Cuelt 2016, April 28-29, Adana, Turkey: Integrating Digital Video Cameras into the Summarizing and Essay Writing Process across the Curriculum

The Power Point for CUELT-2016 can be downloaded on the link below. Videos are not included on this Power Point. The Power Point with the videos was huge. Besides, the videos would not play on the downloaded Power Point file.
The video data shown on the Power Point presentation and a wide variety of resources are provided on this page.

The link for the Power Point:

For Download Digital Video Cameras into the Curriculum-No Videos attached

Any teachers or students who want to try any of the activities should be able to follow the Power Point and use all videos and documents added below to copy and adjust to their local teaching context and literacy/language learning objectives.

All materials could have used a bit more proofreading and editing, as I am always telling my students. Please feel free to adjust and edit as needed.

For questions, any general comments, or access to any of the pages on the site, please contact johnunger@ymail.com or academicrabbit@gmail.com

Reading Summary and Response Documents.

Please fee free to adapt or change as necessary. All the work on this website is intended to be shared openly with teachers and students from any country, culture, and language.

Oral Pres Rubric with Visual 50 points

MISD Directions using Graphic Organizers and Quote words

Qualitative Response Questions 3-20-16

MISD Direction

Five Paragraph Essay, Inductive Approach Documents. Please feel free to adapt or change as necessary.

Brainstorming and Outlining Doc

Directions for Inductive Approach to a Thesis Video

Self Evaluation Questions for 5 Paragraph Thesis

Oral Pres Rubric with Visual 50 points

The link below is sample paragraph for practicing summaries and different types of questions, for example, implicit, explicit, or questions that involve the reader’s personal experiences. This is a paragraph that is also used to model oral summaries for students.

Two Akha Brothers Divided a Turtle

The next link is model of a video recorded oral summary with an explanation of supporting details done by an instructor.

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Much of the data and materials on this page were adapted from a presentation at an English Scholars Beyond Borders conference at Dokuz Eylül University, İzmir, TURKEY in March of 2014.

This was later written into a paper with two colleagues (please note the links to pdfs for both articles; these are downloadable)

Unger, J, Liu R, Scullion V.  (2015). Language Competency as Semiotic Design: Attempting to Cross Academic Borders with Digital Video Cameras. English Scholarship Beyond Borders, 1(1), 1-51. Retrived from   http://www.englishscholarsbeyondborders.org/wp-content/uploads/2014/12/Language-Competency-as-Semiotic-Design.pdf

A more extensive and better written article emphasizing sentence completion activities was published in the Unger (2016) paper.

Unger, J. (2016). Shared attentional frames and sentence completion activities: A process based approach to literacy assessment. English Scholarship Beyond Borders, 2(1), 58-120. Retrieved fromhttp://www.englishscholarsbeyondborders.org/wp-content/uploads/2016/02/John-Unger-2.pdf

Click below for the Power Point from the ESBB Conference in Izmir, Turkey, March 2014

Attempting to Cross Academic Borders with Digital Video Cameras and Language Competency as Semiotic Design

 

Sentence Completion Materials

This link below is  sentence completions, which were presented using a Skype connection in December 2015 to an English Scholars Beyond Borders Symposium at Dokuz Eylül University, İzmir, TURKEY in December.

Sentence Completion Resources from Presentation in December 2015 password ESBB

Demonstration Video of the Sentence Completion Activity

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Document Used in the Video

Sentence Completion and Digital Video Example

Case Caesar

Case Caesar: Weblink for the Editorial that was Summarized

http://www.thepost.on.ca/2013/08/20/drug-cheats-in-pro-sports-send-kids-a-vile-message

Case Caesar’s take home pre-writing. This is how he created the first draft of the main idea statement and supporting details for the Visual.

