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Simon's Cat – Screen Shots for 3 Videos (Neubauer)
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10 thoughts on “Simon's Cat – Screen Shots for 3 Videos (Neubauer)”
Diane clearly taking screen shots of the video is superior to randomly stopping the actual YouTube video. You have isolated the key verbal actions in each screenshot. Very smart. I know we’ve talked about it here but it’s nice to see how you use it. Any comments from you on this technique are welcome.
Also any comments about why you don’t like the term MT. I’m down for changing the name depending on how the group feels. What we do in general is not really MovieTalk as per Hastings, is it?
I see there being very different uses of videos, and I think it’s helpful to clarify the differences with different terms so people don’t forget that both are possibilities. I may have lost that battle as “MovieTalk” gets applied (almost only) to using short videos among TPRS teachers now. Actually, while Ashley Hastings designed the approach with the use of full-length films, I think (going from memory) that he referred to using short videos in his website, too. So maybe I’ve got a hang-up about terms needlessly. But I really like “original” MovieTalk with upper levels, using a whole film and doing far less sheltering of vocabulary – using all they know to describe scenes and retell dialogue more simply.
In my mind, the terms are:
Video and Discuss, normally called “MovieTalk” now – use of short video clips. Repetitive videos are great for this. Works for all levels. You can easily shelter vocabulary and introduce a few new pieces of language with these.
“original” MovieTalk – use of full-length films (often from the target culture). Each scene is viewed twice, once with sound on, once with sound off. On the second pass, teacher describes, narrates, and asks a few questions of the students before moving to the next scene. Better with upper levels, for me year 3 & 4.
Judy DuBois has a third video option which she called “Very Narrow Listening” in iJFLT just published. You allow experienced students to work with hearing a short section of a longer film you are using. With some reading techniques and re-listening, they hear the original soundtrack, which initially may have not sounded comprehensible at all. That’s my weak summary – I recommend her article. I want to try it with some key scenes in the movies I’ll use in level three & four later this school year, as an intensive piece while we do “original” MovieTalk with a couple of films. I’ll pick scenes with almost only already-comprehensible language, but at speeds too fast for students to catch from regular listening.
This is interesting. Couldn’t there be ways to do music this way? Music with lots of repetition of certain sheltered vocabulary in the chorus?
Or describing instrumentals or genres of music this way? Hmm… you can use words like plays guitar, slowly, fast/quickly, gets softer etc… I like music so much, I want to think aloud maybe something will pop up.
Sounds like just what Judy does with movies, Steve, then applied to a song. I think it’d take a more advanced and/or older student group for it to work well. At least, my younger students (ex, when I taught middle school, and high school freshmen through juniors) don’t generally seem happy about gap-fill listening to a song. At least, not so far.
This is very helpful. I’m going to try Cat Man Do tomorrow. Diane, I’m trying to understand how you use the powerpoints. Do you show the clip first, then slowly talk through it with the powerpoints? Or, do you talk through it first, then show the clip? Or, something else? Thanks again!
I have done things more than one way. However, I think it’s helpful if you want to talk through things in depth to use the PowerPoint first and Look & Discuss the screenshots. Then show the video.
But I also use the PowerPoint after the video: as is, for guiding student retells; for creating (with the class) a captioned version of the PowerPoint to start them on reading; on Slide Sorter “view” you can say a sentence, and have them choose which picture(s) matches.
Doing what you describe above, those options on how to use the screen shots, truly allows us to go narrow and deep with lots of reps and spinout discussion while maintaining interest. This is great!
This “watch and discuss” has gone well this week. I used your screen shots for cat-man-do and had two students act at the same time. This was great! Then, we watched the video from start to finish. Afterwards, we went back to the screenshots. I had printed them out on handouts and we worked on writing captions together. I think we will review the captions today together and then watch the video one last time, trying the “call out” thing Ben suggested on another post, where students call out what they can in French while watching.
Nice. I think it was Nathaniel who thought of the “call out” thing though.