Read-View-Listen Strategy

Education Services / L’équipe des services d’éducation
12 February 2013

Download the .pdf version

What is Read-View-Listen?

This is a small group learning strategy to help students obtain and summarize information presented in different ways (text, images, audio) in a video. Group members watch a video while focusing on a certain form of information transmission (text, images or audio), then come together to summarize information they obtained individually.

Why use it?

  • To access information from a video that presents information in different ways (i.e., onscreen text, images, audio)
  • To enable students to interact with a video using a preferred learning style (reading, viewing, listening)
  • To make video viewing more interactive
  • To help students focus their viewing of videos
  • To help students summarizing information presented through videos

How do I use it?

  • Divide students into groups of three. In each group, one student will focus on any text that is displayed in the video, one student will focus on the images and one student will focus on the audio part of the video. You can assign this, have students draw randomly, or have group members decide amongst themselves.
  • Before viewing the video, ensure that students have a place to record their notes.
  • As they view the video, each student will focus on his/her assigned type of information (text, images or audio) and record important information he/she reads/sees/hears in the video using single words or simple phrases.
  • After viewing, have group members discuss what they read/saw/heard and summarize the information.
  • If you are using a set of Focusing Questions, group members can answer the questions as a group and submit these as a form of assessment.

Tips for success

  • Choose a video that includes all three types of information – text, images and audio.
  • Students may wish to view the video more than once, especially if there is extensive information, information is presented quickly, or the vocabulary is unfamiliar.
  • The person assigned to do text often has to read and write quickly as text is often presented onscreen very briefly. Assign students accordingly or make sure that students are aware of this if they self-select the type of information on which they will focus.
  • The person assigned to listening has to listen and write quickly; it is important to record information in point form as single words or simple phrases.

Variations

  • Watch the video a second time and have students switch roles to validate information and to add new information.
  • If a video does not have text, have students work in pairs with one student focusing on the images and the other focusing on the audio.

Extensions

  • Provide student with a set of focusing questions so that they know what they are looking/listening for in the video.

Sources

Denning, David. (n.d.). Video in Theory and Practice: Issues for Classroom Use and Teacher Video Evaluation [PDF document]. (accessed April 28, 2014).

Hillner, J. (2009). How to Use Online Video in Your Classroom [html page]. (Accessed April 28, 2014).

CurioCity content this strategy could work with:

Education Services / L’équipe des services d’éducation

This content is provided through Let's Talk Science's Education Services team.


Ce contenu est fourni par l'équipe des services d'éducation de Parlons sciences.



Comments are closed.

Comment