👀👂Listening with Edpuzzle

Now that we have started a new Learning Situation called PUSHING LIMITS, we have posed a warm up question: 
Do you often take risks?
(Scaffolding or model answers: I take risks when I practice/do… I don’t take risks because I…)

There's going to be a series of videos in 👀👂Edpuzzle as homework, flipped classroom, for team work or warm up.

The following video is a warm up in classroom, students are encoraged to work in pairs before deciding their answer, the teacher could replay if students require, so they become familiar with this learning tool. The video is about death by selfie, if it is worth dying for the perfect selfie.

Students have enjoyed this task and a lot of discussion has arosen.

Follow up activities were:

1. We dictate a sentence from the video and they tell how many words there are in the sentence.

2. Create a poll

3. Interview their family and friends

4. Create statistics with this piece of data.

The ADANTAGES of using short videos are that students do not become bored and that images can help to understand global information, the DISADVANTAGE is that when assigned for homework, some students have problems with technology or they forget about homework! 😭

Here are some learning objectives for your PUSHING LIMITS learning situation:

Communication & Language Skills:

1. Expressing opinions and personal experiences: Students will be able to articulate their thoughts on risk-taking using scaffolded sentence structures (e.g., I take risks when I… / I don’t take risks because…).
2. Developing discussion skills: Students will engage in pair and group discussions, justifying their viewpoints and responding to others' perspectives.
3. Enhancing listening comprehension: Students will improve their ability to understand spoken English by watching and analyzing videos on Edpuzzle.

Critical Thinking & Media Literacy:

4. Analyzing risk-taking behaviors: Students will evaluate the consequences of risky behaviors, such as taking dangerous selfies, and discuss the impact of social media on decision-making.
5. Interpreting data and statistics: Students will collect, analyze, and present information from their interviews and poll results in a meaningful way.

Research & Data Analysis:

6. Conducting surveys: Students will design and implement a poll to gather data on risk-taking habits.
7. Interviewing others: Students will practice formulating and asking relevant questions to family and friends about their attitudes toward risk.
8. Creating visual representations of data: Students will compile their findings into statistics, charts, or graphs and present them to the class.