Published Articles

Film in Action: Teaching Language Using Moving Images: A Book Review

This review was initially published in ELTA Newsletter: September-October 2016

Published on Sep 25, 2016

ELTA Newsletter: September-October 2016

Film in Action: Teaching Language Using Moving Images: A Book Review

Reviewed by Vicky Papageorgiou, Metropolitan College, Thessaloniki, Greece

Keywords : Kieran Donaghy, spectacle, film literacy, mobile devices, producing short films, critical thinking, creativity, cultural awareness, film integration in scholastic syllabus

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Images dominate our lives. We see them around us every day, they have a powerful hold on us and they define us. In our image-saturated society and way of life, the spectacle is now the visible world itself, increasingly defining our perception of life itself, as Debord (1967) put it.

Film has long been a fertile field of the spectacle and one of our society’s most popular ones. Educators have not overlooked this fact but instead they tried to exploit it in multiple ways. A book that illustrates exactly this, in a practical as well as a sophisticated way, is Kieran Donaghy’s ‘Film in Action’, published for   the DELTA Teacher Development Series.

The book is divided in 3 sections.

Section A serves in a way as an introduction to the whole book-project. It sets the framework of what the author is trying to do, his beliefs, his aspirations, starting with the theoretical background of the role film has within society, education and language learning. He moves on to analyze  film literacy in the twenty-first century and the educational benefits that can derive from creating films. He closes this chapter with suggestions about using film in the classroom which is followed by a short but important section where Kieran recommends several resources that educators can use should they require further reading. A quite comprehensive list of bibliographical references is also included in the very end of the chapter.

Section B is dedicated to more practical activities that teachers can use in the classroom. Chapter One presents a lot of communicative activities that encourage learners to watch films with a critical eye. Hence the title ‘Watching actively’! There are nearly 70 suggested activities which cover topics from making predictions, ordering scenes, identifying stereotypes to debating the conventions and aesthetics of TV ads, describing a visual poem and to looking at the importance of paralinguistic facts.

Chapter two, called ‘Actively Producing’ is a special one and one that distinguishes this book from others. The author, acknowledging the importance that mobile devices have nowadays in our everyday life, dedicates a whole section to a range of activities that can lead learners to produce their own short film texts outside or inside the classroom. Donaghy  underlines  also how inexpensive this is since all that the students need is a mobile device, which most of them already own.

Some of the best suggested activities are : ‘From sky to screen’, ‘A natural voice-over’, ‘Revoice’, ‘I am what I am….or am I’, ‘Linking up’, ‘60’’ descriptions’, and several others which encourage learners to be creative and resourceful.

The last section of the book, section C, looks into the possibility of establishing film as an integral part of the scholastic syllabus rather than treating it as an add-on subject. In doing so, the author recommends four significant projects that schools can adopt : a Film club, a Film circle, a Film course and a Film chronicle, all of which promote critical thinking, creativity and cultural awareness. In this section, Kieran Donaghy also gives organizational ideas on how to implement any of these projects in our schools.

What makes then this book special in English language teaching?

  1. The theoretical framework that the book provides
      • Kieran tries to frame a theoretical background in the most well rounded way this is possible because his aspiration is that film is fully integrated in the scholastic syllabus.
      • The book is also quite well documented so that educators can use it easily as a reference book.
  1. There is a very practical side of it.
      • What is offered is a wide range of activities which, besides being quite easy to use, they also leave a lot of room to the teacher’s creativity and experimentation as they are not meant for a specific film/documentary each time. These are only suggestions and they can cater for different tastes/choices in films
      • Finally, useful links are provided to facilitate the teachers’ search for suitable film clips or short films (e.g. pages 39, 48, 49, 50 and many  more) or opening titles (p.36) and websites with ads (p. 38).

 

«What is essential is invisible to the eye», as de Saint Exupéry says (2000). Film, in fact, is one of those multifaceted media that because they are primarily the result of artistic expression, they can be open to multiple interpretations, making it a rather fascinating and challenging medium for educators and learners, among others of course. Kieran has obviously risen to this challenge!

 

References

 

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‘Reconstructing the Social and Political Theory of Education: Foucault and the School Management Practices of Knowledge. From Surveillance Policy to Empowerment Policy of the Self’

My article ‘Reconstructing the Social and Political Theory of Education: Foucault and the School Management Practices of Knowledge. From Surveillance Policy to Empowerment Policy of the Self’ in the Humanising Language Teaching, in the Major articles section.

