Reziprokes Schauen

Angelehnt an die Lesemethodik des reziproken Lesens (Brüning & Saum, 2009, S.102f.) wird beim reziproken Schauen statt eines Textes ein Video herangezogen. Bei dieser Methode wird ein Video zu einem Themengebiet in Gruppen bearbeitet, indem bestimmte Aufgaben erfüllt werden. Diese Aufgabenstellungen könnten folgendermaßen ausschauen:

  • Inhaltliche Fragen zum Video stellen,
  • Videoinhalt zusammenfassen,
  • Schwer verständliche Passagen klären oder Fragen zur Reflexion formulieren, und
  • Vorhersagen treffen oder auf fehlende Aspekte im Video hinweisen, die noch interessant zu erfahren wären.

Es bietet sich an, jedem Gruppenmitglied nur eine bestimmte Aufgabe zuzuteilen oder auch die Aufgabenstellungen im Uhrzeigersinn kreisen zu lassen. Der große Vorteil bei dieser Methode ist, die intensive Auseinandersetzung mit einem Themengebiet (Einzelarbeit) unter unterschiedlichen Aspekten und die kooperative Erschließung von Inhalten (Gruppenarbeit).

Beispiel eines Handouts mit genauen Arbeitsanweisungen und QR code zum Video

Beispiel eines Handouts für Reziprokes Lesen (Seite 1)
Beispiel eines Handouts für Reziprokes Lesen (Seite 2)

Quelle: Brüning, Ludger & Saum, Tobias (2009). Erfolgreich unterrichten durch Kooperatives Lernen. Essen: NDS-Verlag.

Examples of how I use Padlet

Share posters of students for everyone in the classroom to see and read
Vocabulary activity: take pictures of items associated with a certain concept
Create a story board as a basis for an oral presentation
Share your „best sentences“ employing a new grammar item
Brainstorming: sharing associations with a specific concept
Peer feedback: sharing drafts of written products

Video corrections with Explain Everything

Explain Everything has given me and my learners a more effective way of giving and receiving feedback on written texts. The learning effects were tremendous and more corrections were handed in.

Ingredients:

  • iPad
  • Apple Pencil
  • Explain Everything app
  • PDFs of my students‘ written texts (uploaded on Moodle)

I used Explain Everything to screencast the corrections of my students‘ texts. These videos were saved in the Explain Everything drive and made available to my students via a generated link. With this link they were also able to save the video. However, there were rare occasions where the link didn’t work. Therefore, I uploaded the video on Dropbox and gave them this new link, which worked fine for them then.

Screenshot of a video correction in Explain Everything

In this video, my students were able to follow my corrections step by step and relate to them with additional explanations. I was also able to make fine annotations in different colours with the Apple Pencil. This method allowed my students not only to understand my corrections but to also see the system behind which I correct texts. This, in turn, gave them a better idea of what specifically to look out for when they proofread and correct their own texts. The system that I followed was to check for 1. Task achievement, 2. Organisation & Layout, 3. Lexical Structures & Range and 4.Lexical & Structural Accuracy.

Even though the correction of texts via video may seem time consuming, the rewards in the long run are definitely worth it. First, almost everyone handed in the corrections. Second, the time I had to invest for reviewing the second drafts was significantly less. Third, students actually learned from the feedback and did not repeat „mistakes“ for other texts. All in all, I felt that students were very appreciative of this kind of feedback as it was more personal. I, as a teacher, was also satisfied that I was able to give my learners a more extensive feedback on something they had also invested a lot of time in to write. Oral feedback does come too short in the teaching practice and this is one way of compensating for it.

Effective and persuasive speaking

As preparation for my video recordings, I attended a seminar entitled „Building Teacher Confidence in Effective and Persuasive Speaking“ at the PH Wien today. I learnt and practised different techniques on how to maintain listener’s interest when I’m speaking.

There are four important aspects to consider:

  1. word stress
  2. intonation
  3. pausing
  4. ++ person’s personality ++

The main things I learnt and will try to remember for myself are:

  • Before reading a text, highlight which words you would like to write. These are usually content words, such as nouns, verbs, adverbs, adjectives, numbers and figures.
  • Stressing different words in a sentence creates new meaning.
  • Add a slight upward intonation toward the end of each sentence.
  • Falling intonation kills the message!
  • Add pauses where you would like to create suspense.

Goals, research and Powerpoint

(Re)defined goals

Main focus of mine will be on writing competence. I want to create videos in which I explain the different text types for the centralised Matura. On the basis of the videos, analyses of writing tasks and model texts will be done in the lessons to help students develop an understanding of the characteristics of each text type. I want them to grasp that function and target group are defining factors when writing texts. They should develop an awareness of how function and target group determine how a text is written and consequently become more conscious of the language they employ in their own written production.

Procedure
This weekend I gathered some materials on the different text types for the centralised Matura (cf. bifie website [04.10.2016]). I found a very useful grid that explains each text type concisely. Moreover, I found some sample texts for a blog, article and leaflet, which will serve for text type analyses in class.
After a close reading of the materials, I started doing the PPT presentations. The PPTs are the basis of my videos as they will be screencasted with my audio explanations.
So far I have completed the PPT for „How to write an article“, including animations. The content of the other text types are basically taken down on PPT already, but still missing layouting and animations. I may have to write the text for my video too.

Problems encountered
Doing the PPTs took more time than expected, especially since Microsoft Powerpoint has been having problems running on Mac. I considered using Apple’s Keynote, but I found out that Camtasia for Mac does not have the quizzing feature. BUMMER!
Still thinking of possible solutions to this irritating issue. Probably will get Parallel Desktop, so I can run Camtasia Studio and add the quizzes to my videos.

Next steps to take

  • Finish PPTs including animations
  • Find someone to proofread PPTs
  • Write text for each PPT
  • Find a good mic for recording
  • Find a way to use Camtasia Studio on Mac

Presenting the flipped language classroom

Welcome to the journey of a foreign language teacher who practises the flipped classroom concept, i.e. turns the traditional classroom on its head. I teach the subjects English and French at a vocational college in the 11th district of Vienna.

How does „flipping“ work?

With the help of videos or other materials, learners study a given subject matter at home. The theory is then applied in the classroom. That way students no longer have to solve problem-sets alone at home, but can benefit from the guidance of the teacher who now has more time to court to students‘ individual needs during the lessons.


Theory – at home

Practice – in the lessons

and not the other way round!


Why I „flip“

My goal is to maximise students‘ participation in class and boost motivation for learning languages by having them engage in practical work in the lessons with the supervision of the teacher. Learners and their needs are the centre of attention – not the teacher.

I especially focus on the development of writing skills, for which I will create videos centred on different text types, especially relevant for the centralised A-levels („Zentralmatura“) in Austria.