Will the flipped classroom be a flop by Willy WoodWilly Wood
Every year there's a new educational approach/trend/fad that everyone gets excited about. In recent years, "hot" topics have included multiple intelligences, differentiated instruction, RTI, and Common Core State Standards, to name just a few. One of the current hot topics is the "flipped" classroom. Many people, looking for a more effective approach to teaching and learning, are taking up this approach. Magazine articles (mostly laudatory) about the approach are popping up like mushrooms after a spring shower. Sixty Minutes even did a segment on it!
Here are the key aspects of perceiving and processing according to the 4-MAT system:
Perceiving:
- Sensing/Feeling: Taking in information directly through the senses and feelings
- Thinking: Thinking about and conceptualizing experiences in a more abstract, logical way
Processing:
- Reflecting: Reflecting on and integrating new information or experiences
- Acting: Taking action and applying new learning in practical, hands-on ways
The 4-MAT system proposes that all learners cycle through these four stages - sensing/feeling, thinking, reflecting, and acting - to fully learn and internalize new information. By addressing each of the four stages, instruction can be designed to engage all
This document provides an overview of assignment writing at the university level. It discusses the different types of questions students may encounter, including short questions requiring definitions or multiple choice, as well as longer essays. The basic structure of introductions, body paragraphs, and conclusions is reviewed. Instructional terms for writing assignments are defined, such as criticize, define, describe, and evaluate. Referencing and avoiding plagiarism are also covered. Resources for students to improve their academic writing skills are provided.
This document provides guidance on using video in the classroom. It discusses how video engages visual learners and brings the outside world into the classroom. Some tips are to keep videos short, have students watch the full video first to get the big picture, and always preview videos yourself. Videos can be used in three approaches: as the sole content in a flipped classroom, blended into an existing curriculum, or as a supplement. Common video activities include pre-viewing, viewing with tasks, and post-viewing practice. Ten recipes for using videos provide specific activity ideas like discussing, describing, predicting, and teaching language points.
Video lessons are educational videos that present material for a topic to be learned. They can include a teacher speaking to the camera, photographs, text, or a mixture. Video lessons have advantages like being accessible anytime for individualized self-paced learning, and they are effective for distance students. However, limitations include technological problems, costs, and a lack of personal interaction compared to in-person lessons.
English attack and out of-classroom learning v3AugustoRochaEA
English Attack! is a revolutionary way of improving your students' English; it is the first online platform for learning English specifically designed to the "digital generation". It uses short (1 to 3 minute) clips from movies, TV series, music videos, visual thematic dictionaries, online games and social networking to increase exposure to English.
Rhona is experimenting with using video in her English lessons. Her first attempt failed due to slow downloading of videos onto multiple computers simultaneously. She overcame this by dividing students and tasks. For future lessons, she learns to think more about listening task design so students can focus without rewinding videos. The most useful advice is to base tasks on natural listening strategies to develop skills effectively.
Connecting with Your Students: Using Blogs and Webcasts in the Classroom
This session will cover the use of teacher created Blogs and Webcasts to connect with students both in the classroom and when students are at home. I will demonstrate how Blogs and Webcasts can increase student participation in class and create a more interactive classroom environment.
Presenter: Jesse Pittard
Russell Stannard IATEFL 2018- Developing Learner Independence through online ...Russell Stannard
Russell Stannard gave a presentation on developing learner independence through online platforms. He discussed various learning platforms such as Moodle, Edmodo, and Blackboard. Stannard explained that while platforms have the potential to support autonomous learning, their uptake is inconsistent and not all students actively use the platforms. He emphasized the importance of integrating platforms into classroom lessons and providing feedback to students. Stannard concluded that platforms can be useful learning tools when skillfully implemented and connected to classroom instruction.
Why should Teacher Talk be limited? What is a good balance between Teacher Talk and Student Talk? What are some teaching strategies to accomplish this?
