1. Know how the machine works! Make sure you are familiar with the operation of the video machine, and that it is properly connected up. Since most of the pupils will be able to operate such machines, it is embarrassing when you can’t.
2. Be ready to start. If using a video tape, get the tape to the position you want to start from. (It seems to take ages to find the right starting point when all eyes are watching you trying to do so.
3. Make sure everyone can see properly. Rearrange the furniture if necessary, so that pupils have as clear a view of the screen as possible. It is often best to dispense with desks, and just use chairs – or indeed the floor.
4. Know why you are using the video. Have a clear purpose for using each episode of the television or video. Decide what you intend your pupils to get out of it, and let them know this.
5. Help pupils know why they are watching. Work out with your pupils an agenda of questions for which they wish to find out the answers, before watching a program. Their concentration will be increased when they are looking for specific things from the program.
6. Decide how much to show. Remember that concentration spans are short – particularly when using a medium that is associated with relaxation or “background.” A few selected “chips” may be as useful as a full 30-minute program.
7. Use video to advantage. Analyze the particular benefits of using television images, for example, the messages conveyed by facial expression and tone of voice, body language, and so on. Alert pupils to things they can deduce as they observe the program.
8. Work out how to capture the main learning points. Since we are conditioned to forget quickly most of what we see on television screens, work out ways of capturing the most important points from the program. This may be done by pausing now and then and asking pupils questions, or discussing the implication of what they have just seen.
9. Get the main points down on paper. Where important learning outcomes are to be derived from a program, work out ways that the products of the viewing can be transferred to paper. For example, get together a handout for learners to complete after watching the program, so that they record their conclusions in a way that they can review at any time later.
10. What, another repeat? When a program covers something really important, remember the benefits of seeing it more than once. We all see things we had noticed before when we view a program for the second time.
Reference:
Sally Brown, Carolyn Earlam, and Phil Race. 500 Tips for Teachers.
My Honest Reaction
As I read this article, I am very happy because this might give me some tips on how to become an effective teacher someday. And so,while I am reading through its content, I came to realized that "Technology is making a significant, positive impact on education." Positive effects have been found for all major subject areas, in preschool through hihger education and special needs students.
Evidence suggests that interactive video is effective when the skills and concepts to be learned have a visual component and when the software incorporates a research-based instructional design. Educational technology has also been found to have positive effects on student attitudes toward learning and on student self-concept. Students felt more successful in school, were more motivated to learn and have increased self-confidence and self-esteem when using computer-based instruction. This was particularly true when the technology allowed learners to control their own leraning.
Introducing technology into the learning environment has been shown to make learning more student-centered, to encourage cooperative learning, and to stimulate increased teacher/student interaction. In the end, positive changes in the learning environment brought about by technology are more evolutionary that revolutionary. These changes occur over a period of years, as teachers become more experienced with technology.
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