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The use of video in teacher trainingTHE PURPOSE OF THIS PARAGRAPH IS TO SHARE HOW THE USE OF VIDEO WITHIN THE CLASSROOM IS AN INNOVATIVE WAY TO TEACH STUDENTS english. SO WHY USE VIDEO IN THE CLASSROOM? FROM MY RESEARCH AND PASSING THROUGH VARIOUS TEACHING BLOGS IT APPEARS THAT TEACHERS WHO USE INSTRUCTIONAL VIDEO REPORT THAT THEIR STUDENTS RETAIN MORE INFORMATION, UNDERSTAND CONCEPTS MORE RAPIDLY AND ARE MORE ENTHUSIASTIC ABOUT WHAT THEY ARE LEARNING. SO IN OTHER WORDS THE USE OF VIDEO APPEARS TO BE A MOTIVATING FACTOR. MOTIVATION IS AN ESSENTIAL ELEMENT TO MOTIVATE STUDENTS TO PARTICIPATE IN THE ENGAGE STAGE OF THE LESSON PLAN. WITH VIDEO AS ONE COMPONENT IN A THOUGHTFUL LESSON PLAN, STUDENTS OFTEN MAKE NEW CONNECTIONS BETWEEN CIRRICULUM TOPICS, AND DISCOVER LINKS BETWEEN THESE TOPICS AND THE WORLD OUTSIDE THE CLASSROOM. IN MY RESEARCH I ALSO FOUND HOW VIDEO CAN BE UNIQUELY SUITED FOR TEACHING english. I HAVE LISTED THEM BELOW: VIDEO IS UNIQUELY SUITED FOR english IN THE FOLLOWING WAYS: ? TAKING STUDENTS TO PLACES THAT ARE PHYSICALLY IMPOSSIBLE. SUCH AS THE MOON, THE HUMAN BODY, OTHER COUNTRIES. THE VIDEO CAN SHARE THE VOCABULARY OF THESE TOPICS, WITH THE CORRECT PRONUNCIATION, AND PROVIDE A VISUAL AT THE SAME TIME. ALSO, WHILE THE VIDEO IS PLAYING IF A STUDENT HAS A QUESTION THE TEACHER CAN SIMPLY PAUSE THE VIDEO AN ADDRESS THE QUESTION OR REWIND THE TAPE TO HEAR SOMETHING AGAIN. OR IF THE TEACHER HAS PLAYED THE VIDEO VARIOUS TIMES HE/SHE CAN CLARIFY MATERIAL THAT WILL COME IN THE VIDEO OR AFTER THE VIDEO HAS PLAYED THROUGH THAT MATERIAL. ESSENTIALLY THE VIDEO IS A GOOD INTERACTION TOOL FOR BOTH THE STUDENTS AND THE TEACHER AS WELL. ? A VIDEO CAN TAKE STUDENTS TO OTHER english SPEAKING COUNTRIES TO HEAR DIFFERENT ACCENTS SUCH AS AMERICAN, CANADIAN, CANADIAN, AND australian. ? THE VIDEO CAN ILLUSTRATE COMPLEX OR ABSTRACT IDEAS. THE VIDEO CAN SHOW HOW SPECIFIC TENSES IN english ARE ACTUALLY USED IN REAL LIFE. ? THE VIDEO CAN BRING english LITERATURE, PLAYS, MUSIC, OR IMPORTANT SCENES FROM HISTORY IN THE CLASSROOM ENVIRONMENT. VIDEO IS ALSO UNIQUELY SUITED FOR TEACHERS IN THE FOLLOWING WAYS: ? TEACHERS CAN REACH OUT TO STUDENTS WITH A VARIETY OF LEARNING STYLES, ESPECIALLY VISUAL LEARNERS, AND STUDENTS WITH A VARIETY OF INFORMATION ACQUISITION STYLES. ? TEACHERS CAN ENGAGE STUDENTS IN PROBLEM- SOLVING AND INVESTIGATIVE ACTIVITIES. ? BE A TOOL FOR A TEACHER TO DISMANTLY SOCIAL STEREOTYPES. ? ALLOW THE TEACHER TO HELP STUDENTS PRACTICE MEDIA LITERACY AND CRITICAL VIEWING SKILLS. ? TEACHERS CAN USE THE VIDEO TO PROVIDE A COMMON EXPERIENCE FOR STUDENTS TO DISCUSS. ? THE TEACHERS CAN ALSO USE THE VIDEO TO MAINTAIN THE ATTENTION WITHIN THE CLASSROOM. ? THE VIDEO CAN BE USED TO ILLUSTRATE THE CONCEPT OR LESSON TAUGHT WITHIN THE CLASS THAT DAY. ? THE VIDEO ALLOWS THE TEACHERS TO NOT HAVE TO RELY ON MEMORY OF WHAT HAPPENED OR WHAT IS OCCURING. THE TEACHER CAN SIMPLY REFER TO THE VIDEO FOR CLARIFICATION OR FOR AN ADDITIONAL PERSPECTIVE.