This document provides an overview of a workshop on sponsoring online learning. The workshop covers the purposes and best practices of online learning, how to develop online content that reaches different learning styles, examples of online courses, and how to build an online course using Blackboard Coursesites. It also discusses asynchronous and synchronous tools like surveys, Google Hangouts, and Adobe Connect Pro. Principles of effective online learning include clear communication, structured activities, feedback, and promoting engagement and community. The 4-MAT learning theory is presented as a cycle that addresses different learning styles through sensing, thinking, reflecting, and acting.
Technology can enhance education in several ways. It provides students access to vast online resources and more up-to-date information through search engines. Teachers can create class websites and blogs to communicate with parents. Students can use word processing, PowerPoint, and online games to practice skills in a engaging way. As technology advances, it allows for more immersive learning through simulations, virtual reality, and digital tools that motivate students and help them better understand concepts. Grant opportunities are available to help fund integrating technology into classrooms.
Videos can be used in the classroom for various purposes such as creating book trailers to summarize plots, introducing instructors to new students, and allowing teachers to provide instruction even when absent by leaving a video for substitutes. For example, a literacy unit on the book "The Earth Dragon Awakes" had students watch a Brain Pop Jr. video on earthquakes to refresh their prior knowledge about earthquakes and discuss how an upcoming earthquake might affect the city's residents before reading the book.
This document contains a final project portfolio submitted by Lissette Armijos, Karen Cañizares, and Roger Flores to the Faculty of Communication, Linguistics and Literature at the Pontificia Universidad Católica del Ecuador. It includes their responses to 12 questions about incorporating technology into language teaching and learning. Some key benefits they identified are increasing student autonomy, supporting different language skills, and enabling authentic interaction. Challenges include not all students being able to use technology and reliance on stable internet connections.
The document provides an overview of using video in the classroom and includes tips, best practices, and examples. It discusses how video can be used for language learning, recommends keeping videos short and adding subtitles. Various techniques are described such as previewing videos, pausing to discuss, and having students re-tell or predict what happens. Examples given include using videos for vocabulary, grammar, pronunciation, and student-produced videos.
- The teacher created a class blog to provide grammar practice activities and feedback to students outside of class, as she only saw them every other week. On the blog she posted listening exercises, online tests, and other activities.
- Students began exploring and practicing on the blog. Some were shy to post at first but became more active over time. They asked for more speaking activities.
- For a project, students will do presentations on topics from their fields in front of the class and peer assess based on a rubric. The teacher hopes this will motivate students to be more involved.
Orientation Webinar LIST 5373 Summer 2016 May 24 6 pm, CSTPeggy Semingson
This document provides information about an optional orientation webinar for an online course. The webinar will take place on May 24, 2016 from 6:00-6:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions for accessing the webinar through a desktop, laptop, or mobile device. It also lists the objectives and agenda for the webinar, which will include reviewing assignments, discussing library databases, and interacting with peers. Contact information is provided for any technical support issues.
Virtual Learning Environment - Out in Spacesueaustin
This VLE assist students in learning about Web 2, blogs, wikis, Elluminate and podcasts. It provides links to clips and video capture demonstrations. It is based on the topic Space and is suitable for a Year 5/6 class.
Tips on how to do Pecha Kucha presentations ... in Pecha kucha format. A simple formatted presentation style that stops death by power point. Not so easy to deliver, does take practice :)
20x20 20 slides - 20 seconds per slide. Automated.
Pecha kucha tips. Keep the waffle down. 20 slides x 20 seconds per slide Automated so only 6 minutes and 40 seconds per presentation. Then follow up with questions from the audience. Stops Death by powerpoint (or at least makes the time they can bore us shorter.
Pecha Kucha is a presentation format where each presenter has 6 minutes and 40 seconds to present 20 slides that automatically advance every 15 seconds, keeping presentations short and concise. It started as an event for designers to network, but has grown worldwide. A good Pecha Kucha tells an unexpected yet inspiring story through pictures, charts and graphs rather than text-heavy slides. While originally for creative events, its focus on concise delivery can also improve business presentations by minimizing lengthy slideshows and keeping audiences engaged.