The article can be found here Humanising Language Teaching

Reconstructing the Social and Political Theory of Education: Foucault and the School Management Practices of Knowledge. From Surveillance Policy to Empowerment Policy of the Self

Vicky Papageorgiou, Greece

Vicky Papageorgiou (Med) is an ESL/EAP lecturer and also a co-editor at ELTA Serbia Publications and editor of the Visual Arts Circle. She divides her time between Thessaloniki (Greece), working at Metropolitan College, and Oxford, working as a summer EFL instructor (Oxford St Clare’s College). E-mail: vpapage1@gmail.com

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Abstract

Power relations

Foucault and education

From Surveillance Policy to Empowerment of the Self

Conclusion

References

 

Abstract

The aim of this study is to try to question concepts regarding the sociology of education based on Michel Foucault’s views and to seek ways of analysis through the work of the French theorist to critically address the various theoretical problems that arise, as well as schooling practices.

In the first part of this paper, we will try to approach the work of the French theorist initially by analyzing his positions regarding power relations. In the second part, mainly through his work «Surveillance and Punishment», we will develop the sociology of the school act as described in his work. In the last part, ways of empowering both students and teachers will be presented as a means of resisting a monitoring and control policy.

 

Power relations

In Foucault’s work, although multifaceted, central is always the issue of power, setting a pioneering conceptualization, which is opposed to both Marxism and liberalism. Foucault studied and elaborated on the great transformations of Western societies which occurred in the late 18th and early 19th centuries. He dealt, in particular, with the issue of the body and how it is transformed into an object of authority (Smart B., 1999), but also discussed techniques related to the manipulation, surveillance and control of the bodies, which began to appear in modern societies. Through them a new form of power emerged, which was exercised over the bodies of individuals and populations: the disciplinary power, manifested through normalization and discipline (Foucault, 1980 [1975]).

This power subjugated the forces of the body and then imposed on the bodies a relationship of discipline and utility. For Foucault, there was a wider discipline mechanism, which developed during the 19th century and was a normalization and surveillance mechanism. Foucault talks about a «panoptic» body that monitors and one which transforms the individual into an object of information and a source of knowledge and not a subject of communication (Foucault, 1991 [1975]). Consequently, we are talking about the creation of submissive bodies.

Yet, Foucault does not refer to ‘one’ power only but to ‘power relations’. There is, therefore, no center of authority, but central mechanisms of power that derive from power-enforcement relationships, such as those occurring between children and families, citizens and administration, students and teachers or families. All relations, therefore, for him are possessed by the concept of power. That is why he suggests that we should study the implications of this [power] and not ask questions about its nature.

The power relations, according to Foucault, are characterized by multiplicity, not just by bipolarity. Thus, endless fields of resistance arise (Marsh J., p. 291). Power is exercised, not imposed as it is also not only forbidding and the reason for this is that it cannot function only like that (Foucault M., p. 108). In particular, as far as modern forms of power are concerned, we must say that they are not primarily negative. That is why these forms of power are accepted. The opposite would surprise us.

To be more specific, both the issue of the emergence of modern self through the disciplining technologies and the power / knowledge technologies are linked through the concept of governmentality in Foucault’s work (Foucault, 1991). The exercise of power is intended to «educate» the subjects, according to him. To describe this situation, he uses the term «government» or «intergovernmentalism», a term which presupposes the existence of «free subjects» (Foucault M., 1991 [1975], p. 92). Therefore, there can be no power without the existence of free subjects and therefore without the existence of opposing groups fighting each other. The concept of governmentality in Foucault’s work is also closely linked to the bio-power concept developed in the first volume of the History of Sexuality (Foucault, 1990 [1976]). The notion of governmentality focuses on the ways of managing the populations that have developed modern states, but also the disciplining of the human body, without the use of coercion. This disciplining of the populations, which takes place within institutional frameworks, such as schools, etc. is promoted at the same time as the self-management ethics. Within this framework, institutions exercise coercion in such a way that acts are produced by the people themselves. We are not talking about coercion, because in the case of institutions like the school, these are willingly accepted as legitimate.

