A presentation given for Neil Jones' Lead Practitioner Seminar at Canary Wharf, December 2010, designed to encourage an appropriate use of technology to facilitate creativity in language teaching.
This document discusses strategies for developing students' speaking skills in a foreign language. It proposes using a "Group Talk" model where students sit in small groups and have spontaneous conversations prompted by a stimulus. At Wildern School, implementing Group Talk has improved students' speaking exam results and helped boys perform equally as well as girls. Group Talk involves students agreeing or disagreeing through opinion, conjecture and debate using language of the target language. Other techniques discussed include using props, rewards, and open-ended questioning to promote creative speaking in a low-pressure environment.
A brief demonstration that moblogging doesn't have to be about using cutting-edge technologies, but it's about how we can get our pupils thinking and creating actively outside of the classroom, rather than all their learning being passive, especially on trips.
Thinking again about the i, the c and the tChris Fuller
This document discusses using technology (ICT) as a tool in the classroom to enhance learning. It provides examples of how ICT can be used to improve communication and language skills through activities like blogging, podcasting, and online collaboration tools. The document emphasizes that technology is only a tool and excellent pedagogy is the most important factor for student learning.
A reflective description of my journey around South America, presented at Aston University. In the session I attempted to encourage practitioners to think differently about the way they approach cognitively-unchallenging topics.
Creative technologies for creative contextsChris Fuller
This document discusses using creative technologies in creative contexts for language learning. It provides examples of using tools like YouTube, podcasts, games, mind maps, blogs, and more. It emphasizes finding real purposes for learning and supporting creative teaching through collaboration and sharing resources.
This document discusses ways that information and communication technologies (ICT) can be used in education. It provides examples of blogging, podcasting, making videos, and using social media like Twitter to engage students in creative projects. The document emphasizes allowing student creativity, using technology as a tool, and focusing on producing lasting work to share with others. Safety considerations are mentioned for blogging and sharing student work online.
Creative technologies for creative contextsChris Fuller
This document discusses creativity in language teaching and provides many online resources for creative activities and tools. It explores what creativity means in education and how it can facilitate discussion, spontaneity, and learning beyond just vocabulary. Various websites and technologies are recommended for creative writing, videos, games, podcasting, mind mapping, blogging and more. The goal is to create contexts for authentic, engaged learning.
Thinking again about the I, the C and the TChris Fuller
This document discusses rethinking how ICT (Information and Communication Technology) is used in the classroom. It emphasizes that ICT should be used as a tool to support pedagogy and learning, not drive the curriculum, as technology changes rapidly but good teaching practices remain the same. Some ideas presented for using ICT creatively in the foreign language classroom include having students find words in a text, write titles and paragraphs, use word clouds to learn vocabulary, collaboratively map concepts, create stories and animations, and engage in blogging. When used appropriately, ICT has the potential to provide instant training, communication, and assessment to support student learning.
This document discusses using blogs, podcasts, and other technologies to enhance language teaching. It provides an overview of what blogs and podcasts are, why they are useful for language learning, and how to set them up. Specific tools and resources are also mentioned, such as TypePad for blogging, Audacity for recording podcasts, and iTunes for distributing them. The document aims to demonstrate how these technologies can motivate students, improve skills, and raise the profile of language departments.
This document provides information and guidance about creating podcasts for educational purposes. It discusses what podcasts are, examples of how they can be used in the classroom across various subjects, tools for creating podcasts, copyright considerations, hosting and distributing podcasts, and resources for learning more about podcasting. The document aims to help educators understand podcasting and provide ideas for how to get started creating their own podcasts.
This document discusses using blogs and podcasts in language teaching to motivate students and improve skills. Blogs allow students to publish work globally for real audiences. Podcasts allow students to record explanations, roleplays and other audio to reinforce learning outside class. Both blogs and podcasts improve reading, writing, speaking and listening while increasing cultural awareness.
This document discusses using technology to enhance language learning and teaching. It provides an overview of different technological tools that can be used in language courses, including PowerPoint, video, sound, images, and course websites. It emphasizes that technology alone is not effective, and must be used thoughtfully to support clear pedagogical goals and strategies. Examples are given of free web tools like Google Docs, blogs, and Prezi that can facilitate collaboration and presentation.
