ESL Podcast 911 – Correcting and Explaining in Conversation

I find a podcast about correcting and explaining in a conversation. It is ESL Podcast 911. This podcast is very good for students who want to learn some communication skills in their daily life. There are scripts, so if students do not understand, they can refer to the scripts to get exact understanding of what is going on. Another best aspect of this podcast is that the host will explain those dialogues in detail. In this way, students can learn better individually.

I can use this podcast in my teaching. For example, I can first ask students to listen to the podcast by themselves after class. Students are not given the scripts. We can discuss the content of this podcast during the class. Students can also learn some expressions and vocabularies from the dialogue. This podcast is great because the speaking speed is proper to students who are not very proficient. Second, students can practice listening skills. They can listen to the podcast by downloading it in their MP3. The podcast of normal speed version can put students in a situation of real conversation. Listening can be improved by listening to it again and again. Third, this is a good material for speaking class which aims to practice conversation skills. This podcast explains the dialogue in details. I can get some ideas of explaining and teaching conversation skills for my speaking class. Last but not least, this podcast episode can be recommended to students to learn by themselves after school.

GoAnimate

GoAnimate is an easy way to make a dialogue because all characters, scenes and actions are already there.I would use this tool to ask students to do pair work. That is, they need to work with one partner to create a short dialogue. This can be followed by a class presentation of this dialogue. If it is a speaking class, I will ask students to record their own voice for the dialogue. In this way, students can practice speaking with partners and I can also assess students' pronunciation by watching their short videos.

If we have a paid version, I would encourage my students to create their own characters, their hair styles, eyes and so forth. In this way, students are doing what they like using their imagination.

With such a tool, learning can be switched from boring classroom dialogue practice to dialogue performance in a real scene. Students will be motivated by this.

Animoto

Animoto is a good tool to make short videos. We can make a 30-second video for free. For teacher, this tool can be used for introduction. Photo story is more attractive than just introducing a story orally. By using digital storytelling which includes music and photos, the texts which present the topic are emphasized. Students can be motivated to learn the texts. So I can use this tool when I want to explain an important concept. With such a video clip, the complicated concept can be simplified and be more comprehensible to students. If I want to use a longer video, I can upgrade and pay for that.
For students, this is also a great tool. Students can be asked to make a short video based on what they have learned. Such a short storytelling asks students to conclude details into general ideas and present within 30 seconds. Teacher can check students' understanding by reviewing their videos. Moreover, students can make their own stories by using topics they are interested in. This is helpful for creative thinking.

Digital Storytelling

In the article 7 things you should know about Digital Storytelling, Digital storytelling is defined as ‘the practice of combining narrative with digital content, including images, sound, and video, to create a short movie, typically with a strong emotional component’. According to the Educational Uses of Digital Storytelling, ‘Digital storytelling at its most basic core is the practice of using computer-based tools to tell stories’. Digital storytelling can be used by every one. Users with little technology can practice using it starting from simple application. The storyteller will first create the scripts and then apply media elements such as images, videos, music into the movie. It is an effective tool to connect technology with language learning. It is widely used in teaching nowadays.

By digital storytelling, students can promote language proficiency because they need to organize a complete story to empress their thought. So target language function will be practiced repeatedly. In this way, students can also develop critical thinking. One application of digital storytelling mentioned in the article 7 things you should know about Digital Storytelling is to let students keep an e-potfolio. The teacher can have a good understanding of students’ development through portfolios. I looked over some examples of digital storytelling from the Educational Uses of Digital Storytelling and found that this way of illustrating a concept or topic is more effective than just teacher’s lecturing. With those technology added into the scripts, students can get a better understanding of what is being talked about. If the teacher could combine class contents with digital storytelling, the teaching might be more beneficial to students. 

Use Serious Game Outside of the classroom

For the game that I want students to play outside the classroom for autonomous learning, I choose the Trace Effects.    

This game is designed to learn American English and culture. This game will ‘complement students’ classroom English language instruction through interactive 3D multimedia learning adventures’. The game ‘exposes users to American society and explores themes related to entrepreneurship, community activism, empowering women, science and innovation, environmental conservation, and conflict resolution’. ALL in all, this game provides some real American life. Students can not only learn language but culture of that language.