 

Foucault and education

In Foucault’s «Surveillance and Punishment» project, we investigate the extent of school practices that are indicative of the development of the power/knowledge relationships that we are referring to in this paper and can help us deepen our understanding of the subject under consideration: Foucault’s position regarding the power exercised in the body. The purpose of this work is to show that new forms of power and control are being created in modern times and not to show the functioning of the prison system, the army, or schools in today’s society. In the past, the punishment was aimed at the body, while today the soul. The body remains at the center and only here, through institutions such as the army and schools, the body is politicized as it develops methods that aim to dominate it in order to make it productive and useful economically (Foucault , 1991 [1975), without this implying violence.

In order to understand better the practices of the educational institution, we must follow their role in shaping subjectivity and how it gives us the effects of power , as analyzed by the French theorist.

From the 18th century onwards, «discipline is a type of power and it can be exercised either by specialized institutions (prisons) or by institutions that use it for a basic purpose (e.g. school) or pre-existing authorities, state institutions, mechanisms that have made discipline a fundamental principle of their internal functioning » (Foucault M., 1991, p. 283). The characteristics of this discipline are normalization, hierarchical supervision and examination. In this way, power creates useful people for it. At the same time, we are talking about the formation of a disciplinary society that holds the whole of the social formation.

Still, according to Foucault, this generalization of disciplinary systems has influenced the role of humanities and social sciences (psychiatry, pedagogy, psychology), the number of which has grown. Through these disciplines, disciplinary systems have acquired legitimacy.

Also, according to Foucault, there are four distinct features which characterize the individuality that discipline constructs: cellular (space), organic (activities), genetics (time) and combinatorial (Ibid, p. 219). We can see how these develop in the school space.

The ‘bourgeoisie’ became politically dominant, according to the French theorist, through this grid of discipline, and school was one of its  disciplinary mechanisms. This discipline, within the framework of the school, is implemented through the definition and organization of the place where it is practiced, and its basic principle is that of «networking» (Foucault, 1991, p. 190), each person occupying a certain position in the space. Features of this ‘networking’ aim at facilitating surveillance: controlling absences, moving people, avoiding clustering.

The geography of a school classroom consisting of student groups has a lot to teach us in this case. The position of each student obviously follows such a hierarchy (performance, gender, etc.) and thus leads us to sociological interpretations of school practices, since the classroom reflects the formation of the social space and what this entails (contrasts, inequalities, etc.). Therefore, by observing this organization, we cannot ignore the power strategies it embodies.

Secondly, the organization and the systematization of school activities (based on time, their usefulness, their repetition, etc.) indicate an automation, which is also the object of discipline.

 

Third is the disciplinary time (ibid, p. 208), which according to Foucault is linear since it serves a particular purpose. The organization of time within the school framework is very strict (start and end of school year, set of teaching weeks, duration of the course, escalation of examinations for student assessment, etc.). Within this strict timeframe, the student is supervised, evaluated and hierarchized, but primarily subordinated to such authority.

Fourthly, with regard to the composition of forces, we must refer to the various «commands» which regulate the behavior of the disciplined individual, for example, the striking of the teacher’s hand on the table or at the seat, which means that the teacher is trying to enforce his will. Undoubtedly, these are school practices that refer to the necessity of subjugating the individual.

Finally, we should not overlook two things. First, a disciplinary system needs a test system. Through the examining system, knowledge becomes legitimate, the teacher is the ‘bearer’ of knowledge and the learner becomes the ‘object’ of knowledge that can be used. And secondly, that a disciplinary system needs a criminal system that evaluates the different practices, in our case, school practices. According to Foucault, the criminal system is aimed at ‘normalization’, since ‘… it forces to compliance … ..’ and ‘… .charges the threshold that will determine the difference in relation to all other differences, the external boundary of the irregular «(ibid, p. 242).

Discipline is therefore not necessarily the practice of violence but the control and direction of individuals towards a particular purpose. The question in this case is how individuals can escape such normalization and lead to the empowerment of the Self.

 

From Surveillance Policy to Empowerment of the Self

It is clear from what we have discussed so far that, for the French theorist, knowledge is linked to the exercise of sovereignty, not of violence necessarily. Society is all structured on a particular relationship of power relations. Educational systems reflect, in turn, this very social formation. Through educational practices, power technologies control and protect the functioning of this education system.

The question, which is therefore reasonably posed, is whether we can finally get out of such a surveillance policy. How can one change the education system?

