Teacher-made Video Activities

Teacher-made Video Activities

(Submit to Padlet: https://padlet.com/timhk/individualvideo2025)

Introduction

Begin your journey to becoming a digital content creator in addition to a content consumer. By getting starting and routinely integrating teaching videos into your teaching routine, you may soon be surprised at how useful they can be. Production time can become very efficient, and teacher-made videos provides a model for students to be more willing and creative in producing their own multi-media content as well.

We will consider how technology can enhance both in-class and out-of-class presentations, starting with out-of-class presentations via video instruction.

Teacher Video Activity 2 (Longer-version) 

To practice some of the basic skills of effective presentations, teaching and making a teaching video, create a 2 – 3 minute instructional (“how-to”) video.  You should teach a simple process, such as how to tie your shoelaces or construct a paper airplane. Choose to teach something that you are good at and that your classmates might like to learn. The task should involve at least 4 - 5 steps or points of explanation.

Here are some guidelines:

1. The intended audience for the lesson is your teacher and classmates.
2. You should show yourself teaching in the video (a 'talking head' style video), but you can also include other styles, like narration or role play.  You should model the skill in the video and narrate the process yourself, or with text on screen, or both.
3. If you like, you can edit and add titles, subtitles, special effects, etc. to your video. It is not required, but I encourage you to expand the limits of your video-making skills.
4. The video length should be around 3 minutes long. 
5. Once the video is complete, you should upload it to this Padlet before 12:00 midnight, Tuesday, 11th November 2025. Remember that your videos will be shared with classmates for mutual learning and review.
6. You will receive between 0-3 Individual extra credit marks for your Microteaching Assignment, based on the criteria from the Microteaching Assignment Rubric. 
7. The expected time spent on this task should be between 1-2 hours.

Teacher Video Activity 1 (Shorter-version) - Due Sunday, 26th October 2025

Begin to develop your video-making skills with a self-introduction video. This activity is meant to be a "sandbox" where you can experiment, practice, play and discover some of the features of teacher-made videos. We will start by using Padlet as a video-sharing platform that works well for most teachers.

1. Join the Padlet group: https://padlet.com/timhk/selfintrosENG3435

2. Create a 1-2 minute video self-introduction using one of the following methods:

    A. Record on your phone and upload to Padlet

    B. Record on your phone and upload to YouTube; share the link on Padlet

    C. Record directly to Padlet

    D. Record on Webrecorder.io and upload to Padlet

3. Whatever method you use, upload your 1-2 minute self-introduction video to Padlet by 12:00 midnight, Sunday, 26th October 2025.

Technology-enhanced Teacher Presentations via Video

The Value of Educational Videos

Teachers talk. It is one of the most fundamental skills of the teaching profession. Yet there is a huge variety of presentation styles, and each teacher must discover and create his or her own most effective presentation methods. Technology can provide a lot of support. It can add audio, images and interest in a variety of proven ways, as well as providing a resource that students can return to for added clarity or revision.

Teacher-made Video Content

By creating their own video content, teachers can provide direct instruction or other teaching content to students that they can then use in a number of different ways:

1. For example, a teacher-made video can be given to students for revision at anytime.
2. Teacher videos that are easily accessible on a teacher's blog, website or school's LMS can also help to cater to learner differences, providing resources for students who need support.
3. It can also be assigned as "homework" for a flipped class lesson, which then frees time in class to focus on student practice and student-teacher interaction. 
4. Another option is to use the video in class as a model or focus of learning, much like a PowerPoint, but with the obvious advantage of being 'multi-media'.
5. Students can also follow the example of their teachers to create their own student-made video content.

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5 Kinds of Video Content

There are five kinds of educational videos that teachers can make:

1. Talking Head

2. Narration

3. Role Play

4. Screencast

5. Video Lessons

Here are examples of how the five kinds of videos can be used in the context of an English lesson. These video styles give teachers access to a wide range of content and teaching approaches that can be created without much technical training or experience - they just require a little practice. 

