the video segment with questions with regards to the key concepts the teacher wants to highlight from the video. With a long video, the teacher could prepare by selecting the segments to be shown to the students, and pausing the video midway to discuss what was shown.

2. Viewer not sufficiently active or constructive enough:
Videos are mainly for a trigger activity or a video illustration of concept.
Trigger activity: the teacher would have to explain what the class is covering, and the work that they would do towards that. The work can be related to the content of the video, but some sort of learning activity definitely has to take place. An example would be asking questions about the video and having a discussion.
Illustration of concept: after illustrating the concept, the teacher would have to indicate what was the main concept covered (since students may forget), and get students to practice using the concept with worked examples or practice questions.

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Minimize weakness 1: Teacher could assign different students to pretend they are different characters in the video and to explain how they felt and what they would have done differently etc. This is so that the students can be directly involved in the watching of the video (active watching), instead of just passively watching the video.

Minimize weakness 2: This is perhaps due to the expectations of the teacher. Should the teacher have specific objectives for the students, she needs to take into consideration their readiness and their interests in terms of their learning profiles. She might want to scaffold the activity of role play, or even include a scaffolded worksheet for the students to write on whilst interacting with the video. This would increase the level of active learning and constructiveness within the sphere of learning.

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Minimizing weakness #1: Have a worksheet while watching the video so that students pay attention to the content of the video.

Minimizing weakness #2: Have a post-video activity with explicit and clear instructions about the required level of response. Should, say, an essay reflection be the post-video activity, state the required length, the content to be covered (perhaps with guiding questions that students are supposed to answer), and the depth of response (for instance, summary is insufficient; students need to weigh the various factors).

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Minimise 1st weakness:
Teacher can pose question(s) before playing the video, perhaps to get them to observe things that are related to a particular concept, so that students will know what to look out for in the video.

Minimise 2nd weakness:
Post-video activity - Individually or in small groups, do a mind map using suitable online platform to link what they have observed. Then can do a gallery walk where students comment on their friends' mind map.

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Minimise weakness 1: Using Google Classroom, have students share their preferred market-ready videos that are relevant to the given topic prior to the commencement of the lesson. Teacher will choose the appropriate video or videos from that list for the lesson.

Minimise weakness 2: Using a tool like Padlet (what we're doing right now) as a form of exit card will ensure that everyone posts something. As other classmates are likely going to read their reflection, the likelihood of students giving constructive feedback will increase, hence promoting acting learning.