As many scholars admit (Fejes, A., 2008, p.160, p.203), what Foucault actually asks us to do to escape the tautology is to overcome ourselves so that we can show that there are other subject-positions. This can pave the way for emerging new relationships between knowledge and power.

A basic way of dealing with this is reflection, a complex process in which the individual’s beliefs are «judged» and «examined» to review an experience. Reflection has its origins in Dewey’s work (1910) when he distinguished between mechanically repetitive (and therefore habit-driven) acts and reflective acts based on self-evaluation and continuous analysis.

We are therefore talking about the development of meta-cognitive skills, in which we are called upon to realize the limits of our thinking, but also to realize and control even our feelings and motives. Through reflection, a student is led to think again of the process of solving a problem and is encouraged to self-assess. The same is the teacher. Reflection requires an interactive basis, which, at least to a certain extent, guarantees democracy, but also avoids the inertia of thought. The question of reflection is to think about the complex processes that surround us and to realize the limits and weaknesses of thought.

Reflection can indeed be a starting point for both teachers and students to resist a culture that is «passively» offered to them, and instead they can engage in a learning process that is participatory, dialectical but mostly politicized. Through reflection, both men and women are called upon to decide each time which ideologies, experiences, morals they want or have to keep and which they want to give up. But the next question would be, does this not, on the other hand, also seem utopian?

Some researchers admit that even participatory methods aiming at the empowerment of pupils can be simply «hidden forms of control and power» (Butin, 2001, p. 157). Practices such as the self-assessment of pupils, for example, may be seemingly only more democratic than others if it is the teacher who defines what is ‘right’ and ‘wrong’ while the student remains uninvolved in negotiating the criteria with which they should be self-assessed.

According to Foucault, some educational practices, while showing that their purpose is to control the «possible fields of action» (Foucault, 1982, p. 221), on the other hand, refuse to be released from the traditional one-way relationship of teacher-student, where the first teaches and the second always learns. They refuse to reverse the relationship and thus maintain the same power relationship. According to Popkewitz, control and power often change form only (Popkewitz, 1998, p. 24).

There are also some other analysts who argue that a new «pedagogical ethos and a new relationship between a teacher and a student will overturn the above identities» (Albrecht-Crane, 2005, p. 492). This can, for example, take place through a relationship where the student is invited to participate actively in a dialogue on the educational goals to be accepted or challenged (Oyler & Becker, 1997, p. 463), which in its turn means a form of freedom of choice on the part of the student and a way of resisting what has been tried to be imposed on them in a traditional school practice.

Conclusion

It is certain that the relations of power, as these have been formed in society, are complex. The area of ​​education, reproducing these relationships, has likewise created a complex grid of power relations by rejecting and marginalizing anyone who cannot play the role they have been asked to play. As complicated as a system of power can be, it does not mean that it leaves no room for resistance. Teaching practices such as reflection and generally self-managed learning can lead to self-empowerment by contributing to a different view of power relations between student and teacher. Despite the difficulties or pitfalls that may be involved in these practices, it is essential that both sides realize that the first objective to resist is to continue to ‘learn how to learn’.

 

References

Albrecht-Crane, C. (2005). Pedagogy as friendship: Identity and affect in the conservative Classroom. Cultural Studies, 19(4), 491-514.

Butin, D. W. (2001). If this is resistance I would hate to see domination. Educational Studies, 32(2), 157-176.

Dewey, J. (1910). How we Think. London : D. C. Health.

Fejes, Α. and Nicoll, Κ. (2008). Foucault and lifelong learning: governing the subject. New York: Routledge.

Foucault M., 1980 [1975]. Body/Power.  In  C. Gordon (ed.), Power/Knowledge: Selected interviews and other writings 1972-1977 by Michel Foucault. New York : Pantheon Books.

Foucault M., 1990 [1976]. The will to knowledge: The history of sexuality volume 1, London : Penguin Books.

Foucault  M., 1991 [1975]. Discipline and punish: The birth of the prison, Trans. A. Sheridan. Hammondsworth : Penguin Books.

Foucault, M. (1982). How is Power Exercised? In H. Dreyfus, & P. Rabinow (Eds.), Michel Foucault: Beyond Structuralism and Hermeneutics (pp. 216–226).Chicago: University of Chicago Press.