Three-Step Process for Creating a Main Idea Statement, as demonstrated by Case Caesar

  1. He answer the first question, “What is the topic?” in a full sentence.
  2. He answers the second question, “What does the author want you to know?” in a full sentence
  3. He combines the answers into a one or two sentence main idea statement that expressed the topic of the reading and the author’s intention.

As demonstrated by Case Caesar.

What is the topic?

The topic is drug cheats in sports.

What does the author wants you to know?

The author wants you to know that should enhancement drugs be used by athletes, it is considered cheating in sports.

What is the main statement?

Athletes using drug enhancement to increase their ability are cheating.

Supporting details?

The author states “

“Sadly, sports will never be the same. Someone will always be looking for an edge. And that edge today comes out the end of a needle”

“The better the testing gets, the better the druggists get”

“The sad price of all of this becomes a message to youngsters that if you want to make it, or excel, you have to cheat.”

I agree with the author because an athlete should not use enhancement drugs to increase their ability to outperform other athletes. The author states “that edge today comes out the end of a needle”. Using these types of drugs is considered cheating and should be banned from all athletics.

Case Caesar Main Idea and Supporting Detail Video

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Caesar’s VisualVisual Case Caesar Video Summary and Response Two

Transcript of the Video

Discourse is divided through a combination of grammatical markers, such as the beginning of clauses and phrases that begin with subordinators, conjunctions, and commas and where the speaker markedly pauses or moves the hands (this is adjusted through second rounds through the data).

Bolded text is spontaneous speech/ Italics signify any transcriber notes and descriptions of actions happening on the video/ regular text in quotes are read directly from the visual by the participant and the text read directly from the visual is chunked the same way as the text is chunked on the Visual.

And my main idea is

“Athletes using drug enhancement to increase their

ability are cheating”

And my first supporting detail is

“The sad price of all of this becomes a message to

youngsters that if you want to make it or excel, you have

to cheat”

And the supporting detail supports my main idea just because

Well, you know this is showing to all youngsters

that the athletes are good at athletic

that it would have been **

To Excel and win

They have to cheat

 

My second supporting detail is

 

“The better the testing gets the better the druggests get”

And this

The second supporting supports my main idea is because is

Nowadays

The test is getting more and more strict for athletes

He is pointing at the phrase “better the testing”

on top of that

the drugs are getting more and more better

where it hard to

use drug enhancement to cheat in sports

 

My third supporting detail is

 

“sadly, sports will never be the same. Someone will always

Be looking for an edge. And the edge today comes out

The end of a needle”

And this third supporting detail supports the main idea

Because nowadays

sports

All athletes are using drug enhancement

to increase their Ability

He sweeps finger underneath the phrase “an edge” as he begins to say to increase

To do better than other athletes

The finger is held underneath the end of the word “edge” until he completes the phrase “other athletes”

 

And my response is

“I agree with the author because an athlete should not [be] use

[drug enhancement) to increase their ability to outperform other

athletes. The author states “that edge today comes out the end of

In the first line Caesar inserts the word “ be” in front of “use”

In the second line in the groups above, the visual has “enhancement drugs” and he point to “enhancement drugs” on the visual while saying the reverse “drug enhancement)

 

a needle.” [by] Using these types of drugs is considered cheating

and should be banned from all [athletes].

In the three lines above, Caesar inserts two words, “by” before “using” and “athletes” instead of “athletics,” which was a correction on the chart that he did not correct in oral speech

 

And I think my supporting detail number three supports

the main idea is because now is the athletes

are using drugs to better their

energy to play sports

by doing that it’s considered cheating

Caesar points at the word cheating in his main idea statement.

so this concludes my main idea statement

“Athletes using drug enhancement to increase their

ability are cheating”

Caesar’s Answers to the Self Evaluation Questions for his Video. These evaluation questions usually are given to the students and completed prior to writing the summary. 

  1. Pick one moment in the video where you think you “highlighted” or emphasized one specific piece of information or another, one word over another, something over everything else. Why did you emphasize one over another?