I played Chapter one of this game 3 times and get familiar with how to play it and then the whole game. I find this game great for learning outside of the classroom because it is divided into different chapters. During the game, students can learn vocabulary and some communication strategies. In order to get score, students need to communicate with people, for example, students and library staff. Students can talk with different people and hear Native American English with some body language when they are asked to do various actions. In this way, Students can experience real campus life. During the conversation, students need to be polite which means students have to follow basic communication rules. When students complete some of the conversation completely, they can get a score. Students can be motivated in this way so that they will engage more in the following game. One great practice is that after some actions, students will be asked to have a small quiz. Students can take notes and review the dialog whenever they want.

My language learning objectives would be SWBAT infer the meaning of some words in context; apply American daily communication skills in their own life and describe the problems and ask for help from others with target language.

I can use this game in my teaching because after asking students to play the game at home, I can design some role plays using scenes in the game to see if students can perform successfully using target vocabulary and expressions. This is one way of assessing. Also, I can make students into groups and assign each group different topics in the game to do a presentation. Last but not least, I can ask students to write an essay explaining the problems Trace encountered and how he solved them. 

How to Use Casual Game in Classroom

Gamification is the concept of applying game-design thinking to non-game applications to make them more fun and engaging.

One rational for using games for language learning is that games can provide interactive experiences which engage and motive students. Students will have a positive attitude toward their language learning tasks.  Game is one great way to keep students engaged in language learning process. For example, by using walkthroughs, students can concentrate on teacher’s instructions which engage students into reading or listening. Students will find those walkthroughs very helpful for completing the game, so they will pay more attention to teacher’s direction. In addition, games are filled with language features such as new vocabulary, new sentence structure which provide useful language learning resources. So students can learn in a relaxed atmosphere.

I choose a game called Phantasy Quest. Personally I played the game first 3 times without the walkthrough but I got stuck.  After 3 tries with the help of the walkthrough, I completed the game. Even with the help of walkthrough, it is very difficult at some steps; for example, using the lantern to find the plant. I tried several times before I found it in the black hole. Another hard part is going out from the cave. I had to try different ways to get to right exit so that I can move on to continuing steps. The step14 should have been ‘go back once and go top right, go to middle door, go to middle door, and go left’.

My language learning objective would be SWBAT

Recognize and understand some new vocabulary; develop listening skills by focusing on details; understand my oral walkthrough and complete the task and use the vocabulary in their daily life.

The role of the teacher would be the resource and tutor. The teacher acts as a controller at the very beginning to explain the game and to teach some new vocabulary. Then the teacher acts as a resource because the teacher provides the walkthrough to students. During the game, the teacher acts as a facilitator. When students have some problems or when they get stuck, the teacher will be supportive.

I think the students would be actively involved because there is a clear goal of this game. Once students begin to play the game, they will be motivated because they eager to finish the game successfully. Also this engagement enforces the language learning objectives.

I would use a walkthrough for the game because I found it hard to complete separately when I play the game individually before the class. Students will be frustrated if they could not find the way out. I would use the walkthrough as a listening test. Students need to listen to and understand my instruction before moving on. I would use images from the game to introduce some vocabulary before playing the game. For example, lantern, skull, plant, rope, fishing pole, skeleton, key and the theory of how to use the stick to move the rock. I would write those words on the blackboard.

I can assess whether my learning objectives had been met by using the walkthrough. If students can escape from the desert successfully following my instruction, it means they can understand the listening part. To put the game into small part will work better because I can see if students can complete each step after each walkthrough. That is, we play the game step by step and I assess one by one. Also, I can have a vocabulary test after the game to evaluate students’ mastery of those words. 

Use Twitter for my own professional development and teaching

In the article The Teacher’s Guide to Twitter, it is said that ‘Twitter has proven itself to be an indispensable tool for educators around the globe’. There are many resources in Twitter. Based on the topics that we are interested in, we can follow people who will be useful in our professional development. Meanwhile, we can share resources that we find out with other people. This is proved in this article by the opinion ‘Create, Don’t Just Consume’. One great way of doing this is joining a Twitterchat. I never joined a chat like this before this course. After doing this, I noticed the significance of this kind of information exchanging. People can ask questions and get various answers from participants. Almost every participant will share his or her idea on that question. In the future, if I come across a problem and cannot find a solution, I can write it down on the chat group. I am sure I can get a number of creative answers.