Marsh James L., (1998). Truth and Power in Foucault. In L. Langsdorf and S. H. Watson (ed.), Reinterpreting the Political. Albany  : State University of New York Press,  291-310.

Oyler, C., & Becker, J. (1997). Teaching beyond the Progressive. Traditional Dichotomy: Sharing Authority and Sharing Vulnerability. Curriculum Inquiry, 27(4), 453-467.

Popkewitz, T. S. (1998). The culture of redemption and the administration of freedom as research. Review of Educational Research, 68(1), 1–34.

 

 

 

 

Artify your Summer Course Activities for Museum/Gallery visits

(This article was first published in the May – June 2017 issue of the ELTA Serbia newsletter ELTA-Newsletter-May-June-2017)

In summer courses, and not only, museum and gallery visits are part of the outdoor activities planned for the students. This article presents activities that teachers can prepare before, during and after museum and gallery visits with their students (these visits could be part of a summer course but not necessarily). The idea is that you motivate your students to learn more about the art resources in museums and galleries while  teaching them English at the same time, as well as activating their imagination. Hopefully, the activities described here will succeed in encouraging your students to experience these places as ‘living organisms’, full of possibilities for fun and not just as ‘sacred places’ that are unapproachable.

HOW TO MAKE THE MOST OF YOUR MUSEUM VISIT

 

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This picture is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license

The success of your visit depends on how it is integrated into the learner’s classroom work.

  • Be prepared! Learn about what you will see beforehand through pictures, research and discussion.
  • Get the museum trip off to a good start with a simple quiz show. You can also find some ready-made quizzes that you can use (the British Museum quizzz, n/d; Galleries – British Museum and Tate Modern , n/d; History quiz/Tour the National Gallery , n/d).
  • Remember to try to have a kind of competition in class to make it more challenging.
  • Be selective about what to look at on the visit – spending more time looking at a small selection of objects is more rewarding than trying to take in a large selection of objects in less detail.
  • Use materials designed to support ESOL learners participating on tours and workshops led by the Museum or make your own.
  • Make sure you already know the museum and its permanent collection before you plan any activities. If not, plan a visit to it yourself some time before you take your students there to familiarize yourself with it.
  • Make the activities fun and interactive.

 

Materials you can create

True/False Worksheets

Photos with museum objects

Museum maps

Find Someone/Something Who/Which….

Museum postcards

 

So, let us have a closer look at some specific activities we are suggesting you could use in your class.

 

Activity 1

 

Scavenger hunts 

Target level/audience : all

Materials : a list of items/objects the students have to search for

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Yayoi Kusama  By Garry Knight – https://www.flickr.com/photos/garryknight/8317472647, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=38789907   

 

In a scavenger hunt, participants look for a series of items on a list, usually provided by the teacher.

 

Before the visit  :

  • Divide the class into two teams.
  • Give each team the list of things they must “hunt” for during their Museum visit. Tell the students to go and find the things on the list.

During the visit :

  • Every time they see something, they have to put a tick next to the word and note where they have found it. They might also have to keep some more notes next to it. Or you can ask them specific questions to answer which require certain details, e.g. something missing from a sculpture, the title of a painting, the name of an artist, etc.

 

Below you can find some sample lists of things that students could look for. Adapt the list according to the place/venue they are going to.

  • a specific artist :give them a specific name and ask them to write some bio details, write down 2-3 of his/her artworks that they liked in their visit
  • a specific era artwork : a pop art painting, an Impressionist painting, an Egyptian art artwork, etc. and , of course, they have to write down the title and the artist’s name
  • a specific painting, photograph, sculpture, etc. : Ask them to find a Warhol painting, or a self-portrait, a seascape, an urban scene, a landscape, etc.
  • Unknown words:  ask them to find and write down at least five words for things in English that they found in the museum/gallery they didn’t know before – they then have to record the new words and find their explanation.
  • People: find in a painting/photograph a young couple, a mother and child, etc. and then write a short description of each person (tall, short, clothes…)

 

You can also try to find  ready-made treasure hunt lists online which you can use  or it can be set as an example for you to create your own (Home to Home, n/d).

 

Also, if they cannot find the artworks they have to look for, some suggestions are :

  • advise them to ask for directions at the information desk  or generally ask the museum staff (that way they will engage in a conversation possibly with native speakers and practice their speaking skills)  ,
  • use a floor plan which all museums/galleries distribute for free at the entrance.