The moment in the video which I emphasized a specific information was when I keep repeating the Main Idea Statement over and over again to let the audience know what I’m trying to explain.

  1. Do you think your Main Idea Statement was effective? If so, what, specifically, was effective about it, if not, what would you do differently to make it more effective?

I think the Main Idea Statement that I have chosen is effective because the statement was specific about how athletes cheat in sports.

  1. Do you think your Response Statement was effective? If so, what, specifically, was effective about it, if not, what would you do differently to make it more effective?

I think the Response Statement which I have chosen is effective because I did state that I agree with the main idea statement.

  1. Which words did you use to direct your audience to different parts of the information on your visual aid? Were there any?

The words that I have chosen to use to direct my audience during each different parts of the information on the visuals such as: the first supporting details, the second supporting details, and the third supporting details.

Pick one moment that you used your hand to point at your visual aid while speaking. Briefly describe that moment; then answer the question below about the transition word and the pointing:

  1. Was there a transition word accompanying this pointing gesture? What transition word would have been a good substitute for the moment you pointed at your visual?

Yes there were transition word that I used, but I could of add word like however, in addition, moreover, furthermore.

  1. Will you change your Main Idea Statement or Response Statement when you write up the next draft of your explanatory paragraph? What will you change? If not, why is it so perfect that you wouldn’t change it? J

I will not change the Main Idea Statement or Response Statement because it already relates and how I agree with the article.

  1. Could each of your important Supporting Details be clearly related to your Main Idea?

The first and third supporting details are clearly related to the main idea, but my second supporting details could be more in dept and specific.

  1. If there was anything you could change about this entire video assignment, what would you change?

The one thing that I would of change in this video assignment is memorizing the lines and should talk more slowly.

Caesar’s Formal Written Summary and Response

Summary

Athlete’s using drug enhancement to increase their abilities is cheating.According to the author, “the sad price of all this becomes a message to youngsters that if you want to me it, or excel, you have to cheat”.Moreover, this is sending a wrong message to all young athletes that in order for them to be successful or to surpass all other athletes in the sport they love; using drug enhancement will do the job.Also, a person who uses the drug enhancement; once getting caught, it is considering cheating and this is illegal in all sports.In addition, the author states “the better the testing gets, the better druggist gets”.Furthermore, the tests are getting stricter and easy to detect a person that uses drug enhancement.The odd thing about this is that the athletes are using these as drug to heal pain and soreness in the body which makes it difficult to test.In addition, the author states “sadly, sports will never be the same.Someone will always be looking for an edge. And that edge comes out the end of a needle”.For instance, there will always be an athlete that is looking for something that can improve their ability to be on top and better than any other athlete.Lastly, this comes down to using drug enhancement through the bloodstream.

Response

I agree with the author because an athlete should not use enhancement drugs to increase their ability to outperform other athletes. Any athlete that uses this is considering cheating in sports. You can be the best player in history but if you are using drugs then you should be ban from playing sports. The bottom line is you’re not using the skills that you have in yourself, but you’re using drugs enhancement to achieve greatness.The author states “some will always be looking for an edge”.This completely explain why in the past few years there have been many cases where athletes have beenusing enhancement drugs for that extra edge in sports. In addition, the consequences for any athletes should be to where they are kick off the team and banned from every playing that type of sports. This concludes about athlete using drug enhancement to increase their abilities is cheating.

 

 Case Sally: Digital Video Activity for Presenting Supporting Details and Thesis Statements

Case Sally Outline (See Blank Outline Documents at the Top of this Webpage and for other activities discussed and presented in the data for this paper). 

• Should sex education be taught in public schools?

A Hook:______________________________________________

A Thesis:___________________________________________________________________

1.

Topic Paragraph One: ___ Young people should be educated properly about sex.

Supporting Detail One: _____Help adolescents to be safe..

Supporting Detail Two:_____Help to prevent sexual infection.

Supporting Detail Three_____Young people need to know what to do when the time comes.