Podcasting can be used in education in various ways to support classroom instruction and develop students' skills. It allows students to create audio recordings that can be used to explain concepts, conduct interviews, and recreate historical events. There are many free and inexpensive tools available to help students create podcasts. Teachers should consider the target audience and focus on quality over quantity when developing educational podcasts.
This document summarizes Tony Vincent's presentation on using Web 2.0 tools to engage 21st century students. It describes over 30 different Web 2.0 tools for creating images, videos, slideshows, assessments, podcasts, wikis and more. These tools allow students to collaborate online, create multimedia projects, and choose different formats to demonstrate their learning. The document encourages teachers to let students decide how to present their work using various creative Web 2.0 options.
This document provides information and guidance for educators on how to create and use podcasts in the classroom. It discusses what podcasts are, provides examples of how they can be used across different subject areas, and offers tips on planning, producing, publishing and promoting student-created podcasts. The document also provides resources on hosting options, copyright issues to consider, and free media that can be used in podcasts.
This document provides tips and resources for using information and communication technologies (ICT) in the classroom. It discusses using tools like Voki to create avatars and embed voices, and ensuring classrooms have necessary equipment like computers, broadband, speakers, and projectors. YouTube is recommended as a source for videos to complement lessons in areas like poetry, speeches, films, and grammar. Strategies are suggested for activities using ICT, such as graphic organizers, online puzzles, and comparing different versions of texts.
OMLTA Presentation- Integrating Technology into the Language learning classroomBarbara Hirsch
This document discusses integrating technology into language classrooms. It provides examples of how teachers can use technology for listening, speaking, writing and reading activities. For listening, the document recommends using Audacity, podcasts, YouTube and text-to-speech. For speaking, it suggests having students record podcasts, create wikis with audio, make animations and videos. For writing, wallwisher, Glogster, Wordle and Flickr are presented. Reading activities include online newspapers and puzzle makers. The document encourages teachers to start small with technology and not be afraid to experiment.
This document provides an overview of technology tools for English language teachers presented by Deborah Healey. It begins with Healey's beliefs about teaching, learning, and technology. The document then describes several planning tools, teaching/learning tools, assessment and feedback tools, and motivational tools. Examples include lesson planning websites, online reading materials, tools for creating lessons and assessments, and ways to give feedback to students. The presentation aims to demonstrate how technology can help teachers save time and motivate students in the English classroom.
The document provides guidance for teachers on beginning to integrate technology into the 21st century classroom. It recommends teachers start by assessing available resources, including student and teacher technology skills and access to hardware and software. Teachers should then begin with small, simple technology integrations, such as using word processing for writing or online math games. Examples are provided of ways to incorporate technologies like Smartboards, digital cameras and video into different subject areas.
slides for a talk I gave for an MIE East meeting about encouraging enterprising attitudes and the use of web 2.0 with regards to Moving Image Education.
This document provides tips and strategies for using various publicity and marketing tools, with a focus on websites and social media. It discusses criteria for effective websites, content management systems, design trends, press kits, and the importance of integrating online and offline efforts. Specific social media platforms like Facebook, Twitter, YouTube, and Pinterest are examined, along with other tools like e-newsletters, apps, and analytics. The overall message is that a multifaceted approach incorporating various media can help organizations succeed at publicity.
The document contains information about various educational tools and resources for teachers and students including websites for math tutorials, science lessons, podcasting, blogging, video capturing, and file conversion. Several teachers provide their thoughts on using movies and blogging to enhance student learning and engagement. The document promotes various digital tools and their ability to improve writing skills, encourage creativity, build community, and make classroom content more meaningful and authentic.
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Language world thoughful contexts, thoughtful learners webChris Fuller
This document provides guidance and ideas for teaching foreign languages more creatively and engagingly. It discusses potential topics to cover such as house and home, daily routine, and holidays. It offers suggestions for incorporating intercultural understanding, linguistic creativity, spontaneity, and skill development into lessons. Some example lessons are provided, such as one about the Chilean earthquake covering house and home. The document encourages generating vocabulary lists and using word mats in lessons. It discusses exploiting dual language texts and using videos to add cultural context. Homework ideas involve continuing online debates.
#Ililc 4 Thinking of the content and the outcomeChris Fuller
A presentation given at #ililc4 designed to encouraged teachers to rethink the content that they teach and then how to free their students to express themselves!
