The resourceful web - Kaplan PLI
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These are the slides for the resourceful web workshop from June 20.
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The resourceful web - Kaplan PLI
- 1. the resourceful web {Everything can be for language learning. Tyson Seburn fourc.ca
- 2. How often do you use web tools in the classroom? • Never • Once a week • A few times a week • Almost every class
- 6. Mechanics http://www.lyricstraining.com/ Plays a music video - easy / medium / hard Lyrics cloze exercises - easy / medium / hard eas Automatically stops if you don’t fill in the blank y Variety of keyboard moves Applications Listening practice Spelling practice har In conjunction with Lyreach.com d
- 8. Student creations Randomiser • Vocab/day • Description • Grammar/day • Inference • Build a story • Build a story • Photo journal • Comment on • Comment on others’ others’
- 12. http://www.mapcrunch.com/ Ian James - http://tefltecher.wordpress.com/2010/12/14/look-like-landscapes/
- 13. Applications Drawing what I describe Descriptions (spatial organisation Critical thinking Landscape & city lexis Compare/contrast Giving directions
- 16. - your favourite skill to teach? - do you prefer it over others? - do you usually teach it? - do you try to make it engaging for students?
- 17. http:/linoit.com Very customisable bulletin board site.
- 19. http://www.tagxedo.com 101 Ways to Use Tagxedo http://bit.ly/101tagxedo add pizzazz to any handout lexical sets word families pre-reading tasks word frequency in S writing critical thinking exercises
- 21. what is soundcloud? An online tool that allows users to upload or record an audio track so that it can be • streamed online • added to a setlist • shared on social media sites and blogs • commented on • downloaded by listeners It also builds community by • having followers and following others • creating groups of like-minded people http://soundcloud.com
- 22. participating http://soundcloud.com
- 23. uploading & settings Standard options: • Title • Description • Type / Genre • Tags • Public/private Other nice options: • Audio file image • Permalinks • Downloadable • Widgets & apps
- 25. cool features 1. Create a setlist http://snd.sc/gwaElv 2. Add a comment 1. Create a setlist http://snd.sc/hVagk5 2. Add a comment
- 26. commenting
- 27. listening practice • Self-directed dictation • Fish in a pond • First letter guide • Scavenge for answers
- 28. writing practice • Main point summary • Paraphrasing practice • The dialogue
- 29. participating
- 30. VOCABULARY • Lingro.com • Add as a menu item on the blog • Creates an interactive dictionary from any webpage
- 31. Just the word www.just-the-word.com
- 33. Thank you! fourc.ca • ELT blog • #EAPchat • ELT events calendar
Notas do Editor
- Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/LTE1NDY2OTg2MzQIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
- Now let’s say that you’d like results a little more quickly… instantly even. I know at U of T, students buy an iClicker. It’s much like the “Ask the Audience” on Who Wants to be a Millionaire? I’m sure most of us have seen that. Of course, these cost $35 a pop and only work in a networked room to the iClicker software and are registered by student number. It’s all too costly and complicated for most language learning environments. In lieu of this, you can do the same thing with a website and cell phones. The site is free to use and doesn’t charge anything to the participants. The only cost that could possibly be involved is the stardard charge your phone company charges for one text message (on my plan, I have unlimited texting ability, but for others, I’ve seen at most a 15cent charge by Rogers). The service we are using is serious about privacy. I cannot see your phone numbers, and you’ll never receive follow-up text messages outside this presentation. There’s only one thing worse than email spam – and that’s text message spam because you have to pay to receive it! I’ve done this several times and I never received any follow-up texts or phone calls and no charges.
- It’s just a matter of setting up a poll, which is very intuitive thanks to a simplistic design and starting the poll. So I thought for fun, if you have your cell phone with you and would like to participate, I’ve set up a simple poll so you can see exactly how it works.Now, once we go to the website and you can see the question with the options for answers, you need to text the KEYWORD in the message part of your texting function and send the message to the 5-digit number provided at the top under the question.<GO TO SITE>
- Let’s say you are teaching essay organisation and you’ve given your students the topic of Movie Theatre Problems to start with. Let’s pretend you are the students, so I’d like you and your group to brainstorm as many problems as you can think of about this topic.Here’s one students have put together. See if you have the same ones or not. We can always add some of yours in.
- Lexical sets*Great way to introduce a topic w/ lexisWord Families*Show Ss how many a root word can be extended into a family*Introduce frequency of wordsPre-reading tasks*The frequency shown can help Ss activate schema and background knowledge.*Ss can scan the Wordle image for unknown words*Ss can skim the article to find the most frequent words from Wordle*Ss can work together to try to determine how these words are related and therefore what the article may be about.Word frequency in S writing*Input S writing into Wordle*Can identify repetitive words ; areas to work on, find synonyms forCritical thinking Exercises*Ss need to work together to figure out how the words are related to each other*Give Ss a specific task (ie. Divide the words into correct vs incorrect spelling)
- Click for each option to show.Another set of features it has is to build community in the same vein as Twitter or Tumblr… I’m not going to talk much about them though.What I’m going to do through this workshop is:Go through the initial steps of using Soundcloud, introduce its features and other nice optionsGive a few suggestions for listening practice activities I’ve used with my EAP studentsGo through some writing practice activities I’ve used itTalk about the sharing features of SoundcloudAnd finally point out a few small things to consider when using itSo let’s get started.
- For any of the links that are on the slides, if you’re able to click them and take a look around Soundcloud as I go, a quick note: You will need to either create an account for yourself or you can log in with your Facebook account, by clicking on the Facebook button and allowing it access. I’ll talk more about that later.
