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Coding Thinking/Marking Video Text & Nominal group technique in FSL/FI
You can combine these two techniques to engage students with a video and spark discussions, teach new vocabulary.
Coding is usually associated with text, but it also works very well with video. You start by instructing students to use the timecode.
Most of our videos (or any video) have a time code that’s displayed in the scrub bar underneath it when the play button is visible. (if it vanishes, simply hover over the area and it should come back).
Here’s the simple version:
The class watches a video with the timecode running beneath. Each student notes the timecode when there’s either something they don’t understand or something of particular interest.
You can play the video several times. You the teacher can set the goal for each pass. For example each time a vocabulary building word is used, or each time an idea is expressed.
At the end of the video you take votes. How many students were confused by the same section? You can go back and explain it. How many students didn’t understand a certain word or expression. How many students think “x” is the main idea because of an event that happens at timecode “y”. How many students thought the main idea was “x” based on how many times it popped up?
You can do this with any video, not just ours, as long as the video is properly levelled, appropriate for classroom use and “on theme”.
How timecodes work in video:
1:05 means one minute and 5 seconds
23:02 means 23 minutes and two seconds
0:33 means 33 seconds
Here is the background information:
Here’s how coding works:
This strategy supports students to “hold their thinking” and actively engage with the text. A class can create a common set of symbols to document their thinking during reading. The symbols can be accumulated on an anchor chart and the symbols used in any text or lesson will depend on the purpose for reading. Marking text is similar to coding except that it involves recording actual thoughts as well as, or instead of symbols. Coding and marking needs to be modelled and done interactively with students before they apply it independently. Following the coding or marking activity, students will find it beneficial to discuss their understanding of the text, referring back to their codes/notes to support the conversation.
A class might want to code or mark
- What they wonder about
- What is difficult or confusing
- What is important to remember
- Key vocabulary, new vocabulary
- Information that confirms what they know/think
Information that contradicts what they know/think
Here’s how the Nominal Group Technique works:
The nominal group technique (NGT) is a group process involving problem identification, solution generation, and decision making.
It can be used in groups of many sizes, who want to make their decision quickly, as by a vote, but want everyone’s opinions taken into account (as opposed to traditional voting, where only the largest group is considered).
The method of tallying is the difference. First, every member of the group gives their view of the solution, with a short explanation. Then, duplicate solutions are eliminated from the list of all solutions, and the members proceed to rank the solutions, 1st, 2nd, 3rd, 4th, and so on.