2.

Topic Paragraph Two: _______Provided better communication with parents.

Supporting Detail One:_______Help parents to feel comfortable with their children to talk about sex.

Supporting Detail Two: _____Sometime parent does not have the correct answer.

Supporting Detail Three: ____ Helps parents to make it easier to start talking about sex.

3.

Topic Paragraph Three:__A child who educated will be less vulnerable to:

Supporting Detail One: _____A child who is informed can prevent early pregnancy

Supporting Detail Two: ____A child who is informed can prevent abortion

Supporting Detail Three:_ A child who is informed is less to become a victim of a sexual abuse.

Case Sally Video

Please Note that Case S, Sally was using a sheet of paper to help her with her presentation. At first we discouraged using notes, and I do discourage using notes in most early student work, but the main point is that learners have the freedom to enact competence as design (Kress, 2003, p. 36). Lately, I’ve been letting students refer to notes on some work, particularly when they are presenting complex information, and I prompt them to notice the differences in rhythm, pace, and tone of speech if they read too much from their notes. I often prompt them to note how really stiff and boring their voices sound if they read too much rather than speak naturally to their audience.

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Case Sally Visual Essay Two

Transcript Case Sally

Sally is using her hand to point, but she has also grabbed a marker pen that was used to point while speaking. 

 

 

Today I’m going to talk about

Her hand appears on the video with a marker pen held in a way that the marker pen is an extension of her finger.

Is sex should be taught in a public school schools?

My Hook is

As she says this phrase, Sally rests her marker just to the left of the phrase on the Visual, picking up the marker to move over to the Hook, in black marker, net to the label “A Hook”

 

If someone touch you

Sally runs the pen underneath the chunk “If Someone touches,” lifting the pen at the very end of you and bouncing it in the air

 

And makes you feel uncomfortable

This chunk is read word for word, but with a substitute occurring in this chunk “and you feel uncomfortable.” On the Visual, it reads “it is uncomfortable.” In her Speech, she makes a correction.

She also flips her hand over on the word “uncomfortable

 

You should tell to a trust adult

No hand in the camera frame.

Ah one–One

A draft of some kind of outline appears in her hand, just before the 15 second mark. (see Figure Two) or one of the associated homework assignments where students had to write these on a sheet of paper before they wrote it on the Visual.

Figure Two: A Screen Capture Photo of when Sally brings another semiotic resource into the camera frame:

Case Sally Paper with Notes as Additional Semiotic Resource

of my supporting details is that

the pen raises and lowers on the top left bubble

 

Young people should be educated

properly about sex

This entire chunk is read word for word and she bounces the pen at the beginning on the word property and at the end about sex, and the pen briefly pulls out of the picture; during this chunk, she also can be seen drawing the paper closely inwards, as if she were drawing it to her chest. It does not appear that the next utterance is being read from the paper

 

Because that

On the chunk “because that” the pen in her hand swipes down to point at the next bubble down

 

Helps adolescents to be safe

the pen goes back and forth three times underneath the phrase “help adolescents to be safe”

Ah Prevents sexual infection

Quick downward motion before she points to the bubble with “prevents sexual infection”

Long pause before she speaks again; the pointer is hovering over the bubble with the chunk “you people need to know what to do when the times come” It is important to note that she has “you people” and not “young” people written on that bubble; perhaps this is the result of the pause.

