It doesn’t matter that we’ve moved to Daylight Savings Time, we are all actually on “Corona time”.
Who knows how long this will last…
Now that my Deaf and hard of hearing adolescent students (some of whom NEVER do any school work at home) have to study from their bedrooms/living rooms or kitchen tables, I needed an amusing prompt to enable me to discuss study habits with them.
It turns out having a blog is quite useful for finding forgotten goodies. I learned of this video years ago on Sandy Millin’s Blog.
Just what I was looking for.
I can use it with all levels because this video works best without sound and without students reading the captions.
All you need to do is watch the video and ask the students what they do. The video is very clear.
The mustard dripping on the notebook is a great touch!
Honestly, even if your students hear EXTREMELY well, you don’t want the sound here.
I did prepare a written “companion” to the discussion because I need that with my students. I’m not sure I can call it a proper worksheet because the level of complexity is mixed. But it wasn’t designed to be done by a student working independently. In any case, I’m adding the downloadable file below.
The following video lesson is meant to be done with soundtrack turned off! Everything relates to the visual input. The video does have a lovely soundtrack but my students are Deaf and hard of hearing, remember?
There’s nothing like taking an in service training course to get one moving out of the comfort zone and trying something new. I’ve been using EDPUZZLE extensively for all my video lessons for quite a while but the course encouraged me to explore new options. So this video lesson was made using iSLCollective
iSLCollective is really easy to use! There are varied question types to add and a transcript of the questions is automatically generated below the video. That’s a really helpful feature if you want to choose a ready-made video lesson from the website itself – you don’t have to watch an entire video in order to inspect the questions. However, there doesn’t seem to be the option of adding two questions to the same stopping point like Edpuzzle has. Both programs allow you to crop the videos and they both have good tech support. They both have a replay option, but in Edpuzzle it is added automatically while in iSLCollective you add it on your own.
Edpuzzle lets you create classes to track your students’ progress, but I don’t use that feature. I embed the videos into the Edmodo we use and do the tracking there. iSLCollective has a very large collection of lessons to choose from (organized by categories) and when you create a lesson you must fill in information to help categorize your lesson. I actually had trouble with that part, especially as this particular video lesson doesn’t focus on one easily categorized topic such as “prepositions” (I had a video lesson on that a while ago…).
So, what does it focus on?
This video lesson was planned for struggling learners studying for the Module C matriculation exam, which includes a section on writing an informal letter (these students have accommodations). It is not easy for them and we are practicing writing letters a lot. The video ties in with letter writing in several ways:
* Presenting a visual aid to help the students remember that the word “letter” does not only refer to the kind of letter they are writing but to letters in alphabet. These students tend to remember (if at all) only one meaning for words.
* The students tend to see the phrase they use in their letters as one word “I miss you”. This video lesson has repeated use of the word “missing”, not as part as that phrase.
* Exposure to some new vocabulary in a meaningful, visual context. Many of my students do not pick up any vocabulary from their surroundings, (incidental learning) due to their hearing loss. I always try to include some vocabulary that we aren’t currently studying (and may never study!) as exposure. In the case, the words “embark” “journey” and “ukulele” appear in the video.
Thinking Skills – Distinguishing Different Perspectives
These students are required to read a short topic and then write an informal letter from the point of view of that person. For example “David is studying art in Italy for a year. He writes a letter to his parents in Israel about his experiences. Write David’s letter”. Some of these students have hard time writing from another person’s perspective. We discuss this quite a bit. In the video we see how the woman sees the letter “u” missing all around her, while the man is missing the letter “I”. The video gives us an opportunity to repeat the discussion (which the students need) but from a different angle.
This video is just a great opportunity for a bit of fun with words! The way the light in the windows form the word “city”, the way the sea looks like the letter “C” and the beehive has the letter “B” plastered over it. There aren’t questions on each pun, but this activity is meant to be done together in class so it can be discussed. It’s nice to have fun!
Note – I first learned of this video from the Film English blog, a blog well worth following. If you are looking for an additional lesson plan for students with this video, I suggest visiting Cristina’s blog, Blog de Cristina .