After the visit :  have students report back what they have found. Note also that Ss can bring their cameras to the scavenger hunt. They can use them to take photos and provide proof of their findings.

 

Activity 2

 

Draw your favourite artwork

 

Target audience/learners  : 11-18+

Materials : PCs, internet connection, smart phones, A4 white papers with or without the simple template shown below

 

Before the outing:  Ss can research any information they can about the museum/gallery they are going to visit on the internet. For example, let us consider Tate Modern as their next destination. Ask them to google search some practical information about the gallery (location, year it was established, etc.). Show them the gallery’s website and ask them to browse through the collection. Then, divide them in two teams and show them the quiz in the ppt. (Papageorgiou, 2017) .The team that gives the most correct answers , receives a small prize!

During the visit:  tell them you would like them  to imagine that they can take one piece of art home with them. They have to draw the piece they will choose and explain why they chose this piece of art (they can also take a photo of their chosen object and draw it later at home).

After the visit : class feedback- put Ss drawings on the walls around the class,  Ss go around read the descriptions and vote for the most interesting description.

 

Activity 3

Modern Art Gallery

Target level : 12+

Materials : cards to be completed (on one side the photo of the artwork is printed and on the other side there are some sections to be completed)

 

Before their visit : give your Ss the titles of specific artworks and ask them to find them in the Gallery and complete the cards that accompany the photos. Pre-teach them some expressions that they might need to use, e.g. “This makes me feel…”, “This piece is beautiful / ugly/ unusual/ extraordinary / different ”, “What the artist is trying to say is….”, etc.

During the visit : the Ss have to locate the specific artworks. The details on the cards have to be completed with the thoughts that the specific artworks create to them.  How can the Ss write their opinion on the artworks?

After the visit : the Ss have to present their cards to the rest of the group and  talk about their experience, if it was positive or negative and why.

 

Some examples :

TITLE :

DATE :

ARTIST :

My feelings:

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Activity 4

 

Picture Story

 

Target level : 12+

Materials : an object/mascot of their choice, a camera

 

Before the visit :

  • Divide Ss into small groups.
  • Each student will need to choose an object or a mascot.

During the visit : Ss are going to take pictures with the object/mascot in different rooms/floors during their museum/gallery visit. Give them examples of pictures they need to take.

After the visit : When Ss are back in class, ask them to create a picture story using the photographs they have taken and explain more about the different sections of the museum they visited and the exhibits. Explain to them this is not going to be a simple ‘diary’ but they actually have to create a short story about their visit with them being the protagonists. You can upload their photo stories on an app like pinterest or padlet.

 

Activity 5

 

Video Diary

 

Target level : 12+

Materials : a camera or tablet, a PC, a projector, internet connection

 

Before the visit : Students are told that they will be conducting video diaries. Discuss with them what specific section/room they would be interested in presenting. They are going to be placed in pairs/groups, they can record a commentary of what they are doing/seeing.  Help them to research this area more and learn more about the exhibits. For this reason, they can visit the museum/gallery’s website and online collection. Give them some time for their preparation   

During the visit: Pupils record commentaries on their phones.

After the visit: Using a computer and a projector, different groups take it in turns to show their video footage.  

 

Conclusion

All in all, there are a lot of resources out there already so, if you are interested in preparing visits to art places and create activities to complement these, you can definitely find plenty. While some of them are ready-made and can fit the needs of an ESL class, most of them are not. There is no reason you cannot use the latter ones either though because what you need to do is set your objectives, try to find related material and adapt it to your particular needs each time. All museum and galleries worldwide have their own website and most of them have already started, for some years now, to share educational resources. The only thing you have to do is browse through and find what you are looking for. Here are some useful links for you to use :

 

References

 

My video activity for Nik Peachey’s new book ‘Digital video’

unnamedToday I am sharing the activity I wrote some time ago for Nik Peachey’s new e-book ‘Digital Video – A manual for language teachers’

You can buy the book online. Here is the link to it on iTunes:  https://itunes.apple.com/us/book/digital-video/id1025275485

And this link is for people who don’t use Apple devices:  https://www.scribd.com/doc/276137280/Digital-Video-A-manual-for-language-teachers

The activity I wrote involves U-tube videos and hosting short debates on a controversial topic. You can check it out here :

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I hope you enjoy it!