Ales204 Lecture 9 :: Public Speaking & Pecha KuchaJessica Laccetti
This document provides an overview of a lecture about public speaking and Pecha Kucha presentations. It discusses the dangers of overly long PowerPoint presentations with too many words ("Death by PowerPoint") and introduces Pecha Kucha as an alternative format that limits presentations to 20 slides shown for 20 seconds each. It outlines a lab assignment where students will design their own Pecha Kucha presentations on their fields of study. Examples of Pecha Kucha topics are given and students are asked to watch examples and provide critical reflective tweets on what worked, didn't work, and what they learned.
www.asiaspeakers.org
Don't miss our very first PECHA KUCHA NIGHT!
Yes, it's another 'first' for APSS. We are very proud to invite you to attend our inaugural Pecha Kucha Night featuring 8 APSS Associate Members.
What is Pecha Kucha?
Pecha Kucha was devised in Tokyo in February 2003 as an event for young designers to meet, network, and show their work in public.It has turned into a massive celebration, with events happening in hundreds of cities around the world, inspiring creativity worldwide.
Drawing its name from the Japanese term for the sound of 'chit chat', Pecha Kucha rests on a simple presentation format of 20 slides x 20 seconds (6 min 40 sec). This format makes presentations concise, and keeps things moving at a rapid pace.
What will happen in APSS Pecha Kucha Night?
When Andrew Chow showcased the Pecha Kucha Night at our March meeting (in his Pecha Kucha style presentation), we received so much interest that 9 APSS Associate Members signed up immediately to be our presenters at this unique event. They will all be encouraged to invite a cheer team of their friends and business associates.
All CSPs (Certified Speaking Professionals) and Professional Members who attend this Pecha Kucha Night will be invited to be 'friendly judges' based on 3 criteria: Content, Delivery and Humour. There will be one overall winner of the night. And yes, there are prizes!
Come along and support our fabulous Associate Members on 23 April. I'm sure we will all learn a lot.
This document provides tips for creating engaging presentations without being boring. It recommends avoiding animation, clipart, bullet points, templates, and overly designed PowerPoint slides. Instead, it suggests keeping presentations simple, using imagery, planning thoroughly, and focusing on the presenter rather than the slides. The goal is to hold the audience's attention through an authentic connection with the presenter rather than reliance on visual aids.
Why do we communicate in the first place? Well, we‘re social beings after all! It’s not only necessary; It’s in our nature. Communication helps us build and strengthen relationships.
Here are tips for a better communication.
***
Play Saturday: WOW Me.
It was a unique opportunity for 24Slides team members to shine and showcase two of their greatest skills: presenting awesome slide designs (Works of Wonder) and sharing inspiring Words of Wisdom—making it a WOW moment for all the participants and the audience.
Pecha Kucha Milwaukee: Lessons Learned from SketchnotesMike Rohde
My presentation on sketchnotes, used at Pecha Kucha Milwaukee #7 on May 11th, 2010. Each of my 20 slides slide lasts 20 seconds and automatically changes, had to have the timing down!
http://pecha-kucha.org/night/milwaukee/7
(More detail here: http://wp.me/pTIwx-1Ca) PechaKucha is a specific style of presentation that originated in Japan that entails presentations of 20 slides, displayed for 20 seconds each, for a total presentation time of 6 minutes and forty seconds. Check out PechaKucha.org. They're the "keepers" of the format. You might also check out Ignite! which is a related style, but with 20 slides of 15 seconds each.
This document discusses the life cycle of the Large Blue butterfly species Maculinea, which has an unusual relationship with ants. Only 1% of insect species are aphytoghagous, meaning they eat ants, including Maculinea caterpillars that spend winters underground in ant colonies eating the ants. The document raises questions about how the caterpillars are found by the ants and how they remain undetected while living in the ant colony for long periods.
The document provides tips for creating effective presentations. It recommends keeping presentations simple, driving the presentation forward, balancing size and color of elements, following the rule of thirds for slide layouts, and provides example images related to presenting, including a presenter, avoiding death by PowerPoint, a zen garden, bullet points, a bridge, font styles, a bookshelf, and using diagonal lines.
