Language learners need a lot of input. That’s a fact.
However, not all input is equal. They need authentic examples of vocabulary in action to grow, and not just from their teacher. That’s why I love YouTube. There’s so much students can learn from a YouTube video (language, culture, pronunciation… just to name a few) and they can do it without me!
As my novice learners started to communicate about family, I picked these three simple commercials for a quick listening station.
I posted this simple question:
¿Quiénes son las personas mencionadas en los videos?
Then I left a few copies of these QR codes, 5 iPads and a few sets of headphones.
I loved watching students watch videos more than once. Some stopped it when they missed something and backed it up a few seconds. Others went to their dictionary to look up “Besos” because they were dying to figure out what that meant.
Were a few kids off task? Yes, but no more than would have been in any activity or lesson. Giving students the freedom to talk and explore and learn on their own is important.
Independent Listening…Try it. It’s a beautiful thing!
Hi Megan,
These are great video clips for the FAMILIA topic!
How do you find these type of videos in YouTube? I guess that by typing FAMILY or FAMILIA they won’t come up, right?
Verónica
I didn’t search for them directly. I was just checking out anuncios for class and these slowly came up as “recommended videos”. Glad you liked them too, Verónica!
When I look, I start with a broad searches like “familia, anuncio” then I will try more specific searches like “mamá, anuncio” or “hermano, genial, cómico” which are usually more successful.
Great idea and excellent use of technology!!
Did they have to answer questions or do a post-activity with these videos, or they just had to try to understand as much as they could?
Adriana, it depends on the video for what I have them do. When I have questions, I include one that is “qué más”/”what else.” This is super valuable… it doesn’t limit them, it keeps them from copying, and it focuses on what they know, instead of what they don’t. I may use “generic” ones to bring in some ELA standards. -What is this ___ about? -Who would watch this? -What is the purpose of this ____? (Entertain, Inform, Persuade) For more specific questions, it depends on their proficiency level and the video. Sounds like Megan was teaching this to a first year class and they were just learning the family members so they were identifying that. But it sounds like they learned so much more in the end! A teacher friend (Eliza P.) told me she has novice students go through -Describe it -Explain it -Your opinion -Compare it. If I want an activity, I use one of these: http://www.creativelanguageclass.com/activities/modes-skills/reading/30ira/
My students LOVED these videos, we shared and discussed them … they do not have devices so it was a whole class activity – Amazing!!! Thank you!
I used this page and your resources as an inspiration to write my first Integrated Performance Assessment for my What is a family unit in Spanish and French. Thanks your for your website and products. You can check out the assessment if interested at http://www.lynnjohnston.com/?p=86. Feedback welcomed!