Lesson plan : Learning with YouTube videos

This is a new Lesson Plan I wrote and is now published on the current ELTA SERBIA NEWSLETTER, in the July-August issue

http://elta.org.rs/kio/nl/07-2015/Lesson%20Plan-Vicky%20Papageorgiou%20Learning%20with%20YouTube%20videos.pdf

You can check out the whole newsltter here : http://elta.org.rs/2015/07/13/elta-newsletter-july-august-2015/

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Learning with YouTube videos: Internet censorship

Key words: ​YouTube videos, debate, internet censorship, blended learning

Target learners:​Young adults or adults, C1+ level

Learning outcomes:

● By the end of this course, the learners will learn to search for a small variety of videos and to critically synthesize information/arguments to use in their debate,

● they will be able to enrich their knowledge about a current and controversial matter which they have experienced in some ways,

● they will learn to work together to reach an agreement on a controversial problem, solve a problem,

● they will learn to use online platforms to upload their written work and to hold a debate, like http://www.pearltrees.com, and http://www.collaborizeclassroom.com, and finally

● they will have to reflect on the debate by summarizing the important points of it.

Short description

In this blended learning activity, students will have to work on a controversial matter. While divided in teams, they will have to find youtube videos relevant to the side they have to present and defend, record their arguments to support their position and finally, make evaluations and judgments about this controversial matter. In the end, the two teams will have to hold a debate and reach a consensus.

Preparation

The T spends some time choosing videos that present opposing arguments or depict opposing sides. 2­4 videos for each side should be enough but the T should make sure their duration is not over 15’ each. (In this activity, Ss are asked to search for the videos they should use, on their own. Yet, because this is time­consuming and/or difficult for some students, it is advisable that the T has already prepared a selection for them, at least for the weaker ones). Some example videos the T could show them or post on the platform are the following:

An informative video about internet censorship.https://www.youtube.com/watch?v=XPAvg6CU6sI

The Past, Present and Future of Internet Censorship https://www.youtube.com/watch?v=spapXznZf4I

Internet Censorship Is the Wrong Answer to Online Piracy https://www.youtube.com/watch?v=1ngRPuXpCIw

Procedure ​(approximately 3 hours)

1. Tell your students that you have noticed that people of their age are very dependent on the internet and they spend a lot of time surfing the net. It is also true that there are a lot of voices currently calling out for online censorship because the internet is far too open. So, since this is a situation that they are familiar with, you thought it was time they discussed internet censorship because this is an issue in discussion lately. (5’)

2. Tell them that to be able to form a well­rounded opinion about the topic, they have to find videos on YouTube that support or condemn this kind of censorship. (5’)

3. Explain to them that they are going to be divided in 2 teams . (10-15’)

4. Allow them time to search for these videos online. Explain to them that you are going to be present and offer any help needed but you expect them to be independent in their search.

5. Tell them that in the next lesson, both teams are going to watch their videos about internet censorship in class. The first team are going to watch videos that support it and team number two will view videos against this censorship. (1 h)

6. Tell the students they should focus on three questions, which you have already posted on http://www.pearltrees.com/: These are the following:

• Is internet a public or a private sphere?

• Should there be more censorship?

• Should freedom of speech be absolute or should it be limited?

7. They should note down all of the arguments used. Then, they have to upload the relevant videos as well as their arguments on http://www.pearltrees.com/ so that both teams can prepare their counterarguments. No analysis or reflection of the arguments will be posted there, though. (30’)

8. You should set up the day the discussion will take place (online class).

9. On the day the online debate takes place, ask them to share the videos online on a specific platform http://www.collaborizeclassroom.com/ and tell them they can also add the arguments they have come up with. Each member of every team starts a brief discussion by posting their comment/argument and their video. Other members are asked to post their responses to this (this procedure can be done synchronously as well as asynchronously). (1h)

10. You should moderate the discussion.

11. Once each team has decided about their arguments, they should also rank them in terms of validity. (10’)

12. At the end of the debate, the Ss can vote and then see the results. Remind everybody that they should reach an agreement in the end and perhaps even specify a solution. Remember, you are there to moderate and not intervene in any other way. (5’)

13. At the end of the class, the students will present their decision, again in the forum. (5’)

Follow up

Ask each team to write a summary of the debate as well as the decision on the matter and how the whole discussion has changed their perspective (if it has). They can post it later on http://www.pearltrees.com/.