Online tools to engage your students live webinarsouthpennmsuic
This document discusses online tools that can be used to engage students in online courses. It describes discussion boards, blogs, video clips, GoAnimate, Prezi, instant messaging, and other tools like Quizlet, Diigo, and web field trips. The document provides guidance on setting up and using each tool, and emphasizes setting clear guidelines, modeling good communication, and relating activities to learning objectives to encourage student involvement and engagement with course material.
Meaningful learning through internet-based Project work - WorkshopAndres Atehortua
How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are suggested as ways for students to listen to language lessons again outside of class. The document also explores using mobile phones to create audio recordings, videos and projects that extend learning beyond school.
Materiały ze szkolenia z zakresu użycia nowych technologii w edukacji, w którym uczestniczyli nauczyciele ZPO w Piekoszowie w ramach projektu POWER SE "Innowacyjne nauczanie języków obcych w Zespole Placówek Oswiatowych w Piekoszowie”, realizowanego w latach 2018/2020 we współpracy z Fundacją Rozwoju Systemu Edukacji, finansowanego ze środków Europejskiego Funduszu Społecznego.
The document provides an overview of a 5-day training course on integrating information and communication technology (ICT) tools in education. It will:
1) Focus on hands-on learning of ICT tools that can be easily implemented in educational settings. Participants will work individually and in groups.
2) Cover theories on tools like Edmodo, Google, Zoho, Filmora, Animoto, Adobe Spark, and Socrative over the first 4 days. The last day will involve group presentations and reflections.
3) Involve forming groups on the first day based on a Belbin test. Groups will work on exercises using the ICT tool Edmodo to solve a problem and create an online project
The document summarizes a workshop presentation about the Network English language teaching series and the benefits of incorporating technology and social media. It discusses how Network uses social networking themes to provide authentic contexts for language learning through classroom and online activities. It also outlines the key components of the Network series, including the student book, workbook, online practice activities, and teacher resources like tests and digital materials. Finally, it emphasizes that technology should be used to enhance pedagogy and language learning rather than as an end in itself.
1. The document discusses using various Web 2.0 tools like blogging, podcasting, and mobile phones to enhance language learning. Blogs allow students to share work, comment on each other's writing, and engage in projects with international partners. Podcasts allow students to record speaking exercises and grammar explanations to practice listening and speaking skills outside the classroom. Mobile phones can be used to record videos and audio for projects while extending learning beyond lessons.
2. Concerns about using these tools include whether they will take too much time to implement and whether students will engage with the content. Child protection issues must also be considered when using student-created media online or mobile phones. The document provides examples of how different tools have
Cornerstones of good quality digital and distance education.pptxLauraKinnunen5
1. Good digital education requires building a sense of community among students. Teachers should help students feel welcome, safe, and appreciated.
2. Distance learning can increase student anxiety so teachers need to show empathy, be sociable, and appear approachable to students to reduce feelings of isolation.
3. When choosing a distance learning platform, teachers should select one that meets student needs and abilities, and only teach digital tools when they are required to avoid overwhelming students.
This document discusses flipped learning CPD and provides information about flipping the classroom. It defines flipped learning as preparing content for students to engage with outside of class time. This frees up class time for more personalized learning activities and interactions between students and teachers. The document outlines barriers to flipped learning like ensuring students engage with pre-class material and assessing their out-of-class work. It then provides guidance on how to structure flipped lessons, create video content, and where to share materials like online platforms and blogs. Assessment strategies and additional resources for learning more about the flipped classroom approach are also presented.
1. The document discusses strategies for designing and teaching online courses, including maintaining teacher presence through regular communication, using tools to encourage active learning both asynchronously and synchronously, and providing scaffolding and support for students.
2. It emphasizes creating a welcoming environment for students through icebreaker activities, establishing expectations, and using metaphors to set the "look and feel" of the course.
3. The teacher's role includes improving social presence, using humor, facilitating reflection, and addressing the gap between what students are asked to do and what they actually end up doing.
This document provides information about flipped learning CPD and flipping the classroom. It defines flipped learning as preparing content for students to engage with outside of class time so that class time can be used for more personalized learning. Some benefits listed include boosting engagement, allowing class time for differentiated instruction, and giving students the ability to pause and rewatch lessons. Potential barriers include ensuring students engage with pre-class material and assessing their out-of-class work. The document provides tips for flipping a classroom, such as creating or curating video lessons, platforms for hosting lessons, and ideas for formative assessments. Resources for learning more about flipped learning are also included.
