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[EnglishLanguage 4375] Re: Kinds of adult ed videos - questions for Ujwala
Ujwala Samant
lalumineuse at yahoo.comWed May 27 09:49:51 EDT 2009
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Dear Miriam,
The study that NCSALL did in New Brunswick was for the ABE labsite (sister lab to Steve Reder's lab in Portland), but the class was 80% immigrants, some who were in ESOL as well. There were a large contingent of young folks from Sierra Leone, but tehre were also Haitians, Afghans, etc. There were few native English speakers.
The videos are the property of NCSALL-Rutgers. Unfortunately I am not sure how public they are. I left 5 years ago, towards the end of the Engagement study, so maybe Hal Beder/Patsy Medina or the others who worked there would know.
Thanks
Ujwala
--- On Tue, 5/26/09, Miriam Burt <mburt at cal.org> wrote:
> From: Miriam Burt <mburt at cal.org>
> Subject: [EnglishLanguage 4372] Re: Kinds of adult ed videos - questions for Ujwala
> To: "The Adult English Language Learners Discussion List" <englishlanguage at nifl.gov>
> Date: Tuesday, May 26, 2009, 4:41 PM
> Dear David and Ujwala (and all),
>
> Thanks for your suggestions for videos to use in the adult
> ESL classroom.
>
> I have a couple of question for Ujwala:
>
> 1. Do the "ABE videos" from Rutgers show classes
> specifically for adult English language learners only,
> classes with both native English speakers and adult English
> language learners, or just classes with native English
> speakers?
>
> 2. Where can one access these videos? Are they available on
> line?
>
> David mentioned videos from the NCSALL Lab at Portland
> State University. Some videos can be downloaded from the Web
> at their home page at
> http://www.labschool.pdx.edu/
>
> Miriam
>
>
> Miriam Burt
> Moderator, Discussion list for practitioners working with
> adult English language learners
> mburt at cal.org
>
>
>
> -----Original Message-----
> From: englishlanguage-bounces at nifl.gov
> [mailto:englishlanguage-bounces at nifl.gov]
> On Behalf Of Ujwala Samant
> Sent: Tuesday, May 26, 2009 9:26 AM
> To: The Adult English Language Learners Discussion List
> Subject: [EnglishLanguage 4371] Re: Kinds of adult ed
> videos
>
>
> Dave,
>
> Micro-teaching worked very well when we trained teachers in
> NWFP Pakistan for the community-based schools project. We
> would tell the teachers to prepare their best lesson, have
> it video-taped and then when we all met for training, we
> would watch and the other teachers would give feedback,
> suggestions and repeat the exercise a few months later. The
> teachers said they learned a lot from watching themselves on
> screen and from the methodologies used by the other
> teachers, as well as the suggestions they received.
>
> NCSALL-Rutgers should have a collection of ABE videos, that
> show learners "learning" class rules, getting around them,
> not the best practice amongst teachers, great patience and
> sympathy from the teachers, in brief, the entire variety
> that one sees in ABE classes. We also had video interviews
> with students giving us feedback as they watched videos of
> themselves in class.
>
> Regards
> Ujwala
>
> --- On Sat, 5/23/09, David Rosen <DJRosen at theworld.com>
> wrote:
>
> > From: David Rosen <DJRosen at theworld.com>
> > Subject: [EnglishLanguage 4368] Kinds of adult
> ed videos
> > To: "The Adult English Language Learners Discussion
> List" <englishlanguage at nifl.gov>
> > Date: Saturday, May 23, 2009, 6:11 PM
> > Hi Miriam,
> > There are at least four kinds of adult education
> > classroom or tutoring videos:
> > 1. Professional training. Often these are
> > presentations, sometimes with illustrations from
> > authentic classrooms. 2. Short, authentic
> > classrooms or tutoring. This is what the Media
> > Library of Teaching Skills (MLoTS) is trying to do,
> make and
> > collect these videos in one place free for teachers'
> and
> > professional developers' use.3.
> > Ethnographic research. The best adult ESOL/ESL
> example
> > of this may be the large collection of classes done
> through
> > the NCSALL Lab at Portland State University. There is
> also a
> > large collection of NCSALL ABE ethnographic videos at
> > Rutgers University. (Perhaps some of the learner
> > "bad behavior" videos might be culled by someone
> > from these collections.)4. Micro-teaching.
> > A teacher -- often in training -- is asked to prepare
> a
> > short lesson. It is video recorded and played back to
> the
> > teacher (often this includes the students and mentor
> or
> > guide) and the students and mentor ask questions and
> make
> > suggestions intended to help the teacher look at
> her/his
> > practice.
> > Some of these kinds of videos are available
> > online; most, e.g. the ethnographic research,
> commercial
> > professional training products and micro-teaching
> videos,
> > are not.
> > Anyone have other categories to
> > suggest?