There’s never enough time at school to talk about some things. So many truly pressing issues take priority. And aren’t we are all in a hurry to get home at the end of the day?
Or maybe issues such as “balancing all the ways a teacher should ideally be meeting the students’ needs” simply seem obvious to everyone. No point in discussing obvious things, is there? That’s what blogs are for – I shall hold an imaginary staff meeting. Perhaps you’ll join me?
At my imaginary staff meeting, everyone is sitting comfortably, sipping their favorite beverage and not worrying about the time (I did say imaginary…) I would begin by showing the following powerful video. Without uttering a single word, this video manages to be truly moving and to raise several issues worth discussing. I’ll settle for discussing the following one.
In what ways do teachers strive to keep the balance in their classes between letting students express themselves and learning the material that must be learnt? On one hand, when watching the video, it’s truly heartbreaking to see the child’s creativity being snuffed out. The child literally loses her colors! On the other hand, we are doing children a big disservice if we don’t teach them how and when to follow rules. If you don’t learn to form your letters in the standard, accepted way, no one will be able to read what you have written. If you don’t learn the importance of coming to class on time (because perhaps you stopped to watch your street musician) you may have a hard time holding a job in the future.
We like to think of book reports or projects as opportunities, or outlets, for students to express themselves, but is that enough? I teach in the format of a learning center, which enables students to get up and move around during the lesson, and do a little “happy dance” if they need to. Which is something I’m pleased about but I don’t think that’s the point either.
If we return to the video for a minute, think what would have happened if the teacher had responded differently to the little girl’s drawing. Perhaps she could have said that she would create a folder for the child’s lovely artwork so it could be kept and admired but now she also needs to practice her letters. Otherwise no one will be able to understand what she writes. In other words, the teacher tries to get her to see the point of what she is asked to do, gets her on board with the rationale.
Isn’t understanding the point of what you are doing a critical step in taking ownership of your learning? Then, perhaps, it would be much easier to find the balance between academic learning and self-expression. It is, of course, easier said than done. Teachers have to prepare students for high stakes exams. Sometimes the reason for doing something is “it’s on the exam…”
Then again, perhaps the whole take away from a teacher’s perspective should be that making the student feel noticed and special can make a world of difference. It can let her keep hearing the violin play in her head!
What would you say if you attended my imaginary staff meeting?
Veteran teacher Marlene Saban has kindly sent me a video lesson to share on the blog. She teaches both junior-high & high- school. A reading passage about a special camp (run by special people!) devoted to bringing some joy to the lives of children grappling with illness, inspired Marlene to add a video as a lead-in exercise (in the case, a short advertisement) and another one directly related to the topic of the reading passage. Since no hearing is needed to understand the advertisement and the other video is meant to be shown without sound, (the students must read the captions in English!), Marlene’s video lesson certainly can be used with deaf and hard of hearing students too!
Marlene used this lesson with a strong class of students in the seventh grade ( 13 year olds).
Here is the lead-in advertisement:
Here is the main video:
Here is a downloadable document with Marlene’s lesson plan and worksheet.
ICYMI , EDO, IDC – Do you know what these abbreviations stand for? Do you care whether you know them or not?
I’m not interested in texting / Internet abrreviations for their own merit. I have no plan to have students memorise them. I’m interested in them as a tool to expose my deaf and hard of hearing teenage students to some of the commonly used phrases they represent. Teenagers like abbreviations. In addition, I have a few hard of hearing students whose distorted hearing causes them to adopt very odd versions of what they think they heard on television… They are interested in such phrases.
For this acitivity students must first begin with the worksheet. On the worksheet they are asked to match abbreviations to their meanings. Then the students are asked to watch the lovely (absolutely lovely!!!) short video “The Present”. As they watch they are required to rewrite the text without abbreviations.
My deaf and hard of hearing EFL students tend to completely ignore prepositions. I don’t take it as personal affront since they demonstrate an equal lack of interest in using them in their mother tongue as well.
You don’t need prepositions when you use sign language. It’s all clear without them.