Since Twitter is so convenient and helpful, I am sure I will use it in my teaching. After checking A Must Have Guide on Using Twitter in your Classroom, I summarize several items I will use in my teaching. With the development of e-learning, I can set up a class twitter which teachers, students and parents can access and communicate. For example, I can use hashtags on Twitter so that students who were not able to make it to class can follow along and stay on top of the conversation. In addition to the assignments students were asked to do, I can put some extra ones for them. Every student has opportunity to post a question or reply to questions or topics. It seems that Twitter is a great tool for increasing communication and cooperative learning. Also, I will share various resources on Twitter. Students who want further study can track them and learn by themselves. Last but not least, parents can assess the Twitter so they can know what happened on their children. This is also a good platform for me to get in touch with them. In the whole process of using Twitter, I have to keep everything in order and make sure to update in time so that I will not miss important information.

Twitterchat #ntchat

I attended the Twitterchat #ntchat. Our Topic for tonight is Parent Conference Tips. It is a “structured chat” like Question 1, Q2, with Answer 1, A2. I followed four questions of this chat.

Q1: What is the first thing you do to prepare? The answers said about reviewing student grades, paperwork, and students’ performance in the school. Also, one mentioned that she made magnets for parents to take home with website/blog/grades websites and my email/twitter. This is a good tip for me because connected with education technology I can get in touch with parents out of the school in this way.

Q2:  How can you include student reflections in the conference? What role does the student play in team meetings/conferences? Some schools have students run the conference. There are some hints given by the participants on working with Ps and parent conferences.

Q3: There will be times when you'll need to defuse an UPSET parent. What are some good strategies to do this? To conclude, they said they try to understand why they are upset and talk with them about the concerns. Try to talk about some positive things about students at first.

Q4: How can you monitor time so that parents have the chance to ask all questions? Do you use a timer? Some of them mentioned that they will write a schedule or use a timer.

I find Twitterchat is great to share opinions. For me, because I do not have much experience, I can get many tips from their chat. I think this will be a good form of professional development for me. Actually I never thought about how I will run the parent conference. I realized that it is important to get connected with parents because I can get information about students from their parents. Students spend a lot of time home with parents. From this chat I learned a lot of tips about how to manage the conference, how to balance parents’ and students’ reflection. During the chat some participants gave resources link which I can use in my future teaching experience. For example, one great resource is 12 ConversationStarters on What Parents Want You (Teachers) to Know. I also notice that they have class website or blog so that they can meet online. I think this is a development as technology is used more and more in both learning and teaching. 

Social Networking Group

I joined The Educator's PLN. This website has various resources, for example, the Forum. As Alan Levine said in the video New Media Consortium, 'It's really important for us to be able to stay connected to people that are smarter than us because we can't know everything'. People will post some discussion questions in this section, which allows people of different experiences share their ideas. You may find a lot of useful suggestion from their comments.
As for the social networking group, I find Build the Ideal 21st Century School will be useful to me. Both the learning and teaching are changing over time, so there must be some differences between previous and future school. In this discussion forum, people discuss how 21st century school will be like. For example, there is a question saying 'Should your elementary school have a Facebook Page?' In this group, people comment and share their ideas, which will provide more resources for building the ideal 21st century school.

Diigo and Scoop.it

                           

                vs.

Diigo and Scoop.it  are both helpful tools for keeping websites that can be accessed from anywhere. I will lose my collected useful websites if I change a computer before. Now with these tools, I can assess my websites anywhere at any time.

I can follow others and others can follow me in both of the two tools. We can share useful information with people all around the world. By searching for the multiple tags in Diigo and Scoop.it, I can assess thousands of websites I am interested in. Diigo and Scoop.it provide organized and rich resources in our field.

However, they have some differences. For example, I can highlight text in saved articles in Diigo. It is useful if I want to take some notes and to share with others. This is one feature that Scoop.it does not have. However, scoop.it allows us to comment on others’ scoops so that people can share opinions on one topic. I can copy and paste from original article to appear in comments about site.  Also, scoop.it offers suggestions for related articles. I found this most useful because it saved me a lot of time finding information related to my aimed topics.

By comparing the two tools, if I would continue to use one of them, I would like to use scoop.it because I like its suggestions for related articles. This is a great way to expand the information I want.