> > Anyone know of other good videos in category 2
> > that are _not_ currently included in the MLoTS
> collection
> > (including the page with links to videos made by
> others)? We
> > prefer to have these as links to videos already on the
> web,
> > but we could, with permission, take them from
> videotapes or
> > CDs and host them ourselves. Let us know if you have
> > suggestions.
> > David J. RosenDJRosen at theworld.com
> >
> >
> >
> > On May 23, 2009, at 9:59 AM, Miriam Burt
> > wrote:
> > Dear Mark and David and all,
> >
> > What a wealth of information about videotaping classes
> is
> > in these posts! In addition to helping us think about
> > videoing a classroom, there are ideas here that could
> be
> > used as topics in an online course.
> >
> > I think h - below - how the teacher handles an
> > unexpected even in the classroom, and how the lesson
> morphs
> > into something else is especially useful. I would add
>
> >
> > n. how the teacher deals with students who are
> especially
> > vocal about not wanting to join an activity,
> especially one
> > that involves student to student interaction -
> without
> > letting this sour the pot for the whole class.
> >
> >
> > I have a question for Mark: Would the lessons not
> working
> > well be staged? I'm thinking that students might be
> on
> > their best behavior, if you will, when being videoed,
> and
> > might not react as they might in the regular
> classroom.
> > And if you were looking for student resistance you
> > might have to shoot a lot of film before you got it
> > occurring naturally. Yet if you staged it, would it
> still be
> > valuable?
> >
> >
> > Does anyone have thoughts on my "n" or any of
> > Mark or David's comments on these segments? Has
> anyone
> > videoed the type of segments listed below? Were they
> staged
> > or not staged?
> >
> > Miriam
> >
> >
> > Miriam Burt
> > Moderator, Discussion list for practitioners working
> with
> > adult English language learners
> > mburt at cal.org
> >
> >
> >
> > -----Original Message-----
> > From: Mark Taylor [mailto:marktaylor108 at yahoo.com]
>
> > Sent: Friday, May 22, 2009 7:06 PM
> > To: The Adult English Language Learners Discussion
> List
> > Subject: Re: [EnglishLanguage 4362] Re: Video -
> response
> > toquestions - - andquestion on classroom videos
> >
> >
> > Dear David J. Rosen,
> >
> > What would I like to see videotaped? Everything! How
> to
> > best teach ESL remains for me the Big Mystery, and
> being
> > able to "sit in on", via a video, another
> > teacher's class, is a rare and elusive activity for
> > professional development.
> >
> >
> > 1. Audio? I have found that the Sony IC voice
> recorder,
> > model ICD-UX70, records sparklingly clear sound, picks
> up
> > even the quiet students far away from the recorder,
> and
> > saves everything directly into MP3 format. All it
> needs is
> > one AAA battery. Files can be copied to a hard drive
> by
> > plugging the USB end of the recorder into a computer.
> >
> >
> > 2. Video format or length? I would be delighted to see
> a
> > classroom activity broken into its component parts,
> with
> > each part available as a separate video. Here are some
> parts
> > I could envisage:
> >
> > One segment could address questions like: How was the
> > activity planned for? What preparation was needed?
> What
> > sources were relied upon?
> >
> > Another segment could address questions like: How was
> the
> > activity led into? How was it introduced? How was it
> > explained to the class?
> >
> > Another segment would highlight the activity itself,
> > showing it working well.
> >
> > Another segment could highlight the activity itself,
> > showing what happens when it doesn't work, when a
> > student doesn't get it, and how the instructor
> responds,
> > how the other students respond, to help the student
> who is
> > not in the flow.
> >
> > Another segment would show the follow-up; how the
> teacher
> > confirmed that the students understand the language
> point
> > being taught.
> >
> > Another segment would show how that aspect of language
> was
> > consequently integrated into another activity,
> allowing
> > students to build up their fluency, step-by-step.
> >
> >
> > 3. Topics to cover in videos: Here are some that come
> to
> > mind:
> >
> > a. Management issues. Show how a teacher deals with a
> > disruptive, disrespectful, or "expert at sabotage"
> > student (those "clever" students who mess it up
> > for the next student by not following the pattern
> being
> > practiced). Dealing with students not on task.
> >
> >
> > b. Management issues. The first one to three weeks,
> showing
> > how a teacher establishes the relationships between
> students
> > and between students and teacher; how routines are
> > established; how expectations are communicated.
> >
> > c. Reward systems (like moving players around a
> baseball
> > diamond). How classroom displays or
> student-administered
> > procedures or ?? encourage extra effort.
> >
> > d. Pronunciation. Strategies that promote accurate
> > replication of American English sounds, rhythms,
> tones.
> > (I'm forever reminding students about pausing at a
> > period: "So are you happy?" VS "So. Are you
> > happy?")
> >
> > e. How variety is used to develop a particular key
> language
> > skill such as plurals or word order; how the same
> skill is
> > practiced in a variety of fresh and fun ways.
> >
> > f. Classroom activities that generate the most
> interest,
> > smiles, and laughter.
> >
> > g. Classroom activities that generate the most
> animated and
> > involved student-to-student talking in the target
> language.