The document provides information about ANVILL, a free online language learning tool from the University of Oregon. It discusses ANVILL's features such as being free for public schools, avoiding privacy issues, and having responsive email support. It notes some limitations, such as ANVILL not working on Macs and being easier if students have emails. The document provides examples of how ANVILL could be used for oral assessments, collaborative activities, and language practice. It also includes tips for setting up teacher and student accounts on ANVILL.
This lesson plan is for an intermediate English class of 13 students. The lesson focuses on vocabulary for job interviews and daily routines. Students will watch videos about dream jobs and job interviews. They will discuss comedy TV shows and read about someone's first day at a new job. Students will practice job interview phrases and describe a typical day in their life. The lesson incorporates listening, speaking, reading and writing activities with scaffolding to support student comprehension and language development.
Strategies for Effective Online Learning (July 15)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
This document provides a lesson plan for a 6th grade social studies class to complete a community profession interview project over 4 weeks. The plan details:
- Characteristics of the 25 student class from diverse backgrounds
- Entry competencies on careers and technology tools to be used
- Objectives of choosing an interview subject, creating a script, recording a video interview, and uploading it to a website
- Methods, media and materials to be used including computers, cameras, and video uploading website
- A week-by-week breakdown of the assignment steps and deadlines
- Rubrics for evaluating student performance, media components, and instructor performance. Feedback from students will also be gathered.
07 Asia TEFL: Web-based video self-analysis of conversation and presentationsgetchan
Outline of a project during 2005 -2007 when students in an EFL conversation class videotaped conversations and presentations, analysed them, and practiced points in order to improve.
This document summarizes a student's reflections on their learning about new technologies throughout their course. The student discusses what they were able to do with technology at the beginning versus the end of the course. They express that teachers should be proficient with technology and resources like blogs and podcasts. The student notes how the course helped them understand the importance of technology in teaching. They provide summaries and reflections on several educational technology websites and resources. Overall, the document reflects on the student's growth in technological skills and perspective on effective educational uses of technology.
This document discusses blended learning and how learning platforms can help teachers implement blended learning models in their classrooms. It provides examples of how four different teachers have implemented blended learning, including flipping their classroom where students learn theory at home through videos and do assignments in class, using station rotation where students rotate between different learning stations, an approach called Learning by Design where students help decide what to learn and how to show their learning, and using online resources to teach physical education skills. The document outlines several benefits of blended learning and models of blended learning that teachers can use.
A collection of online resources to support taking teaching and learning online in education, a collection of Tweets from Open practitioners around the world, curated and detailed by the Open Education Influencers at Nelson Mandela University.
Apologies for the mis-spelt website address on the cover, missing an 'n',
Slideshare doesn't allow document edits, only replacements, which then deletes all prior engagements with it. So we're living with it, with side-eye, of course.
The correct website address is: http://openedinfluencers.mandela.ac.za
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From tools to pedagogy: extending language learning using the Internet
1. FROM TOOLS TO PEDAGOGY:
EXTENDING LANGUAGE LEARNING USING THE INTERNET
Philip Saxon
(Corvinus University, IATEFL BESIG)
Budapest, 24 January 2015
2. Your presenter’s background
• Business English trainer and HE teacher since 2009.
• Previously worked for IT companies for 9 years.
• MA in ELT (ICT/Multimedia) with distinction from
University of Warwick (2014).
• Now speak regularly at IATEFL-Hungary and other
events. Growing following as a blogger, too:
– English for Authentic Purposes:
http://englishforauthenticpurposes.blogspot.hu
– Teaching English with Technology:
http://techieenglishteacher.blogspot.hu
4. Here are some of the better uses:
• Connect and interact with family and “friends”.
• Share news, content or opinions – and invite the
audience to respond or “like” it.
• Post engaging pictures/videos – or look at/respond to
those posted by friends and family.