- Discuss standard optionsDiscuss other nice options (audio file image, permalinks, downloadable option, widgets & apps options)You can upload MP3, WAVE, FLAC, OGG, AIFF, MP2, and/or AAC files.
- This is what the track looks like after the upload is complete and you’ve saved the settings. You and listeners see the same view here except for a little difference. Click 1 – Here’s where you or listeners can save the file to favourites (heart), and just you can access the audio settings (pencil) or delete the track (trash can).Click 2 – You’re able to see slightly more in-depth insights about the tracks you’ve uploaded than listeners can. Click 3 – Now of course you also have the orange indicator that progresses across the track as you listen to it.Click 4 – And the comment box, just like on Youtube.
- Create a setlist– You can group audio files of similar themes together. This can be a great option if you have a number of excerpts or podcasts you’d like your class to listen to for homework. Instead of giving them 5 or 6 individual links, you can give them one for the setlist instead. If you do this, when they follow the link, they’ll see the tracks listed one below each other, like how in iTunes an album tracklist is displayed.[Click] Add a comment – Sure, just like on a Youtube video, you can add a comment below the track, but really, beyond short compliments or insults or very linear conversation, how useful is that? So there’s another way you can add a comment—by clicking the blue comment bar anytime during the audio playback. Whenever you click the blue bar and type your comment into the comment box that appears, your comment will be noted at that time.
- This is a little look at what a comment looks like. As the orange indicator moved across the track, when it got to 1:37, I clicked anywhere on the blue comment bar. The track kept going but I was able to type in a comment, which you can see there, and hit Post Reply. That saved it and put my avatar at that specific time of the audio track, which indicates a comment was left there. Now, the only time that dark grey comment box appears is when my mouse is hovering over the avatar on the blue comment bar. You can also see that that comment was added below the track too. I tend to ignore that because after 5 comments or so, it loses its usefulness as we’ll see later.Now that I’ve seen someone’s left a comment, which I can read by hovering my mouse over their avatar, I’ve decided I’d like to reply to them directly. Instead of clicking the comment bar again and having a new comment appear at a different time, I can click Post Reply (CLICK) under their comment and leave one of my own to them. CLICK This commenting function has some great applications for the classroom.
- Self directed dictation – Assign students an audio track to listen to and then give them or have them select sections to listen to specifically and transcribe verbatim in a comment. After they’ve finished, you can see where they’ve left comments, move the orange indicator to those spots specifically, listen to the audio file and check what they’ve written in their comment at the same time.Fish in a pond – Identify specific words that you’d like students to listen for (eg. unfamiliar words, word forms of familiar words, phrases, etc) and assign each student two or three. They go to soundcloud, listen to the entire file and when they’ve found their target language, they leave a comment that says what the language was, or perhaps what it means from context. It’s best to assign different vocabulary to different students because if they all have the same, then once one finds it and leaves a comment, the others can easily see where it is and don’t have to look themselves.First letter guide – Pick out a number of vocabulary items from the audio that you think are definitely unfamiliar to students. Tell them that they need to find, let’s say, 10 unfamiliar words starting with these letters (give them the first letter). Students need to listen to the track and comment at the point they think they’ve found the unfamiliar word and write the word and it’s meaning from context in their comment. You go through and check to see if it’s right.Scavenge for answers – Write out a set of 5 – 10 comprehension and inference questions based on the audio file. Cut them up so that each student has all the questions, but don’t label the order in which they appear in the audio file. All students listen to the files at the same time and try to locate the answers to the questions. When they think they’ve found one, they leave a comment at that spot with both the question rewritten and the answer from that spot. Note: These ideas for the most part can be done either in class (if you have laptops and wifi) as individual students or in small groups, or given as homework. Also, if it’s used in the classroom, it’s great for you to be able to go to Soundcloud projected onto a screen, listen to the audio together and when a comment appears, everyone can see it and it can be checked together.
- For writing practice, a lot of these activities again can be done individually or as a small group, but even if done individually, I always like to encourage students to be aware of their classmates comments. I also encourage them to reply to their comments so a dialogue can be started.Main point summary – Assign certain sections of the audio file to individual students. They’re challenged to listen to that section, find the main point and summarise it into a comment at the end of that section. As an extension, after everyone is done, have them listen to other sections and agree or disagree with their classmates’ comments.Paraphrasing practices – My students always struggle with and can never have enough practice paraphrasing. Let students find a couple of sentences from the audio file to paraphrase in their comments. They should comment at the beginning of the sentence they’ve paraphrased. As an extension, have other students go to their classmates’ comments, move the orange indicator there, read the paraphrase, listen to the original and then add a comment at the end of the original sentence with a new paraphrase of their own. Take up with the class about which paraphrase is less plagiarised. /// Another paraphrasing activity is for you to create 5 paraphrases from sentences in the audio file ahead of time and put them on a handout. Have students listen to the audio file and when they think they’ve found the part that has been paraphrased, they leave a comment with the paraphrase in it.The dialogue – Divide the class into As and Bs. Allow students time to listen to the audio file. Ask them to think about how they feel about what’s in it and whether they agree or disagree with a point that was made. Tell the As that you’d like them to post a comment that expresses their opinion about the topic at that point. After finishing, ask the Bs to find comments and reply to them with their opinions. This can involve any target language you’ve been teaching or writing subskills, as simple as replies.
- As I said earlier, however you decide to share your audio file, whether it’s tweeted, added to facebook or other social media sites, included as a link in an email or embedded into your blog, anyone who clicks on the link will be able to go to the audio track and listen to it without signing in. However, if you want to interact at all, like leaving comments, they’ll need to create an account once or log in through facebook. I’ve found students don’t always fully understand this extra step and I have to guide them through it.