How to make a video resume, presented by Daniela Munca. September 2010.

1. Student-made Video Resumes Daniela Munca, PhD ASEM University Lecturer English Language Instructor at ALC

2. Getting a good job in Moldova is … ?

3. ? Getting a good job in a competitive organization in Moldova requires job hunters …

4. Key word: CREATIVITY !!!

5. 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?

7. uploaded to the Internet for prospective employers to review

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

9. can be created by a professional or you can create your own

11. A good teacher makes you think even when you don’t want to. (Fisher, 1998, Teaching Thinking)

12. 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

13. 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

15. No professional experience

17. Study Cases Student Sample Video Resume 1 and 2 Watch the videos and share opinions with your colleagues

19. Projects (photography)

20. Helping parents in an office

21. Attitude to studying and working

22. Dreams / plans (I will, I am going to)

23. Personal qualities (hard working, responsible, etc)

26. one of the best ways to differentiate the curriculum to meet student needs

27. six levels of thinking

28. can provide a framework for planning units that incorporate low to high-level thinking activities

33. Initial Taxonomy

34. 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy

36. Synthesis

37. Analysis

38. Application

39. Comprehension

40. Knowledge

41. Creating

42. Evaluating

43. Analysing

44. Applying

45. Understanding

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

47. Higher-order thinking BLOOM’S REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing UnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining RememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding

49. Manipulate

50. Exhibit

51. Illustrate

52. Calculate

53. Interpret

54. Make

55. Practice

56. Apply

57. Operate

58. Interview

59. Paint

60. Change

61. Compute

62. Sequence

63. Show

64. Solve

65. Collect

66. Demonstrate

67. Dramatise

68. Construct

69. Use

70. Adapt

72. Illustration

73. Simulation

74. Sculpture

75. Demonstration

76. Presentation

77. Interview

78. Performance

79. Diary

81. 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…

83. Organising

84. Deconstructing

85. Attributing

86. Outlining

87. Finding

88. Structuring

89. Integrating Can you break information into parts to explore understandings and relationships?

90. 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.

92. Hypothesising

93. Critiquing

94. Experimenting

95. Judging

96. Testing

97. Detecting

98. Monitoring Can you justify a decision or course of action?

100. Rate

101. Validate

102. Predict

103. Assess

104. Score

105. Revise

106. Infer

107. Determine

108. Prioritise

109. Tell why

110. Compare

111. Evaluate

112. Defend

113. Select

114. Measure

115. Choose

116. Conclude

117. Deduce

118. Debate

119. Justify

120. Recommend

121. Discriminate

122. Appraise

123. Value

124. Probe

125. Argue

126. Decide

127. Criticise

128. Rank

130. Panel

131. Report

132. Evaluation

133. Investigation

134. Verdict

135. Conclusion

137. Creating Video Resumes Task

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

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

141. Use various video, graphic, audio materials

142. Take a self “critical” approach

143. Engage creatively in a rather complex, challenging project

145. Daniela Munca danielamunca@olemiss.edu