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Case study // Create a dialogue and video in foreign language (Belgium)

 This case study story relates the experience of a Belgian teacher engaged in the cycle 3 of pilots (Sept-Dec 2012). It gives an overview on what happenned in the classroom and on the impact of these activities as analysed by the teachers and the students.

Background

  •  Age of students: 14-16 years
  • Number in class: 13 students
  • The subject: Foreign languages (French)              
  • Aims/Objectives: To complete and correct a dialogue about visiting the doctor in French; To learn and perform a dialogue; To record a dialogue and assemble a video; To develop skills in using iMovie and iPads; To evaluate the movies produced by other groups constructively.
  • Over what period of time? 4 hours over 2 weeks
  • Location of lessons? In the classroom and adjacent corridor

Teachers and students experiences: What happened ? 

Introduction to iMovie
The first lesson was devoted to students learning how to assemble movies and pictures in iMovie, following a ‘quick start’ guide.
 
Listening activity
During the second lesson, students watched a film posted on the VLE by their teacher, filled in the gaps in the dialogue and corrected errors.  They then planned, as a group, how they would organise the filming of their corrected version for the next lesson.  When selecting the groups, the teacher had deliberately mixed stronger and weaker students.
 
Speaking activity
In the next two lessons, students practised acting out their dialogue before filming their final versions.  They then assembled the movies and wrote a correct version of the dialogue.  Finally, they watched and evaluated the films created by the other groups in the class.
 

Key innovations: What was new or different overall ?

Use of technology:  The key difference in this class was the use of technology and its impact on the way in which students approached learning.  Although the teacher often asked students to do a similar exercise, the use of technology made a noticeable difference to the way they approached it. They were less afraid to make mistakes and more willing to attempt the dialogue because they knew they could redo it as often as necessary:  “Students who are less sure of themselves speaking, dare to speak more because they can start over. This way there is no problem making errors…Because they can correct it afterwards.”

 

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