Many English Language teachers, when deciding to work with a video clip in their classrooms, make a false assumption that for an activity to be considered as really teaching, then prior to showing it, they'd better sit down for a few hours, prepare an extensive worksheet filled with vocabulary and grammar questions and what-not...in order to turn it into a good pedagogical exercise, you know to ensure it's really not just glorified babysitting. ;-)
Personally, I don't agree and I really don't think that extensive worksheets provide a particularly authentic experience - such a thing mainly just erodes the power of the message within the video, takes away the inherent pleasure in learning from TED speakers.
I'm fond of using TED with my adult language learners (+ similar sites - see here for a list of others) for the ingenuity and its realistic relevance and because I know that whenever I visit TED I'll always find short, topical talks which can be used to kick-off real discussions within my classroom: stuff my adult students want to know and talk more about... speeches that will either captivate their interest or through understanding, even with lower students at only 50%, will encourage them to feel a greater motivation about where their English is going.
Here are a few simple activities you can do with the video clip you're about to show/ are showing/ have shown to your students without designing a full worksheet :
1. Prediction: what's the video going to be about?
Using the search bar function on TED, choose an interesting video (possibly related to the industry your students are currently working in) and then tell your students that they are going to watch a video with xyz talking about abc.
Ask them what they think the speaker will be discussing and why they think this. Do they have any pre-formed opinions on the subject matter? After watching, get them to talk about whether or not the video met their expectations. Why, why not?
Examples:
- Alan Siegel: Let's simplify legal jargon!
- Ric Elias: 3 things I learned while my plane crashed
- Jeff Bezos on the next web innovation
- Yves Behar's supercharged motorcycle design
- Johanna Blakley: Lessons from fashion's free culture vs Margaret Gould Stewart: How Youtube thinks about copyright
2. Vocabulary Collection
Give students a piece of paper with the numbers 1 - 10 written on it. While watching, any video you've chosen, ask them to write ten words they found most interesting / or ten words they didn't understand / or ten words which they think would summarize the story.
After watching, encourage students to share the words they've collected and to tell each other why these words were the ones they recorded.
Best with short TED videos: (see here)
3. Debate
While browsing TED, look for a video which the community has marked as persuasive. Show the video and ask your students what the main points discussed in the video were. Ask them to choose sides on these - to take an opposing view from others in the classroom and to debate it.
Examples:
- Philip Zimbardo: The demise of guys?
- Alisa Miller shares the news about the news
- Diane J. Savino: The case for same-sex marriage
- Bill Davenhall: Your health depends on where you live
- Birke Baehr: What's wrong with our food system
4. Post-speech interview
Ask students to pretend that they are journalists at a TED talk.
Watch one of videos marked as informative and get them to write down questions while-watching and post-viewing. Get one student to pretend to be the TED speaker, and encourage him/her to sit in the center of the classroom (aim to pick a student who's most likely to know about the ESP subject matter) and then get the other students to read out and ask their questions.
Works with any informative TED video, examples:
- Arthur Benjamin's formula for changing math education
- Janet Echelmann: Taking imagination seriously
- Negroponte takes OLPC to Colombia
- Adora Svitak: What adults can learn from kids
- Renny Gleeson on antisocial phone tricks
5a. Critique Presentation Style
Give students a piece of paper and divide it to 2 parts:
+ / -
Tell students to analyze a 3- 6 minute speech: to think about the presenter's style of delivery and ask them to write pluses and minuses, things like: she spoke too quickly; she flaps her hands about; she loves her subject material; she used good slides.
Examples:
- Laura Trice suggests we should say thank you
- Derek Sivers: Keep your goals to yourself
- Lakshmi Pratury on letter-writing
- Murray Gell-Mann on the ancestor of language
- Stacey Kramer: The best gift I ever received
5b. Compare body-language
Choose two very short videos on similar subjects less than 4 minutes (or use the first few minutes of a longer video) and turn these on without using sound.
Ask your students to pay attention to the speakers' body language and facial expressions while giving their talks and to compare these. How many times do they move around the stage? How do they stand, where do they keep their hands? Who looks more convinced and thus convincing?
After this discussion, play the videos again with sound, do they still think the same way? What role does body language play in the audience's reception of the content of a talk?