1. SELF-INTRODUCTION (TALKING HEAD/ DRAMATISATION)

It is easy to point a camera or phone at your head and shoulders and talk. Get used to it! It's a very useful school for talented e-teachers. Then you can learn to enhance your videos with good lighting, background and simple dramatisations. Try it! Introduce yourself to your students, so they can get to know you. (You're also modelling how to use language at the same time!)

2. STORYTELLING (NARRATION)

You don't always have to show your face while teaching your students. You may want to show or demonstrate something. If you talk while the action is being shown, it is a "Narration" style video. The action can be as complicated as how to operate a machine or as simple as turning the pages of a book.

3. HOW-TO (ROLE-PLAY/DEMONSTRATION)

Here is an example of a "how-to" video I made in class one year and uploaded to YouTube in just a few minutes. Of course, if you include some preparation, organization and simple editing, it will take more time, but you'll also have a better video! After filming, I added the title screen and some simple text using iMovie in about 5 minutes. 

4. SCREENCASTING

Screencasting is a great skill for teaching videos. It is the modern-day equivalent to writing on the whiteboard. There are many apps that make it easy to screen record, including Zoom. Watch the brief tutorial introducing the Zoom screencasting features. You will be able to use it when you make your group presentation video for our class. 

Zoom Screencast Tutorial

 5. MAKE ANY VIDEO A LESSON - EDPUZZLE

Edpuzzle is a great tool for making any video on Youtube - or any of your own videos - into a lesson for your students. There are many great features of Edpuzzle, which you learn in the online training video. In this class, you'll first use Edpuzzle as a student. After you have that experience, you can learn all of Edpuzzle's features, and use it as a teacher with a video of your own choice. 

Complete the eTEACHERS Core Course Section 3.1 on Edpuzzle. Remember to post your evidence on your own personal blog.

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Microteaching Presentation Assignment - Submission to Padlet

The Microteaching Assignment should be posted to this Padlet before 8:30 a.m. on 5^th November:

https://padlet.com/timhk/microteaching2025 

NOTE:

1. Your video will NOT appear visible on the Padlet until after it has been approved by me;

2. The length should be 4-5 minutes per group member (total of 20-30 minutes depending on group size);

3. I will preview the videos and then open the Turn-it-in link assignment submission link on our Moodle course for final submission;

4. As this is a “presentation assignment”, you will be required to watch a number of your classmates’ presentations and comment on them in the Padlet platform.

I will give more details and answer any questions in class on Wednesday, or you can email me at ttayor@eduhk.hk

Group Activity - Drafting Your Microteaching Lesson Plans

Our Group Microteaching Lessons (Padlet Link Here)

Each group should discuss the Topic, Learning Objectives, Activities and e-Resources for the Group Microteaching Assignment. In order to plan the lesson, each group should complete 6 posts under their group column, as follows.

Post 1 - A group photo with the GROUP NAME, and individual members names.

Post 2 - An Outline of your Lesson Plan showing its content. Include a picture at top of Post 2 to illustrate the topic of your lesson. (You can use one of your own pictures from your lesson materials or the "A.I. Image" feature of Padlet to generate an AI image.)

1. LESSON TOPIC - Write the topic you will be teaching in your microteaching lesson. This can be something like, "Describing the difference between weather and climate." or "How to use passive voice when writing newspaper articles." or "Using a variety of adjectives to describe your family and friends."

2. LESSON PLATFORM - Your Microteaching lesson should be "hosted" on WebQuest, e-Book or other approved platform.

3. GRADE LEVEL - What is the grade level that your lesson is intended for? This can be from Primary 1 - 6 or Secondary 1 - 6.

4. LESSON OBJECTIVES - Very important! Write 2-3 specific objectives that you expect the students to learn during your lesson. Include both language learning and other learning objectives. They should be written as behavioural objectives, meaning the teacher will be able to see or hear evidence that the students have learned. Good example: "Students will be able to write a short, 100-word paragraph to report on something that happened in school, correctly using 2-3 forms of passive voice." Bad example: "Students will understand the passive voice."