Software/web 2.0 tools

http://www.youtube.com

http://www.pearltrees.com/

http://www.collaborizeclassroom.com

Materials

The learners need access to PCs with internet connection, possibly 1 PC for every 2 students.

pearltrees

download

World Down Syndrome Day (WDSD) 2014

This is a lesson plan I prepared for my Speech and  Language Therapy students at AMC College to celebrate World Down Syndrome Day. Perhaps it can  used with other students, too. The inspiration came from the Saatchi & Saatchi video circulated all over the internet a few days ago.

World Down Syndrome Day (WDSD) 2014

Lesson Plan

Language level: Intermediate – Upper Intermediate

Learner type: Adults

Time: 60 minutes

Activity: Speaking, reading short texts, writing and watching a short video

Topic: Down Syndrome

Language: Down Syndrome related vocabulary, Can/Can’t, (not) be able to, should/shouldn’t

Skills : talking about myths and facts related to Down Syndrome

Materials: Wordle, Short video, sets with cards 

Warmer

Show the Ss your Cloud and ask them to make out what the topic of this lesson is about : World Down Syndrome Day (WDSD) 2014. Explain that today, 21st March, is World Down Syndrome Day.

 

2014 World Down Syndrome Day

Ask them what they know about the topic

Do they know any people with Down Syndrome?

Would they like to know more?

Step 1

Ask your students if they know what people with Down Syndrome can or can not do. Write their ideas on the board.

Step 2

Tell them that they are going to watch a short video called ‘DEAR FUTURE MOM | March 21 ‘

Explain to them that the email a pregnant mother, expecting a child with Down syndrome, sent to CoorDown (Italian Association of People with Down Syndrome) posed the following question : “What kind of life will my child have?”

It triggered a video, created by Saatchi & Saatchi , where 15 individuals with Down Syndrome, from across Europe , sent her a heartwarming message in their native languages . Show the video.

Step 3

Ask them to compare their ideas about these people’s abilities with the video’s ideas. Were their ideas mentioned in the video? What other ideas were mentioned?

Write them on the board.

Step 4

Ask the Ss if they have ever thought about the way we address people with Down Syndrome. Put them in groups.

What language should we use when referring to Down Syndrome?

What language shouldn’t we use because it can be hurtful?

Let them look at the expressions below and list them accordingly.

intellectually and developmentally disabled, a Down syndrome child, Down’s child, a child with Down syndrome, he has Down’s, suffer from, afflicted by, syndrome, disease, condition, cognitive disability, retarded, retardation, differently-abled, handicapped, ‘challenged’, idiot, moron, imbecile

 

Positive Language we should use when referring to Down Syndrome

Derogatory language we should NOT use when referring to Down Syndrome

Go round the class and offer any help/ explanations needed with the vocabulary.

Tell them that, in fact, as renowned educator and inclusion specialist Patti McVay emphasizes, “the best name to call someone is the name he or she was born with.”

(The information was taken from the Global Down Syndrome Foundation site http://www.globaldownsyndrome.org/about-down-syndrome/words-can-hurt/ )

Step 5

Write on the board ‘Myths and Facts”.

Pair up Ss with a partner from a different group. Ask them if they think that there are a lot of misconceptions in society about people with Down Syndrome. Why?

Organize the Ss in groups and give them the cards about the «Myths and Facts». 

MYTHS & FACT ABOUT DOWN SYNDROME

The cards are divided into 2 categories: one set with Myths and another with Facts. Give the cards to the groups and explain that they have to read the cards about the Myths and the ones about the facts regarding Down Syndrome and match them. Every time they find a match, allow some feedback if needed.

(The information regarding the myths and facts about Down Syndrome was taken from the site : http://www.ndss.org/Down-Syndrome/Myths-Truths/)

Step 6

Have a short discussion about the information they have just read.

Which fact/myth really surprised them?

Were they familiar with these facts?

Did the Ss have the same opinion? Why? Why not?

Has society really changed in the way they see people with Down Syndrome?Why? Why not?

Follow up

Ask them to research and then write a short article about people with Down syndrome who broke the stereotypes and they are now having a professional career in any sector which they would be barred from in the past, like teaching, for example.