 

And also

The hand with the pen pulls back on “And;” then bounces down and out of the camera frame on “also”

People have to know ah

No hand on the screen

 

And people have to be ready

Sally’s hand moves again into the screen the pen in her hand touches the word “know” on the bubble as she says “be ready”

 

When they want [to have– To to] To have sex

Her hand moves up and out from the visual and flips sideways with two fingers holding the pen and three fingers stretched into pointing a right before she begins the struggle with “to have—to—to have sex”;

Many beats alternating with held pauses; Sally’s hand visibly releases from a held position as she works out how to say the infinitive “to have sex”

My other supporting detail

Sally’s hand and marker pen move to the next bubble to the right, which has the chunk “Knowledge provided better communication with parents.” On she say “My other supporting detail” her marker pen touches the bubble to the left of “communication”

 

Is–Is if you have knowledge

On “if” she raises the marker pen; then lowers it, landing right on the page on the word “knowledge”

You’re gonna provide better communication

As she says the above phrase, she is circling her pen over the chunk “communication with parents”

With your parents

The pen and hand move out of the frame

Ah

The hand comes back in pointing at the same bubble

That helps parent to feel more comfortable

She touches the bubble next to the chunk “helps” then raises on “to feel” then touches the visual firmly next to the word “comfortable” on the visual as she says “more comfortable”

And makes easy communication

She just briefly points to this phrase in the bubble on the visual

And also

The hand and pen rise into the camera frame and off, the up and down motion closely aligned with her saying the two words

Sometimes parents doesn’t have the correct answer

The hand and pen appear very late in the above chunk, as she says “the correct answer,” and at the end of the line above, she touches the marker slightly below and to the left of the word “have” on the visual

 So that’s why it’s very important

The marker and hand stay right on that bubble, the marker bobbing very gently next to the chunk “have the correct answer”

 That ah

The hand moves out of the frame and up, with the camera-person lagging a bit behind

 At school

Should be taught about sex education.

The hand and marker are out of the camera frame, but from the general direction from which Sally’s hand returns, and the shadow on the screen, it’s very likely that she is pointing to her essay prompt that is at the top of the page, and reminding the audiendce

My third supporting detail is

Sally’s hand and pointer, held between her index finger and thumb moves back into the frame and is moving toward pointing at the third bubble at the top of the visual; the camera person is also zooming along with this movement.

 A child who is educated

At the end of the word “a child” the pen lands just inside the borders of the bubble next to and slightly underneath the chunk “A educated will be less vulnerable;” when she finishes the word “educated” she lifts her hand and marker out of the frame. Also, as she moves to the next chunk, her tone sounds a bit more mechanical, as if she is reading.

 will be less vulnerable

the hand and marker are out of the screen

To prevent early pregnancy

Her hand moves into the scene (I wanted to say “swoosh”) and lands on the word “pregnancy” on the visual, landing squarely on the “pr” as she says “pregnancy”

Prevent abortion

As Sally says the word “prevent” the hand raises for a moment, then drops off the camera frame

And. . Eh

Her hand remains out of the camera frame

Is gonna be less vulnerable to–

Her hand, with the marker held as the extension of Sally’s finger, moves into the screen and touches just inside the bubble that contains the chunk “A child who is informed is less likely to become a victim of sexual abuse”

Be–to become a victim of sexual abuse

On this false start, continued from the prior oral chunk, her marker stops and drags for a moment on the word “to” on the visual before following along under the word in a fairly aligned, normal manner of a reader following along with text. After saying “abuse” with the marker next to the word on the visual, Sally’s hand drops out of the camera frame.

 However

Her hand remains off the screen; this use of “however” has been introduced in class to present a contrasting point of view

There is many people who think that

The marker and hand remain out of the camera frame

Sex education only destroys the morality of people

Sally’s hand comes she says “Sex education,” and she follows along pointing toward the words as she reads, her hand lifting away as the camera shifts to follow Sally’s hand to the top of the Visual.

 My thesis is

The camera catches up to Sally’s hand, marker landing right under the word “child” on the Visual

 A child who is educated properly about sex

The marker stays underneath the line at a normal pace; then lifts off at the word “sex”

 Is going to have good communication with family

Sally’s hand and marker lifts away from the chart, and curls at the wrist so the hand marker points at the Visual from a distance from about a foot.

