Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 1989. 19/3. (Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 19)

Riba, Dalma: Using Video in the Classroom

- 160 enumerated. These strategies can be employed with virtually any video, in any class. In outline, they are: (1) viewing straight through -- with short sect inns (2) viewing in sections — with longer sections or arranging material fnr an information gap exercise (3) silent viewing ("sound off") — showing a scene with the sound turned off and asking for interpretation (4) starting with sound only — with cartoons or other established series (5) prediction — stopping the video or freezing a frame and considering what will happen next (6) freeze frame — stopping the video by pushing Ihe "pause" button; asking all kinds of questions on the frame, focussing both on the verbal and the visual element (7) description — asking students to describe what they have been watching (both sound and vision) (8) reading their minds — speculating on the speakers' thoughts (after viewing conversations) (9) understanding their feelings — exploring the emotions of ttie characters (10) topics (themes) — interpeting a scene, with re-enacting (11) role play — presenting a non-exact "repetition" of a scene within the framework of acquired language ("acting it out") (12) reviewing — watching the whole section through for closing and expressing opinions about it in speech or writing As application of these methods varies with the material presented, only a few practical examples can be discussed here. In fact, the different techniques are combined- with different activities. Activities when using video in the classroom divide into the following categories: (i) previewing (ii) viewing (iii) follow-up Before making use of any materials in the classroom teachers must make sure that either the tapescript is available for them or they are able to produce one on their own. Silent viewing is advisable as well, to