Examples:
- Ariana Huffington: How to succeed vs Richard St.John Success is a continuous journey
- Alexis Ohanian: How to make a splash in social media vs James Surowiecki: when social media became news
- Sheryl Sanberg: Why we have too few women leaders vs Halla Tomasdottir: A feminine response to Iceland's financial crash
6. Wh-
Write on the board/flipchart the wh-questions:
who/what/where/when/why/how
Show the video you've (or one of your students') chosen and tell them they shouldn't write anything down while they're watching. After the video is finished, ask students to sit in groups and discuss what they watched, who was the presenter, why did she make this speech, how effective was it: encourage them to ask each other questions and share opinions.
Works with any TED video.
7. Critical Thinking - Who's the target audience?
Take one of the videos marked as most-emailed and watch it with your students.
Show or tell them that out of the thousands of videos on the site, this was one of the most-shared with others via email and social networks. Ask them to think about what sort of people found this video so interesting they sent it on to family members/ friends/ co-workers/ members of their online communities. Was the speech designed to go viral?
Will they send it on too? Why or why not?
Get them to practice writing a "FB status update or a Tweet" summarizing the video in less that 140 characters!
Examples:
- Adam Ostrow: After your final status update
- Jay Walker on the world's English mania
- Eric Whitacre: A choir as big as the internet
- Gregory Petsko on the coming neurological epedemic
- Howard Rheingold on collaboration
8. Will this idea fly?
Choose a video marked as ingenious, in a subject matter your students have expressed a clear interest in or is connected to their work.
Watch the video with them and then ask them to discuss in groups whether or not they think the idea has merit; if they've already heard of something similar or if they disagree with its potentiality.
Examples:
- A robot that flies like a bird
- Mike Matas: A next generation digital book
- Marcin Jakubowski: Open-sourced blueprints for civilization
- Eythor Bender demos human exoskeletons
- Jakob Trollback rethinks the music video
9. In his/her shoes...
Review the videos marked as courageous and try to choose a video outside the scope of your students' normal interests and responsibilities. Encourage a group discussion on whether or not, they could have done what was shown in the presentation; how they may have done things differently; who they know in their own lives/ read about who has done something like this?
Examples:
- Jessi Arrington: Wearing nothing new
- Becky Blanton: The year I was homeless
- Matt Cutts: Try something new for 30 days
- Julia Sweeney has "The Talk"
- David Hoffman on losing everything
- Matt Weinstein: What Bernie Madoff couldn't steal from me
10. Rank my TED video!
Encourage students to find a TED video based on something they are personally interested in.
It doesn't need to be about work, it can be a poem/song - it can be about glowing underwater fish!
Whatever they like and while they watch - possibly as homework (using the interactive transcripts in their own language if they need to) they can take brief notes about the subject matter.
Whatever they like and while they watch - possibly as homework (using the interactive transcripts in their own language if they need to) they can take brief notes about the subject matter.
In the next lesson, get students to share with each other what they watched. Encourage them to "rank" each person's suggestion in order of interest and at the end of the session, as a group watch the one that sounded the most fascinating.
11. What else?
Have you got any zero-preparation/ great tips to share with fellow English Language Teachers on using TED in the classroom? Do let me know your favorite videos, how you use them or any other ideas and experiences.
Best,
Karenne
education
Useful Links
- TED videos for Business English
- Larry Ferlazzo's links for teaching with TED
- Douglas Evan's TED ESL Lessons Blog
- I also found Adam Simpson's post filled with 3 useful ideas however you'll need to get your vids from TEDtalks on Youtube.
- Teaching with TED wiki (via Glennie)
THIS POST IS A RE-POSTING OF AN ACCIDENTALLY DELETED ARTICLE DATED BACK TO JANUARY 2011 (the first lot of comments below are copies of those posted between 26 Jan and ...)
update 050911: actually, it looks like Blogger/Blogspot has been losing posts (in general, not just my own :( ... re the link to other sites which is also no longer here - will repost these up as well!)
But why should we use our free time to participate in talks with those from our PLNs? Well, as a teacher I think all who do it want to go from good to great. We engage in talks on education bearing our students and their interests in mind. We take our time to tweet because we strive to be better teachers.
With time you probably want to say more than twitter allows you to – that’s the time less won’t mean more. Then it’s possible you’ll turn to blogs, and perhaps will even feel like writing your own blog. This doesn’t mean that your writing will never be bad, but only if you’re a fool you’ll assume you can only write if you’re an expert. One of the reasons we blog is because it’s a way we, as a community, have found to share our experiences and have someone commenting on them.
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