And will be less vulnerable to Sexual riskness

On “vulnerable” sally is more promptly pronouncing the syllables and following along with the words on the Visual; then she draws away a bit on the phrase “sexual riskiness,” which she pronounces without the “I” after the “k”

That lives in the real world

Her hand continues to draw away from the Visual until it drops out of the camera frame at “world”

 Thank you

Digital Video and Math Word Problems

An example of digital video cameras used with random participants not in school and students solving math word problems in remedial math classes.

Question Three

(An adaptation from an old problem from India). A goose meets a flock of geese. The goose says ‘Hello, a hundred of geese’. The leader of the geese answers, ‘No, we are not a hundred. If there were also a half of our number and you, goose, then together there will be a hundred’.

How many geese were in the flock? 

Case MI3, Case “Dan,”the Goose Problem
Initial Calculations and Initial Plan for the Visual from Case Dan.

Case MI3 Initial Calc025

Case MI3 Video

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Case MI3, Dan, Transcript with detail added as time permits.

Researcher: Action

1) Dan: Alright The question was

2) a goose meets a flock of geese

3) the goose says hello a hundred of geese

4) the leader of the geese answers no

5) we are not a hundred

6) if there were also half of our number

7) and you. Goose

8) then together there will be a hundred

9) how many geese were in the flock?

10) Alright so first of all

11) I took a hundred.

12) The number we were looking for—to get

13) minus the one goose

14) that came up and said hello

15) We have 99 geese

16) Then I took

17) Mah. Divided that by two

18) To get a new

19) A new [flack or hat?]

              unclear .

20) Is right here. . but

21) And I came with forty-nine and a half

22) Geese in the flock

23) Which is not possible

In this moment, Case Dan is demonstrating metacognition, the ability to think about one’s own thinking (Bene, 2014). In chunks 24 through 29 he articulates some of his thinking. Case Dan reaffirms this correction in the final two chunks, line 49 and 50 below. 

24) Because you can’t have half a geese

25) So after thinking about it

26) and reading the question a few more times

27) I came up with this problem

28) Still trying to get the hundred geese

29) Er what we’re coming to

30) And minus your one goose that came up

31) You have ninety-nine

32) Now when I divide that by three

34) Which gives me thirty-three

35) So thirty-three would be

36) The the half of the

37) The half of their number

38) So if there’s sixty

39) There’s ah well

40) Ninety-nine minus 33 gives you 66

41) So if there’s 66

42) and you take half of that

43) and add it to the flock

44) then you got—er you got ninety nine

45) then you add the one goose

46) that came up and said hello

47) which makes a hundred

48) which answers the question

49) an . therefore this one has to be right

50) and this one has to be wrong

Bene, R. (2014). Opportunities and challenges of using video to examine High School Students’ Metacognition. The Qualitative Report, 9, 1-26.

The above interactions and most of the teacher materials are based on the following model of language acquisition:

This is a model presented in Unger Liu and Scullion (2015) and further articulated in Unger (2016). This model has evolved from the ideas of Tomasello, (2003),  McCafferty, (2002) and many others.

Specifically, The model below of a Shared Attentional Frame is an adaptation of Tomasello’s (2003) rendering of the “Structure of a linguistic symbol” (p. 29) and a “Joint attentional frame” (p. 26).

McCafferty, S. (2002). Gesture and creating zones of proximal development for second language learning. The Modern Language Journal, 86, 192-202.

Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harbard University Press.

Unger, J (2016). Shared Attentional Frames and Sentence Completion Activities: A Process Based Approach to Literacy Assessment. English Scholarship Beyond Borders, 2, 58-120. Retrieved from http://www.englishscholarsbeyondborders.org/wp-content/uploads/2016/02/John-Unger-2.pdf

Specifically, The model below of a Shared Attentional Frame is an adaptation of Tomasello’s (2003) rendering of the “Structure of a linguistic symbol” (p. 29) and a “Joint attentional frame” (p. 26).

evolving-model-of-a-shared-attentional-frame

 

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