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Using Video and Story in the classroom | Jamie Keddie

Let’s start with a video – a short film that was commissioned by the Irish Film Board in 2009.

Its title is, quite simply, “Teeth”. Perhaps you’ve seen it before?

Teeth from Noreen Fitzgerald on Vimeo.“Teeth”: directed by Ruairi O’Brien and John Kennedy, and produced by Noreen Fitzgerald.

I wonder what you thought of that? I have used this short film in a number of teacher training contexts. Speaking from experience, I know that it has a particularly wide appeal. Regardless of people’s age or background, it seems to be universally enjoyed.

There are other reasons why, as a teacher, I am attracted to “Teeth.” I love its economical simplicity. This is a story reduced down it to the essential ingredients only. The lack of spoken dialogue forces us to work with the visual narrative – the story told in moving images. At under two minutes long, I have heard “Teeth” referred to as a “super short film”. This is important as it ensures that we don’t have to worry about turning the classroom into a cinema – another key consideration.

But most importantly, it’s the story that I love. The bite-sized narrative allows us to explore some fundamental issues of what it is to be human: friendship, schadenfreude (link here: https://en.wikipedia.org/wiki/Schadenfreude), and justice – all wrapped up in one delightful comedy.

So what would you do with it in the classroom?

It’s a question that I have asked many language teachers in many parts of the world. Perhaps the most common ideas are to introduce a topic (e.g. fishing, practical jokes, friendship, or teeth) or to practise a grammar point (e.g. the present continuous to talk about what the two characters are doing).

Either of these ideas might be quite successful, but I can’t help thinking that they underuse the video and neglect the story that it offers.

What do I mean by that? Well, it is important for teachers to be aware that there is never just one story. We might read the same book, watch the same film, or listen to the same podcast. However, we all experience it in a different way.

We make different connections and associations. We ask silent questions and make predictions. We look for meaning and interpret symbols. We judge protagonists and evaluate their decisions. We identify with characters and form bonds with them. We put ourselves into the story and adopt experiences as if they were our own. We find our own stories within the story. We make our own meaning.

In the language classroom, it is this divergence of interpretation that can make a short film like “Teeth” such a powerful piece of material.

But how do you harness that power? How do you turn a 2-minute narrative into a meaningful discussion of the story? Join me at ELTOC 2020 to find out.


ELTOC 2020ELTOC 2020

How do you use video in your classroom? This is a question that I have been asking teachers ever since YouTube was launched in 2005. Over that time, I have come to a conclusion: there is a tendency for us to focus on the video and neglect the story that it offers. In my ELTOC talk, I would like to share some activities in which technology takes a backseat and good old-fashioned storytelling comes to the front of the class.

Register now for the ELTOC 2020 waitlist! I look forward to seeing you for my talk.

Join the waitlist!


Jamie Keddie started off with a degree in Biochemistry from the University of Aberdeen in Scotland. Realizing that he actually wanted to be a musician, he spent most of his twenties studying at Leeds College of Music in Yorkshire, England. After that, he worked as a singer-piano player on ships, but nothing too glamorous.

In 2001 Jamie moved to Barcelona and became an English teacher. Gradually, his passion moved from music to education, video and storytelling.

As a trainer, Jamie has shared his ideas and insights with teachers and educators in over 40 countries. He is the author of Images (Oxford University Press, 2008), Bringing online video into the classroom (Oxford University Press, 2014) and Videotelling: YouTube Stories for the Classroom (LessonStream Books, 2017).


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White paper on Tablets and Apps in School

White paper: Tablets and Apps in SchoolThere is a growing interest in using tablets in the English language classroom. Teachers are interested in them for a number of reasons. Firstly, is their potential for the higher student engagement that comes with using a device that is interactive, intuitive and with scope to use a multitude of tools for personalised learning. Teachers also appreciate the benefit of having some course components that give instant feedback to students thus saving marking time. Another compelling reason is the ease with which teachers can create lessons for classes that are more targeted to individual needs.

If you are considering using tablets with your students, our new white paper Tablets and Apps in Your School is a great place to start your journey. It supports and guides decision-makers with the who, what, why, where, and how of implementing tablets.

Download your free copy of the white paper now.

The authors, Diana Bannister, MBE and Shaun Wilden are familiar to many in the ELT world. Bannister works directly within the education sector, helping schools implement and develop learning technologies, and is working on two long-term projects focusing on the use of tablets in European schools. Wilden trains teachers in the use of new technologies, as well as writing blogs, conducting webinars, moderating the #eltchat group, and delivering talks worldwide.

Bannister and Wilden understand that, for a school leader, it’s not just a question of whether the technology will benefit the students or if the teachers want it; they also need a vision for how they will be implemented – from introduction to training to maintenance and on-going cost. In the paper, Bannister and Wilden look at the questions that leaders need to ask themselves before embarking on a tablet programme, including, “Is my school ready for tablets?” and “Which tablets do we buy?”. Importantly, they also address issues of e-safety and parental involvement.

As well as parents, teachers need to be on board and open to the idea of adjusting their classrooms for tablet use. Bannister and Wilden suggest steps to take to ensure teachers are comfortable with the new technology and outline the benefits of starting small.

Perhaps the key issue for teachers is the use of tablets and apps for good teaching and learning. How can they help students learn English better? In the final section of this paper, Bannister and Wilden address this issue by setting out some guidelines for best practice. Most importantly, they outline the key questions teachers need to ask about tablets to ensure their use fulfils learning outcomes, and give a rationale for how specific apps can fulfil specific aims.

One of the most convincing arguments for using tablets in the classroom is the possibility for students to then take that learning outside of the classroom – they can use the digital materials they are familiar with from class on their own devices at home.

Bannister and Wilden conclude that tablet use in education is moving into the mainstream, but that we are still in an evolutionary stage. They recommend that school leaders do their homework and carefully consider not just the technology, but the impact implementation will have overall.

To find out more, download the white paper now.