Interaction
I choose a video below for my Blog post #4 from my experience in teaching Spanish to high school students instead of PE. This is one of the music videos from the final project called Locura de marzo. I thought of this video and project as a good option for better student engagement with the material, each other and with the teacher as it’s fun, includes student choice and lots of culture of the target language.
Worksheet: Robarte un beso (Carlos Vives)
- What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
Before watching the video, I would give lots of background information about the singer/group and the song as well so students will have a better understanding of the lyrics and they could take notes on the worksheet with the lyrics to keep it for the future (teacher-learner interaction). Next, they would work on translating the words from the lyrics with an elbow partner and trying to make sense of the song (student-student interaction). After the think-pair with partners, they would share ideas on translations and meaning of the song with the class. While watching the video, students might be able to understand and fill in some blank spaces of the lyrics individually or with a partner.
- In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?
As it’s a fun song, students might try to sing the chorus even if they don’t know what the words mean and start engaging with the song. They will try to fill in the blank spaces in the lyrics as much as they can. Then as a class, we will go through and fill in all the blank spaces together and they will also learn about some phrases and some cultural aspects. Then we would watch the video together again, now with all the lyrics making sense to them.
- How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?
- How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?
Switch papers with your partner and check if they filled in the whole worksheet correctly, then submit it to the teacher. This activity is then assessed with some feedback from the peers and from the teacher as well, so it’s not causing too much work for the teacher nor for the students. I usually assess this for completing marks only.
- How could the video have been designed to generate more or better activity from viewers or students?
This activity could possibly generate more interest and interaction if it’s done in a game-like environment, such as Kahoot and LyricsTraining, a great learning and assessment tool. I had a lot of success using both with my students.
August 12, 2021 at 12:19 am
livaktiv,
Thank you for sharing this post,
I like your unique perspective as to how you use technology in the classroom to promote group interaction. Using things like popular movies and music videos is something that students find to be so engaging. I also like that teachers can enable subtitles to allow students to see words and compare them with how they are being said. When students are provided opportunities to feel involved in some kind of puzzle or game, they are engaged in their learning. Using things like Kahoot is useful for that, in that learning benefits from the social experience. Very interesting to learn more about!