video-resumes in teaching english

Student-made Video Resumes

Daniela Munca, PhDASEM University Lecturer

English Language Instructor at ALC

Getting a good job in Moldova is …

?

?

Getting a good job in a competitive organization in Moldova requires job

hunters …

Key word:

CREATIVITY !!!

Video Resumes by Fox News

Task: 1 Watch the Video News and answer the following questions:

• 1. How are video resume created?• 2. Why did Stanley create a video resume?• 3. What is employers’ attitude towards video

resume?• What skills did the video resume require?

How to stand out from the crowd?A Video CV:

- a short video created by a candidate for employment

- uploaded to the Internet for prospective employers to review

- describes the individual's skills and experience and is typically used to supplement a paper resume

- can be created by a professional or you can create your own

- job search and networking sites (Jobster and MyWorkster)

Video resumes (or Video CV)…

• first introduced in the 1980s for use and distribution via VHS tape, but the idea never took off beyond the video taping of interviews.

• with the modern capabilities of transmitting streaming video via the internet, video resumes have taken on new popularity.

• Video resumes are now being widely accepted by companies throughout the world for varying professions

A good teacher makes you think even when you don’t

want to.

(Fisher, 1998, Teaching Thinking)

CVs for Language Teachers

• A professional CV is a complex “project”• It would require students to develop their

English speaking skills• It is challenging and at the same time,

motivating• It would apply Bloom’s Revised Taxonomy of

Learning Domains

Why Video Resumes for Students?

• Creative project• Combine essay writing skills and visuals

• Challenge students to “think outside the box”• Give them an introduction to real world

surviving skills• Offers teachers an opportunity to asses

vocabulary, pronunciation, grammar, sentence structure, oratorical skills, etc

What can a student write in a CV?

- No jobs- No professional experience

- No hiring history

Study Cases

• Student Sample Video Resume 1 and 2

Watch the videos and share opinions with your colleagues

What did the students include in their video CVs?

- Hobbies- Projects (photography)

- Helping parents in an office- Attitude to studying and working

- Dreams / plans (I will, I am going to)- Personal qualities (hard working, responsible,

etc)- School experience (Head of the class, Day of

Administration, French Club, etc)

Pedagogical Implications

He who learns but does not think is lost

(Chinese Proverb)

Reference to Bloom’s Revised Taxonomy

• a classification of learning objectives within education

• one of the best ways to differentiate the curriculum to meet student needs

• six levels of thinking• can provide a framework for planning units that

incorporate low to high-level thinking activities• a planning framework encouraging student

thinking at all levels

Teaching EFL involves:

• Drilling• Memorization• Reproduction• Dictations

• Recite the poem

Lower-thinking Skills

What is Higher-order thinking?A guide to Productive Pedagogies: Classroom reflection manual

- involves the transformation of information and ideas

- occurs when students combine facts and ideas and synthesise, generalise, explain,

hypothesise or arrive at some conclusion or interpretation

- manipulating information and ideas through these processes allows students to solve

problems, gain understanding and discover new meaning

The Teacher’s Task: - help students become producers of

knowledge- create activities or environments that

allow them opportunities to engage in higher-order thinking

Taxonomy of Cognitive Objectives• 1950s- developed by Benjamin Bloom• expressing qualitatively different kinds of

thinking• adapted for classroom use as a planning tool• one of the most universally applied models • organizes thinking skills into six levels, from the

most basic to the higher order levels of thinking

(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

Initial Taxonomy

1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy

Original Terms New Terms

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

• Creating

• Evaluating

• Analysing

• Applying

• Understanding

• Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

BLOOM’S REVISED TAXONOMY

CreatingGenerating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

EvaluatingJustifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

AnalysingBreaking information into parts to explore understandings and relationships

Comparing, organising, deconstructing, interrogating, finding

ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

Understanding

Explaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining

Remembering

Recalling informationRecognising, listing, describing, retrieving, naming, finding

Applying • Translate• Manipulate• Exhibit• Illustrate• Calculate• Interpret• Make• Practice• Apply• Operate• Interview

• Paint• Change• Compute• Sequence• Show• Solve• Collect• Demonstrate• Dramatise• Construct• Use• Adapt• Draw

Using strategies, concepts, principles and

theories in new situations

Products include:• Photograph • Illustration• Simulation• Sculpture• Demonstration

• Presentation• Interview• Performance• Diary• Journal

Classroom Roles for Applying Teacher roles

• Shows• Facilitates• Observes• Evaluates• Organises• Questions

Student roles

• Solves problems• Demonstrates use of knowledge• Calculates• Compiles• Completes• Illustrates • Constructs • Active recipient

Applying: Potential Activities and Products

• Practise a play and perform it for the class• Make a diorama to illustrate an event• Write a diary entry• Make a scrapbook about the area of study.• Take and display a collection of photographs on a

particular topic.• Make up a puzzle or a game about the topic.• Write an explanation about this topic for others.• Continue the story…

AnalysingThe learner breaks learned information into its parts to best

understand that information.– Comparing– Organising– Deconstructing– Attributing– Outlining– Finding– Structuring– Integrating

Can you break information into parts to explore understandings and

relationships?

Analyzing: Potential Activities and Products

• Use a Venn Diagram to show how two topics are the same and different

• Design a questionnaire to gather information.• Survey classmates to find out what they think

about a particular topic. Analyse the results.• Classify the actions of the characters in the book• Make a family tree showing relationships.• Write a biography of a person studied.• Prepare a report about the area of study.

EvaluatingThe learner makes decisions based on in-depth reflection,

criticism and assessment.– Checking– Hypothesising– Critiquing– Experimenting– Judging– Testing– Detecting– Monitoring

Can you justify a decision or course of action?

Evaluating cont’• Judge• Rate• Validate• Predict• Assess• Score• Revise• Infer• Determine• Prioritise• Tell why• Compare• Evaluate• Defend• Select• Measure

• Choose• Conclude• Deduce• Debate• Justify• Recommend• Discriminate• Appraise• Value• Probe• Argue• Decide• Criticise• Rank• Reject

Judging the value of ideas, materials and

methods by developing and applying standards

and criteria.

Products include:• Debate• Panel• Report• Evaluation

• Investigation• Verdict• Conclusion• Persuasive

speech

Classroom Roles for Creating

Teacher roles

• Facilitates• Extends • Reflects• Analyses• Evaluates

Student roles

• Designs• Formulates• Plans• Takes risks• Modifies• Creates• Proposes• Active participant

Creating Video Resumes Task Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Video Resumes require students to …

• Create a video which would present their best skills, achievements, qualities, talents, etc.

• Convince a potential audience that they are or could be valuable employees

• Develop presentation skills - The video is placed on a public website, which would make it accessible to a very large audience

• Use various video, graphic, audio materials• Take a self “critical” approach • Engage creatively in a rather complex, challenging

project • Learn real-world survival skills

Creating Video ResumesRemembering Learn:

-character and personality adjectives; - names of extra-curricular activities

Understanding How do resumes work? Who reads them? What do the recruiters pay attention to? What does an effective resume look like?

Applying Explain the contents and structure of a good resume

Analyzing Have a look at all your previous activities, academic achievements, skills, hobbies, projects you participated in: which ones show the best of you? Why? How?

Evaluating Which of your skills would you mention first? Why? Which of your school projects demonstrates best your potential? How?

Creating Create a short video to demonstrate your potential: use pictures, graphs, scans, images, your own voice / music, etc.

Daniela Muncadanielamunca@olemiss.edu