1. IDENTIFICATION
Name of the Good practice: SPOT
Authors: Santiago Palacios and Ayrton Calviño
Format: MP-4
URL: https://youtu.be/iIY_qZjEv7c
Production date: Feb 2016
Duration : 1’13’’
Level: (Specific o adaptable) 1º Bachillerato, adaptable to other levels and foreign languages.
Sinopsis: Students present a spot about an energy drink, pointing out its values. The didactic goal is to show their mastering on the speaking skills, facing a motivating situation that might become real in the future.
Main Functions: Evaluation.
Name of the Good practice: SPOT
Authors: Santiago Palacios and Ayrton Calviño
Format: MP-4
URL: https://youtu.be/iIY_qZjEv7c
Production date: Feb 2016
Duration : 1’13’’
Level: (Specific o adaptable) 1º Bachillerato, adaptable to other levels and foreign languages.
Sinopsis: Students present a spot about an energy drink, pointing out its values. The didactic goal is to show their mastering on the speaking skills, facing a motivating situation that might become real in the future.
Main Functions: Evaluation.
2. INTRODUCTION
This good practice is presented as a learning situation within the field of foreign language (German) in 1st Baccalaureate. The subject of foreign language at all levels of education requires the development of basic communication skills, oral and written comprehension and expression. Audiovisual materials have traditionally been used in the foreign language classes in order to improve the listening comprehension skills, through audios or videos that play different communicative situations, with appropriate difficulty level, and content worked in class. These materials are usually provided by publishers of educational materials, although there are many "real" materials available to teachers and students on the Internet.
It is in mastering the skill of speaking where the video also plays a very important role, giving the opportunity to the students to create their own materials, which may be evidence of evaluation or real communication situations, when videos are produced for an audience (students exchange, or European projects as Etwinning). In the German Department of IES Puerto del Rosario we bet on this tool that also develops students’ creativity and greatly increases their motivation, as they are less afraid to speak to the camera than in the class because they can be prepared, and repeat their production if necessary. For an example we present this situation made within the actual context of the classroom.
Subjects that good practice is related to: Foreign Language
3. MOTIVATION
Students must achieve in high school stage a level of foreign language mastery equivalent to A2 -B1 level of the European Framework of languages. All students have studied so far German as a 2nd foreign language, because English is the only first foreign language at the stage of compulsory education in the Canary Islands. Students usually have some mastery of grammar and basic vocabulary of a foreign language , but are usually very afraid to express themselves orally. The introduction of video into the teaching-learning process is motivating for students who accept forward the challenge of creating a spot using their imagination. It is intended that students get used to communication situations as real and relevant as possible
4. GOALS:
To produce messages with clarity, consistency , appropriate use of language , and to enhance their creativity.
To increase student motivation , a little reluctant to express themselves orally in the foreign language .
To submit a business idea through an advertisement .
To orally express their opinion based on the idea of peers.
5. TARGET AND RESPONSIBLE PEOPLE
5.1. Target people Students of 1º Baccalaureate, German 1st Foreign Language
5.2. Responsible people German Teacher and Students of 1º Baccalaureate, German 1st Foreign Language
6. IMPLEMENTATION:
a.) the subject is introduced, presenting some products and asking the students to give their opinion about them. From their productions, we present vocabulary and structures to give an informed opinion about different products.
b.) we watch some commercials from the German television. Students analyze the spots, noting the type of language used, the form of messages, that are direct, using questions that appeal to the public, and create the need for the product.
c.) The students are organized in pairs, and are asked to imagine a product or service. They should think of the target audience and the message they want to convey. They briefly present their ideas to the full, and receive feedback from classmates and teacher.
d.) The groups write the script of the spot, planning the text in foreign language. They should also plan the technical means: with which device they will record (all have smartphones with camera), the place or places, props needed, potential partners and also shots they want to record. For technical issues they are counseled by the students of Project TV, who belong to the Project "Recording Our Europe". In the linguistic part they receive feedback from the teacher.
e.) The groups record and edit their videos. Students receive advice from the TV Project to solve any doubts on editing, and tips on editing software. The use of online Edition software is highly recommended because it does not require a powerful computer , and there are many tutorials and online help so that students can handle.
f.) the videos are presented in class, resulting in an oral discussion among students in which everyone expresses his/her informed opinion about the spots they have seen.
g.) The teacher makes an assessment based on observation of the videos as the views expressed orally in class. For the evaluation of oral productions, we have a rubric developed by the German department.
7. POSSIBLE OUTCOMES AND BENEFITS
The possible results and benefits are related to the achievement or not of the objectives.
All students present their work tailored to the given standards. Regarding the achievement of the objectives:
- To produce messages with clarity, consistency, appropriate use of language, and enhancing their creativity: In all cases, the videos feature clear messages, adapted to the purpose requested, and the students endeavour to pronounce properly, and to intone phrases appropriately. All improve in this section.
- To increase student motivation, a little reluctant to express themselves orally in the foreign language: Students were very motivated during the task time, even those who until now were not much involved in the development of classes. After the task, all value it as very motivating, and ask the teacher back to plan another similar activity in the next quarter.
- To submit a business idea through an advertisement. The groups have original ideas, all different, some about schools or private lessons, and the one that exemplifies this good practice proposes advertising an invented product, an energy drink.
- To orally express their opinion based on the ideas of peers. After the presentation and viewing of the spots, it gives way to a debate in which everyone participates, reviewing the work of their peers. The teacher observes the debate, valuing the initiative and spontaneity of interventions, in addition to the correction.
In addition, good practice contributes to the fulfillment of the following competences of students / priority lines marked by the educational authorities.
(The linked Key competences and priority lines belong to those set by the Spanish educational authorities.)
- Linguistic communication. In foreign language class, we are working basically linguistic communication, in this case with an emphasis on speaking, which is usually more problematic. Besides the writing work, we practice vocabulary and structures worked in class.
- Digital competence. Students should be able to record and edit the video, so that they improve their digital competence.
- Learn to learn. Students must achieve on their own the information necessary to know how to use the online editing software, using internet tutorials.
- Sense of initiative and entrepreneurship. Students should collaborate and agree to make the final product.
8. POTENTIAL DIFFICULTIES IN IMPLEMENTATION
The difficulties appeared while carrying out the practice may be due to several reasons:
- Technical difficulties of students with recording and / or editing video. In this case we had the help of students of Project TV, but when this is not possible, it is desirable to have a series of tutorials that students can consult. You also need to be able to advise on simple editing software, that needs no installation on your computer. There are many suitable online edition software. You can consult the list in the database of the guide.
- The video recording process can last a long time, if students have not previously well planned what they will shoot. For this reason the preproduction phase is very important. The development of a technical script that sticks to the conditions set by the teacher (duration, content, etc.), will help limit the recording phase to a minimum.
- legal issues. Students often have a tendency to use copyrighted images and music. This needn’t be a problem if the video is only an exercise, but if the video will be published in some way, such as videos produced for this guide, it is necessary that students consider these issues. The teacher should encourage them to seek in free copyright images and sound banks.
9. CONNECTION OF GOOD PRACTICE WITH ACTIVITIES / PROCESSES AT SCHOOL
This best practice can relate to:
1.- Project “Travesía”, promoted by the Government of the Canary Islands, in which our school participates. The methodological innovation is the goal of this project. Students and teachers work with learning situations that are significant to the students, in order to increase their motivation and ultimately contribute to improving school performance.
2. Project Erasmus + "Recording Our Europe", coordinated by our school. This project is based on working with video in the educational environment. Project TV team belongs to the Erasmus+ project.