When they do use them there is language interference because many prepositions are used differently in different languages (this year I have students who speak or sign Hebrew, Arabic, Russian, Amharic and French at home!). For example, in English you live “on” a street but in Hebrew you live “in” a street.
I know the lovely video below could be used for many many other things (feelings, wishes for the future) but I use videos for what I need and it does a good job of highlighting the direction of movement.
Especially as I’ve never had the opportunity to teach “bump into” before!
All this doesn’t mean that we can’t discuss the other issues as they come up. I’m just not going to include them on the video lesson.
One more thing.
My teenage students love romantic videos…
*** Many thanks to the amazing Regina Shraybman for finding this video for me!
In class my high-school students and I encounter a substantial number of reading comprehension passages that have to do with the environment. I think it is a “safe” subject for book & exam writers and is most certainly an important one.
However, this week I became worried that my students now think that every mention of the color “green” has to do with the environment. Despite being aware of the fact that one shouldn’t be teaching lots of idioms together, all at once, I felt I needed to highlight the fact that not every use of the word “green” is related to the environment. So I’m using the video below as a trigger. The related worksheet appears under it.
“This teacher has completely ignored all the wonderful personification going on in this video”.
“But”, I would argue, “I use videos to serve a purpose and don’t build lessons because I found a great video (I waited with this one for more than two years!!!)”.
You might be staring at me, patiently or not, at this point.
I needed to find a way to use the video for the weaker levels, those teenagers studying elementary level material. Something which could be also be good for the teachers I work with as part of my counseling job who do teach younger learners. So I related to the topic of feelings without actually using the term “personification”. I’ll let every teacher decide whether it is time to introduce the term or not. (See exercise below)
(Note – I specifically began with multiple choice questions before moving to open ended ones, since my students need modeling).
A little introductory exercise that is suitable for struggling middle school learners working independantly for the first time at the the computer – simple but not babyish. This is their first exposure to Edpuzzle and Edmodo (with Quizlet to come, as its flashcards can be easily embedded).
I reccomend using in “full screen” mode – then the questions and the visuals can be seen at the same time.
We’ve been studying the story “Thank You M’am” by Langston Hughes for a bit over two months. It’s part of our literature segment in the EFL program.
I felt that my deaf and hard of hearing students need to review the story before taking the summative assessment.
I found a video which was obviously made by young people – Mrs. Jones in the video has braces! The creators stuck to the basic story line but there are some obvious differences. That actually is useful, as the higher order thinking skill “Comparing and Contrasting” is one we are working on.
Although I’m using this video review without the soundtrack for obvious reasons, I think the fact that you can see the characters talking but not hear them serves as a useful review for students without a hearing loss as well. Especially as the video is not entirely faithful to the text . One example I found amusing was that the creators felt the need to take inflation into account – Mrs. Jones gives Roger TWENTY dollars instead of ten.
On the other hand, the dialogue serves as more material to compare. In short – enjoy!
“Uncovering Motives”, “Generating Possibilities” or perhaps “Inferencing”. I think all these Higher Order Thinking Skills (HOTS) can be discussed with this lovely video.
These thinking skills make it seem like a good pre-reading activity for teaching the story “Thank You Ma’m” by Langston Hughes (in our literature program) despite the fact that the boy depicted in the video isn’t a teenager. The video isn’t childish so I believe the students will not have a problem.
Though frankly, I actually began working on the video as a way to use “modals” in context. So you’ll see that element there too.
Some of you may notice that this video wasn’t made on the EDPUZZLE site, which I love and use frequently. I’m taking an in service training course on EDTECH with Hishtalmoodle (highly recommended, interesting & with excellent support for participants) and it seems there is a lot of redundancy in the field of educational technology. Many programs offer similar services. As part of the course requirements I experimented using Zaption. I did not conduct an in-depth comparison of the two sites but am very happy with the large (and constantly growing larger) set of comprehensive features for use in class that Edpuzzle offers and did not find any reason to switch programs. In addition I am not happy with the way the Zaption is displayed when embedded in the blog. Please note that you must scroll sideways to see the questions.
Once again, thanks to the blog “Film English” for introducing me to this video.
Teaching English as a FOREIGN language to Deaf and Hard of Hearing Students