• Join communities of interest and follow discussions, or
content shared there.
5. People interact because they want to!
So what if we could replicate
these effects in our language
teaching? Is there a way?
As language teachers we
certainly want our learners to:
• Be “willing to
communicate”;
• Interact and “negotiate
for meaning”.
6. So what can be gained by learners online?
Potentially, a great deal:
• Practice can be extended;
• Students can share what
they want to;
• Interaction can be
meaningful and authentic;
• Speaking homework can be
set;
• Feedback can be
personalized.
Provided, of course, that the environment is safe and closed.
7. Who this talk is for
If you’re interested in:
• Giving learners opportunities to practise English
meaningfully outside class; or
• Discovering what online environments, tools and tasks
best facilitate this; or
• Making better use of the time you have…
…then this talk is for you!
8. Aim
By the end of this talk
you should understand:
1) How to set up a
virtual classroom on
Edmodo;
2) How to get students
to use it
interactively;
3) How to set speaking
homework and
deliver feedback
online.
9. Today’s Overview
1. What the Internet offers
2. Enter Edmodo!
3. Activities you can try
4. Speaking homework
5. Why it’s worth it
11. Our learners’ main problem:
how can they practise outside class?
• Their L1 may be everywhere!
• On your own, who can you
interact with?
• Videos or apps can’t have a
proper conversation with you.
• Not enough exposure = not
enough practice.
12. Enter the Internet! We are now living in
a “Web 2.0” era. The
Internet is now an
interactive medium,
thanks to social
media in particular.
Our learners know
this – but may never
have been offered
the chance to learn
or practice languages
this way. Isn’t it time
we let them?
16. What you get with Edmodo
1) Essentially, it’s a “stripped down version of Moodle”
(Russell Stannard). It’s a simple, user-friendly virtual
learning environment (VLE).
2) It’s free, free from ads, secure and requires no
technical support.
3) Straight away, your students can share ideas and
collaborate together.
4) You can create quizzes, polls, add important dates to
the calendar, run discussions and share links, videos,
articles etc.
17. Some nice features there. But how
can it help me and my students?
Fair question. You’re no doubt
wondering how much time this
requires, and how much students
will appreciate it.
Like most things, technology is what
you make of it. Edmodo can help
you in two main ways:
1) Managing courses is easier.
2) There is more opportunity for
skills practice and feedback.
18. So we can use it to help manage courses?
Absolutely. As a VLE, you can use Edmodo to:
• List what happened in class and the homework;
• Give notice of what is planned for the next lesson;
• Upload any relevant material (answer keys, PowerPoint
summaries, scanned handouts, links to dictionaries,
online activities, video clips, etc).
The benefits: a record of everything and no more
redundant student e-mails or claims they were unaware
of requirements!
(Many thanks to Marjorie Rosenberg for pointing all this out)
19. Okay, I get that. But no way is
Edmodo Facebook!
True, despite similarities Edmodo is
NOT Facebook. It’s still a
classroom: students will all be
waiting for instructions.
If we want students to post or
interact on Edmodo, the
responsibility lies with the
teacher, same as in the physical
classroom.
20. But that’s more work, surely?
Not necessarily. If tasks are well
designed, all you do is pose
questions/give instructions, and
then watch the learners post!
Moreover, you can achieve genuine
productivity gains if you’re smart.
21. All right, but I still want to see the
skills work you mentioned.
No problem!
22. A quick tour of Edmodo
Your presenter has made extensive use of Edmodo in his
classes at Corvinus University.
The next few slides will display screen shots illustrating:
• How to get started on Edmodo;
• Specific uses your presenter has made with one class.
29. Benefits for language learning (1)
1) Students can practice writing for a real audience. Let
them write their own questions, and respond!
2) Students can upload content here with ease! Or
provide links to it.
3) You can use Edmodo to give feedback, possibly
focusing on error correction.
30. Benefits for language learning (2)
4) Speaking homework is possible – about which more
soon. Ideal if students have an exam coming!
5) You can ask more advanced learners to
summarize/critique articles they’ve read on Edmodo,
and afterwards respond. This teaches critical thinking.
