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General Guidelines for
Using Video Segments in Class
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Determine whether or not to use the video
clip as text (focus on listening and comprehension) or as a springboard / supplement
to another activity.
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Separate pre-viewing and global viewing tasks
from specific comprehension activities.
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Don't expect full comprehension and retention.
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Turn off the sound the for the first viewing;
ask students to describe and map what they see, to hypothesize about what
they will hear.
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Video need not be the focus of the lesson.
Use video to support your lesson plan, to add variety, to motivate, to
contextualize, to reach visual learners, to provide authentic visual and
aural input.
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Try using video beyond information gathering
and listening comprehension.
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Use video at any point in the lesson plan:
in preparation, presentation, global, or review activities.
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Make sure students are comfortable with the
vocabulary and task.
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Make sure tasks are uncomplicated. Avoid
depending upon detailed handouts that distract from viewing and listening.
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Break down feature length films into scenes.
You may want to have students see the whole film in one sitting, then focus
in-class activities on a few key scenes.
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Show the same segment several times.
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Show short segments: You can do a lot with
one to five minutes of video in 101-102.
Copyright 1998 by Cheryl Krueger
Department of French
University of Virginia
