Subject Russian
Title/topic Vocabulary: countries and languages
Grammar: Родительный падеж (Откуда? Kust kohast?) (eessõnad + nimisõnade lõpud ainsuses)
Age of students, grade, if languages then the language level (A1 to C2) 7th grade (13 years old), A1 (A1.2)
Used method Video task with filling in the worksheet
Used programme/site/app Youtube (video that was already there)
Duration in minutes Max 5-10 min
Place (homework, lesson, outside etc)/necessary equipment Can be given as a homework or a work in the lesson either from tablets or in the computer class
Objectives of the method Students will learn the singular and plural forms of the nouns in Родительный падеж (Откуда? Kust kohast?)

Practice the case writtenly and orally

Description of the method (how was it used in the learning process) Students look at the video and take notes on the paper and practice writtenly according worksheet that was given to them by the teacher.
Links to the materials (or upload the materials to the google drive site and add the link here) https://www.youtube.com/watch?v=Dp4KKIYn2Ic
Describe what was easy/useful for yourself as a teacher in preparing the material It wasn’t necessary to create your own video as I could use already existing video.

Additionally I didn’t have to explain the topic over and over as the students could look at the video repeatedly.

Describe what was difficult in preparing the material To create the worksheet based on the video took some time.
Describe what was easy/useful for yourself in implementing the material I had used the method before, therefore it wasn’t anything difficult.

However for some students the video was too fast and they didn’t think about the fact that they can pause the video and rewind.

Describe what was difficult in implementation of the material No difficulties
What were the benefits for students? Think about students’ motivation, responsibility, interest etc based on student surveys, observations Students liked to hear someone else’s explanations (it was different way of learning). Material was always reachable and it could be looked over and over again.

Students couldn’t say that they don’t remember or didn’t understand as everything was visualized in the video.

What was difficult in using the method from the students’ perspective? There were some students who didn’t look at the video at home, but then it was his own loss as all the necessary materials were there.
Author Darja Vassiljeva Lankina
School Viimsi Secondary School

The description of how this method is part of the whole flipped classroom methodology for teaching one whole topic can be seen here 

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