Language Sensei

A Language Teacher's Journey

Thoughts on the “Video Project”…

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What better way to use technology in the language classroom than in a final class video. For example, each year my Gr12 students do a group ‘drama’ video project. Students use their own cameras, or borrow from the library, to film and are given several days in class to coordinate. Often I fit a weekend in before the due date. So what is key in assigning the ‘video’ projects in my classes?

Content – My basic rule is  ‘would your grandmother be happy and/or comfortable viewing this?”  It amazes me at times what kids think is appropriate for the classroom. On the project  – as on all items – students are aware that all content must fit within our District’s “Code of Conduct” guidelines. We often go over them together to ensure that they understand what they have agreed to abide by. Many groups often include ‘bloopers’ as well – often more entertaining than the main presentation!

Script – What script? I’m not a fan of word-for-word scripts. Typically one take-charge kid writes it and forces the others to memorize their lines. My rule is ‘if you know it you’re not writing it out in the TL’. The students work from ‘key word’ scripts written in English and the TL. Each student is responsible for writing their own notes out – so they aren’t reading someone else’s writing.  Yes there may be errors – but it is the group’s job to be as accurate as possible – and the occasional error will creep in. Not a big deal. And above all are you using grade appropriate vocabulary/grammar in presenting what you are.

Can we hear you? – One of my requirements on my rubric is ‘audio quality’. That is – can I hear you? In my Gr12 course they have previously done a shorter project and some experience problems being heard. I ask them to play the video for themselves and if they can’t hear it – neither will I.

Due the day before viewing – Things happen and often a video needs to be copied again or reloaded. To save heartache the projects are due the day before they are viewed. They can hand them in via a USB in one of two approved formats, use my ‘inbox’ online or even upload to YouTube under a funny title (After I ‘download’ it they get an email telling them to remove it!)

Rubric marking – My students are used to seeing ‘what’s important’ by looking at the rubric marking criteria. My rubric for the video project hits many areas mentioned above and  also incorporates a ‘teamwork’ assessment – filled in after the group has evaluated each member’s contributions. And, as this is a second language class – there are no marks for fancy transitions or editing!

I don’t assign a lot complex video-based projects. However, when I do I am confident that the technology supports the demonstration of language skills – and not the other way around!

Colleen

 

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