The summary of the types of exercises for video teaching

Matching or distinguishing-This involves choosing a response in a written or pictorial form that corresponds with what was contained on the video. It is an appropriate activity to include in worksheets. It can take the learner through the video extract and serves as a checking device for comprehension.

Transferring - The learner receives information in one form and transfers the information or parts of it into another form. The task of transfers can take many forms; for example a group may be sub-divided and required to exchange information on different parts of the viewing session as organized by the teacher. This is a useful method of reducing the density of information that is conveyed in the medium of video.

Transcribing - There may be a point in the lesson when it is helpful for the learner to write down what was heard. This is best carried out by transferring the relevant passage to audiotape and is most suitable for consolidation purposes.

Scanning - The learner is required to extract selected items by scanning the input in order to find a specific piece of information. Particularly appropriate for news and information programs this is an activity that recreates most closely the response of the original target audience and goes some way to maintaining the authenticity of the text.

Extending - This is one of the most fruitful areas of activity, if one considers the use of the video extract as part of a larger learning package. The video may be a starting point for role-play, discussion, further reading texts, writing tasks, etc. The material can act as a stimulus for freer classroom activities [problem solving, games, etc.] not necessarily based on the intended message of the program.

Condensing - The task is to reduce what is viewed to an outline of the main points, such as is required in note taking. Summarizing may concentrate upon many different aspects of the text, both audio and visual; for example, at an elementary level the learner may simply be asked to list the characters involved, or give an account of the stages of a dramatic scene [X speaks to Y, when Z comes into the room... ].

Answering - Answering question from a variety of input [teacher/worksheet/other learner] may help the learner to focus on different levels of viewing. Questions may be posed which require recall of details, require inferences and deductions; others may require evaluation or reactions.

Predicting - The learner is asked to guess or predict outcomes, causes, relationships, and so forth. This activity is ideally suited to video, using the freeze-frame. Also, by playing the video with the sound off the learners can be asked to guess what is being said. Playing the sound only, students can be asked to predict what they will see.

2. Types of video planning:

1. Viewing straight through 2.Viewing in sections 3.Silent viewing 4.Starting with sound only 5.Sound/picture split 6.Picture only/Nothing. Place the screen, or arrange the class, so that one half can see it and other can not

Stage One Turn the sound down. One half-silent view, the other does nothing. (This would obviously only be suitable with a very short section of not more than about one minute)

Stage Two After they've seen it, the viewers report to their partners what they think was going on.

Stage Three The whole class views with sound to see whether the viewing partners were right or not. This often works well with the last section of a story when it's the kind of story that could have a variety of endings.

7 Picture + sound/sound only Stage One Put the class in pairs, A and B. A sits with his/her back to the screen. В sits facing it. So A can only hear the sound track while B sees and hears. Give them the questions. Stage Two Play the sequence. Stage Three The pairs compare notes on their answers. Stage Four Similar discussion to Video Plan 6.Stage Five Play the whole scene through again for everyone to see and hear.