Developing engagement (and hopefully a bit of spontaneity) amongst boysChris Fuller
A presentation given to help develop thinking about how we can help build greater levels of engagement amongst boys in MFL. And hopefully get them producing language a bit more spontaneously.
Developing engagement and real world learning in mflChris Fuller
This document provides suggestions for making language learning more engaging and relevant for students. It includes links and contact information for Chris Fuller to discuss ideas further or ask questions. Suggested topics include real-world units, an evolution game of rock paper scissors, and assigning inspiring work that challenges students.
My supposed 7 minute presentation from TM MFL Plymouth. However, I went on a bit... it's a subject I'm passionate about- handing over control to our students!
This document provides information about minutes lost during lessons due to late pupil arrival and other factors. It notes that the teacher's lesson started at 10:30 but pupils arrived at 10:34, wasting 4 minutes. Further minutes are lost to the first learning task and throughout the term and school year, totaling up to 540 minutes or 9 missed lessons over the course of an academic year. The document advocates for not losing any minutes of lesson time.
Exeter pgce voting with their feet, why vote mfl slideshareChris Fuller
The document discusses three main issues facing MFL teachers: lack of time, lack of self-belief, and lack of standing compared to other subjects. For the issue of lack of time, it provides numerous ideas for classroom activities that can help make the most of limited time, such as using word games, images, dictations, and technology tools. For lack of self-belief, it emphasizes the importance of giving students opportunities to communicate authentically in the language and express themselves creatively. Regarding lack of standing, it suggests making lessons more skills-based like other subjects, incorporating debates and higher-order thinking tasks, and focusing on real-world content to increase the perceived value of learning languages.
This document contains a collection of ideas and resources for teaching modern foreign languages. It includes suggestions for classroom activities to promote intercultural understanding, revision games, ways to incorporate technology like Skype and podcasting, and links to external websites with additional teaching materials. The document is intended as a springboard for ideas to keep language learning fun and engaging for students.
West of england Conference 2011 #BristallChris Fuller
This document provides suggestions for engaging language learners from key stage 3 through post-16 education. It emphasizes developing skills like debate, speculation and collaboration through activities like group discussions, character roles, podcasts and wikis. The goal is to encourage independent learning and better prepare students for exams by starting to build these skills earlier rather than waiting until post-16 education.
To GCSE- and beyond? Keynote, Brookfield Chris Fuller
A 45 minute keynote presentation designed to encourage delegates to not become blinded by the controlled assessment requirements of the GCSE but to keep focusing on the need to develop learners for post-16 as well.
Encouraging teachers to think about the way we're delivering content- do we have to stick with the old or can we add interest and cognitive challenge, focusing on structures rather than vocab!
This document discusses ways to promote spontaneity in language learning. It begins by noting that speaking is often the least developed skill for students. It then discusses creating a spontaneous environment through table layouts, performance opportunities, and props. It introduces the "Group Talk" model used at Wildern School, where students interact in small groups prompted by a stimulus. Examples of "Group Talk" cards and activities are provided to support opinion, debate, and spontaneous responses. Overall, the document focuses on practical strategies for teachers to develop students' confidence and ability to speak spontaneously in a foreign language.
This document discusses creating a spontaneous learning environment that encourages creativity and independent thinking in students. It addresses challenges in the current English education system like lack of challenge and reliance on teachers. The focus is on developing students' personal learning and thinking skills through open-ended tasks, debate, and considering different perspectives rather than just right/wrong answers. Ideas are presented for making the classroom more conducive to creativity, such as flexible seating, displays celebrating errors, and props. The document also discusses collaboration between departments and bringing an international dimension to lessons.
This document discusses alternative approaches to assessment that focus on feedback rather than marks. Traditional assessment involves pupils receiving criticism and a mark with little time for reflection. Alternative methods discussed include using success criteria to guide pupil reflection and progression, peer assessment based on shared criteria, thumb ratings of skills and knowledge, and the "two stars and a wish" approach where teachers or peers note two strengths and an area for improvement. The goal is to promote pupil reflection and understanding over simply correcting errors. Web tools like Edmodo and wikis can also provide feedback and support learning beyond the classroom. The key questions are determining what we want students to achieve and how to help them get there.
This document provides a list of creative ideas for 6th form language students, including ideas for essays, online exercises, videos, podcasts, interviews, dictations, and other interactive activities. It also includes recommendations for educational websites and blogs as well as contact information for the author.
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