> >
> > h. How a teacher handles a surprise; a lesson plan
> that
> > doesn't work; an unexpected and very good question;
> how
> > a planned classroom activity morphs and changes
> according to
> > the immediate needs of the students.
> >
> > i. How a teacher deals with situations where one or
> two
> > students are having great difficulty; or, where one or
> two
> > are blasting past the other students and need more of
> a
> > challenge. (Show how this is planned for, along with
> how it
> > is dealt with in the moment.)
> >
> > j. How a teacher handles mistakes in textbooks.
> >
> > k. Field Trips. How they are set up, planned and
> prepared
> > for, executed, how they are followed up.
> >
> > l. Kinetic activities that get students out of their
> > desks.
> >
> > m. Discussion moderation - how to get all students
> talking,
> > not just the most fluent or confident students.
> >
> > --Mark Taylor
> > Freelance ESL Instructor
> >
> >
> >
> >
> > --- On Fri, 5/22/09, David Rosen
> > <DJRosen at theworld.com>
> wrote:
> >
> > From: David Rosen
> > <DJRosen at theworld.com>
> > Subject:
> > [EnglishLanguage 4362] Re: Video - response
> toquestions - -
> > and question on classroom videos
> > To: "The Adult
> > English Language Learners Discussion List"
> > <englishlanguage at nifl.gov>
> > Date: Friday, May 22,
> > 2009, 5:53 PM
> > Hi Miriam,
> >
> > You wrote:
> >
> > What do you think the elements of good classroom
> > video
> > making
> > are?
> > What about length of video, minimal equipment
> > needed,
> > preparation
> > for students and teacher beforehand… other?
> >
> > David Rosen and Owen
> > Hartford produced this video.
> > David and Owen, would
> > you be willing to speak to what
> > you think
> > the
> > elements of good classroom video making are?
> > Is
> > there any
> > other
> > background info we should have?
> >
> >
> > Owen hartford and I
> > have the following tips to suggest:
> >
> > 1. Sound is important,
> > but not always easy to get. A
> > wireless mic on
> >
> > the teacher is usually
> > essential to pick up clear audio
> > when the
> > teacher moves around a
> > classroom. A separate mic (or mics)
> > centered on
> > the students is
> > important for hearing dialogue between
> > teacher and
> > students, or even
> > between students working together. We
> > have found
> > that classroom layouts
> > vary widely, so each video and audio
> > setup will
> > vary depending on the
> > classroom.
> >
> > 2. Because of the
> > sometimes unpredictable events in
> > classrooms, it is
> >
> > useful to have more
> > than one camera -- one centered on the
> > teacher's
> > activities, another to
> > pick up student activities,
> > reactions and
> > comments.
> >
> > 3. We try to talk or
> > email with, and then video interview,
> > the teacher
> > before the class to
> > understand the goals of the lesson, the
> > rationale
> > for the teacher's
> > approach to the material, and to
> > get some
> > indication of how the
> > lesson fits with the curriculum and
> > state
> > content standards.
> > After the class we video interview the
> > teacher to
> > learn about how s/he
> > thinks it went, and what comes next
> > for the
> > students.
> > Teachers may also provide useful background
> > information on
> > the student
> > population. We have found that other teachers
> > viewing
> > classroom videos wish
> > to have a variety of information
> > about the
> > context of a lesson in
> > order to have a more useful
> > understanding of it.
> >
> > 4. Not every teacher
> > will want to see an hour-long video of
> > a hour-
> > long class. Many
> > classes include repetitive elements which
> > need to be
> > edited out for the
> > sake of brevity and clarity, but it is
> > important to
> > try to include all
> > those elements which are a meaningful
> > part of the
> > flow of the lesson.
> > Sometimes a teacher voice-over can
> > clarify
> > activities in the
> > class as they are happening.
> >
> > We have some questions
> > for the participants in this
> > discussion:
> >
> > 1. Do you prefer short
> > videos, like this one, or longer
> > ones?
> >
> > 2. What kinds of
> > classroom videos do you find most
> > interesting and
> >
> > useful for your own
> > professional development?
> >
> > 3. What topics would
> > you like to see lessons on in other
> > videos that
> > we -- or others --
> > might make
> >
> >
> > David J. Rosen
> > DJRosen at theworld.com
> > ----------------------------------------------------
> > National Institute for Literacy
> > Adult English Language Learners mailing list
> > EnglishLanguage at nifl.gov
> > To unsubscribe or change your subscription settings,
> please
> > go to http://www.nifl.gov/mailman/listinfo/englishlanguage
> > Email delivered to djrosen at theworld.com
> >
> >
> > -----Inline Attachment Follows-----
> >
> > ----------------------------------------------------
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> please
> > go to http://www.nifl.gov/mailman/listinfo/englishlanguage
> > Email delivered to lalumineuse at yahoo.com
>
>
>
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> To unsubscribe or change your subscription settings, please
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> Email delivered to mburt at cal.org
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