6) You can form sub-groups and co-ordinate project-
based learning this way, too.
31. Okay, I’ve said enough for now. Let’s
see what the audience has to say.
33. Audience: over to you!
In groups of 4 or so, be ready to review the activities
described on the next two slides.
In particular, consider:
• What are the benefits for learners?
• What is the teacher’s role?
• Compared with the ordinary classroom, what
difference does Edmodo make?
• Can you anticipate any problems?
.
34. Activity 1: Content sharing, discussion
Level: Upper Intermediate/Advanced
Aim: Students will engage in meaningful discussion about
online content. They will also practise sharing opinions.
Instructions:
Invite learners to post a link to interesting content, briefly
also explaining why they think it’s interesting, and offering
an opinion. They can invite others to respond, too.
Students respond to each other as they see fit. The
discussion continues on each thread until exhausted.
Source: Lizzie Pinard (2014), adapted.
35. Activity 2: A grammar video
Level: Intermediate
Aim: Learners will be able to distinguish between “say”
and “tell” and form correct sentences using them. Also,
those who do homework ahead of class will start in a
stronger position.
Instructions:
Post the following Vicki Hollett video on Edmodo – and
invite students to watch it ahead of class:
https://www.youtube.com/watch?v=efhYDTP6A8k.
You can repeat the video during your lesson, too.
38. Yes, it is. Here are two tools teachers can use:
VOCAROO
MYBRAINSHARK
39. Vocaroo: it’s easy!
Vocaroo is very simple to use.
Here’s a recording I made
earlier:
http://vocaroo.com/i/s0yTFEC9
nXQX
Students should get the hang of
it quickly. Just remind them that
they must pay attention to
recording quality.
40. MyBrainshark: an introduction
This is a really powerful tool, which allows your students to add
voice-over to PowerPoint slides, documents etc.
And in its basic form, it’s free to use! Using a microphone,
students narrate their presentations, slide by slide.
Used well, the results can be impressive. Here is one of my
students’ efforts, shared with his permission:
http://my.brainshark.com/The-customer-is-NOT-always-right-
552969432
41. Audience: over to you again!
Can you think of ways to use
Vocaroo or MyBrainshark with
your students?
Discuss with a partner. We’ll
reconvene in a couple of minutes.
42. Tips for speaking homework (1)
DO:
1) Demonstrate the technology properly first.
2) Reassure learners their content is private and won’t be
shared outside the group without their consent.
3) Make tasks relevant to your learners and the benefits
obvious. You have to motivate them.
4) Offer students choices. You don’t always have to
prescribe a topic, for example.
5) Make your expectations clear – a rubric can be helpful.
6) Give encouragement in your feedback. Praise what’s
good, and suggest practical ways to improve.
43. Tips for speaking homework (2)
DON’T
1) Forget to remind students to activate MyBrainshark
presentations before sharing! No one can view them
unless they do.
2) Encourage uploading audio/video files. Encourage
students to share links instead.
3) Forget to remind students to record themselves where
there is little background noise, and to test their sound
quality before making longer recordings.
4) Get stressed! Expect “teething problems” to begin
with. With time, the benefits ought to justify the effort.
45. It’s worth it because:
• Meaningful, authentic practice is extended!
• More personalized feedback is possible.
• Students can get ready for speaking tests or
presentations in a shorter timeframe.
• Students can see you are helping them – if you make
the right choice of tasks.
• Students can go back and repeat videos or re-read posts
if they wish to.
49. References
Hollett, V. (2015). Vicki Hollett: Business English Teaching and Video.
http://www.vickihollett.com.
Pinard, E. (2014). Reflections of an English Language Teacher.
http://reflectiveteachingreflectivelearning.com/2014/02/20/5-ways-of-
using-edmodo-with-language-learners-part-2/.
Stannard, R. (2015). Teacher Training Videos: Free Online Technology and
ICT Tutorials for Use in Education.
http://www.teachertrainingvideos.com.
Walker, A. & White, G. (2013). Technology Enhanced Language Learning:
Connecting theory and practice. Oxford Handbooks for Language
Teachers – Oxford University Press.