“Watch the video and make a note of any language that you’d like to check after.”
Seems pretty innocuous doesn’t it? However, built into that sentence is an inherent contradiction that is very unfair on the student. What if I put it like this?
When I put it like that it seems pretty ridiculous, doesn’t it? Exactly how are the students supposed to write down things they don’t know? And if you’re showing a video or playing some audio, it’s easily avoided. Just make sure the students can seem the countdown as it plays, and ask them to make a note of the times they’d like to go back to in order to check on a doubt.
“It’s such a tiny, simple thing on the surface, but it really lets you do so much. Just as you can use a reader response code to unlock the student’s internal dialogue with a written text – and to pinpoint difficulties in understanding – so you can use a code with the numbers to access the student’s reactions to an audio text – and to go back and revisit the points of difficulty …a small advantage (that) can yield tremendous results.”