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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> > Email delivered to lalumineuse at yahoo.com

> 

> 

>       

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