The United States and Authentic Video in the EFL classroom – Part 3

 Part 3


This is the third part in a series of posts on a PBL (project based learning) experiment utilising authentic video on the USA in a junior high school setting.

The first question in any student’s mind is how long any project presentation should be. The second one is what he/she is supposed to concentrate on. The answers to these largely depend on how much time you can allocate for the project, and, of course, what you want the students to learn from it all. In this instance I wanted the students to really experience the USA firsthand and come away from it with quite a lot of new insights from as many parts of country as possible. Therefore, the project should be worked on in detail and presented as if they had undertaken the journey themselves. In order to achieve this, I felt I needed to give each of them a route plan, a guideline on what they were supposed to tell the other students. So, each student – or student pair if they worked in pairs – receives a card with listings of places or things to visit and experience (see above), but not until they’ve done step 1 – watched the video as a whole. If they get them at the very beginning, they might skip this first step altogether which might be detrimental to a comprehensive approach to the subject at hand. Left to themselves, students generally tend to take the easy way out here and go directly to Wikipedia or similar, so if you, like I do, really want to stress the listening and watching part of the process here, it might be a good idea to stress that all content in their own presentation should derive from the video, and if it is not to be found in the video, it’s a waste of time to have it in their presentations.

The ideal time frame of the presentation would be about 10-15 minutes, and every presentation is to start with a map, giving the audience a clear understanding of the geographic route for the journey as well as information on what US states will be covered. This is included in each of the videos and can be captured by pressing the Print Screen button on the keyboard or by using the Snipping tool. (All my references here are to Windows machines as those are the ones we have at my school and the ones I know best.)


The route travelled in the video "Deep South"

The route travelled in the video “Deep South”


When it comes to the actual learning and preparation work time frame one needs to consider each step of the process and allocate lessons and homework according to that. Now, as I’ve previously stated, each video is about 50 minutes, give or take, which means the first lesson of full-time project work would be spent doing an all through-viewing of the video material in order for the students to get an overall picture of their journey.

The next step is more work-intensive. They need to collect pictures, ie. screen shots, along the way, make notes for themselves, check with the route plan, google facts, maps and names; all activities that are surprisingly time consuming.  Allocated time can be anything from 4 lessons upwards, depending on how much homework you presume the students can and will manage.

Putting the screen shots or the images together in Powerpoint and planning the presentation in itself, is not altogether a piece of cake either and will demand time and effort, too, especially if you want the students to make a proper job of it all. Also, allow a lesson for practising presentation skills in pairs or on their own.

For the poster,  the students select their most representative images from the PP presentation, compose captions, and print it all on paper.  The final step is the physical putting together of the poster itself. The poster step could be left until later, as well, until all the oral presentations have been delivered, and it could be replaced by an online photo album, for instance. It might be nice for the students though to have something tangible in the nonvirtual world to look at after all their hard work.

Altogether you might need as many as 10-15 lessons, not forgetting to allow yourself ample time for the initial instruction phase. I think it’s important that every student needs to know exactly what they are supposed to do, how much time they have to do it and what will be the outcome of it all. Also, it might not be enough with oral instructions at the beginning of the project; at least my students need continuous access to the instructions and the time frame where they can go to remind themselves of all the different steps along the way. Putting the printed instructions on the classroom wall is one option here; having them online, where they can be accessed from home and by their parents, too, might even be a better one.

In the next part I will talk about the presentation phase and different options here, in order to optimize learner engagement and communicative activity.

Below a couple of samples from the Globe Trekker videos on Youtube:

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