5. IT ENHANCEMENTS/E-RESOURCES - Include a description of how you will use any e-resources, including apps, websites, videos, assessment tools, graphs, posters, worksheets, handouts, realia or other e-resources. How will these e-resources and multimedia help students see, hear, and experience relevant content to help them learn the objectives of your lesson?

Post 3 - Post a detailed description of Activity 1 and the e-resource that will be used to enhance the learning activity.

Post 4 - Post a detailed description of Activity 2 and the e-resource that will be used to enhance the learning activity.

Post 5 - Post a detailed description of Activity 3 and the e-resource that will be used to enhance the learning activity.

Post 6 - Conclusion and Evaluation/Assessment - Explain how you will know what students have learned from your lesson. You may include a final, comprehensive activity, a task, a quiz/test or other assessment. Your lesson can also include a self or peer assessment opportunity for students.

Assessment Rubric - Group Microteaching Presentation (Assignment A)

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A GOOD EXAMPLE OF LESSON PLANNING & MICROTEACHING

eTEACHERS Community of Practice for English Teachers

Introducing eTEACHERS.online - an Online Community for HK English Teachers

Intro: Facing the challenges of teaching English in Hong Kong requires continual professional development and experience-sharing among teacher practitioners. eTEACHERS.online was established in 2017 as a Community of Practice and Online Sharing Hub. It is a place for Hong Kong English teachers, academics, policy-makers and international teachers to come together and share what they have learned in their effort to improve the process of teaching and learning English. eTEACHERS is a place to innovate, experiment, ask questions, and reflect on the challenges and rewards of trying to adapt to the constantly changing landscape of English education. Join the eTEACHERS.online mailing list to be invited to the annual Roundtable experience-sharing event and to receive news of our updates.

Activity: Explore the website eTEACHERS.online to learn more about its organization and content. Throughout this course, you will complete some of the training activities hosted on the site.

Purpose of Activity: eTEACHERS.online provides a window into the current practices of English teachers in Hong Kong who are actively integrating technology into their teaching. The online training course is a step-by-step guide to learning the fundamentals of some of the most useful apps for English teaching. 

Visit: https://eteachers.online

Thinking About Educational Change: Past, Present, Future

Welcome to Integrating I.T. in the E.S.L./E.F.L. Classroom (ENG 3435)

Today's class is an introduction to the course and a series of introductory activities which will help you think about how educational change happens in the past, present and future. 

This will be the background for learning how I.T. in general and various applications in particular can be used to improve English teaching and learning. 

We will also discuss the requirements of your first major assignment, the Group Microteaching Assignment.

Video: This Will Revolutionize Education

Important Reminders for Lesson 4, 8th October 2025

Housekeeping Reminders for Today!

1. Complete the Self-Introduction survey if you have not already!

2. Post the link of your blog to the Google Sheet provided.

3. Create three new blog posts to showcase the apps that you have already learned in the first weeks of this course (from Lucas). 

4. Consider a skill that you are good at that you can teach to your classmates in around 3 minutes. You will be responsible for creating a short tutorial video later on.

5. Remember to use your student I.D. to swipe in when you arrive in class; the time you arrive will be recorded in the system for attendance and punctuality.

Frameworks for Evaluating IT-Enhanced Teaching: SAMR, TPACK & PICRAT

PRESENTATION: FRAMEWORKS FOR PLANNING INNOVATION IN IT-ENHANCED ENGLISH TEACHING

PLANNING MODEL 1: SAMR

Keep your IT integration evolving

INTRODUCING SAMR

SAMR MODEL

ELABORATION OF SAMR (DETAIL)

PLANNING MODEL 2: TPACK

Balance I.T. with content and process

INTRODUCING TPACK

TPACK IN PRACTICE: AN EXAMPLE OF UNIT PLANNING

ELABORATION OF TPACK (DETAIL)

SAMR AND TPACK (COMBINED)

PLANNING MODEL 3: PICRAT

Balance student activities and innovation