Please watch the video below this post first, then peruse these! Okay, the video below got me thinking, and here are some other viewpoints:
The best answer is here!
http://answers.yahoo.com/question/index?qid=20060919160801AAwpmMn
http://www.waytorussia.net/Features/RussianPeople/2004Nov7/index.html
This Canadian TV show is pretty funny, even if it is embarrassing. The one about the 65-minute hour is pretty good. I must say, we do not come out smelling like roses here! But, it's funny.
http://home.comcast.net/~wwwstephen/americans/
Here are comments from Americans living abroad about how they are treated overseas and what their friends, colleagues, students think of them.
http://www.boston.com/news/globe/magazine/articles/2004/06/27/voices_from_abroad/?page=2
Wednesday, March 28, 2007
What do people think of Americans???
This is a video I found on www.youtube.com , and it is a Real English MPG lesson. Their website is www.real-english.com
They have a whole series, and a lot of similar videos are posted on You Tube.
It's in an interview format, and takes place in England. The interviewer asks people what they think about Americans. APPARENTLY WE ARE LOUD!!! And generous and overly confident and friendly. I would have to agree with that. Of course, there are other comments as well, but it is good to hear from people in other countries.
Watch and tell me...what do you think Americans* are like??
*By "Americans," they--and I--mean people from the United States. I know we share a continent with many beautiful people from many interesting countries. I'm just taking their lead here; I am not being ethnocentric.
Credits: This video was added to www.youtube.com on January 02, 2007
From realdogswimming
Then, I saw this one--an ESL/EFL video posted in response to the video above.
She uses this video and a similar one about "What are the British like?" to create a lesson on adjectives. Then she goes into a bit on U.S. Football, then back to the adjectives lesson. It's very simple and cute. It's very interesting how she used the previous video for her lesson! I look forward to creating something like these videos for our podcasts/videos that we are making for our final project.
Watch it now:
They have a whole series, and a lot of similar videos are posted on You Tube.
It's in an interview format, and takes place in England. The interviewer asks people what they think about Americans. APPARENTLY WE ARE LOUD!!! And generous and overly confident and friendly. I would have to agree with that. Of course, there are other comments as well, but it is good to hear from people in other countries.
Watch and tell me...what do you think Americans* are like??
*By "Americans," they--and I--mean people from the United States. I know we share a continent with many beautiful people from many interesting countries. I'm just taking their lead here; I am not being ethnocentric.
Credits: This video was added to www.youtube.com on January 02, 2007
From realdogswimming
Then, I saw this one--an ESL/EFL video posted in response to the video above.
She uses this video and a similar one about "What are the British like?" to create a lesson on adjectives. Then she goes into a bit on U.S. Football, then back to the adjectives lesson. It's very simple and cute. It's very interesting how she used the previous video for her lesson! I look forward to creating something like these videos for our podcasts/videos that we are making for our final project.
Watch it now:
Star Trek and The Knights of the Round Table
Hi, all. I am putting this up as a test...my first video on this blog! It really doesn't have anything to do with ESL, just with the brilliant Monty Python and the always campy Star Trek. Monty Python's Holy Grail (1975) is one of my favorite movies, and whoever put this video together really spent a lot of time watching Star Trek--it is really well "choreographed."
I'm also posting it, with credits to Monty Python and the Star Trek crew, as an wonderful, if goofy, example of what marvels the digital age has brought us. It also goes right along with the topic of intellectual property, discussed in prompt 9. The jury is still out on how to control these types of things on You Tube. I just think the STar Trek and Monty Python folks will see this as what it is: a tribute and free marketing. the truth is, something like this only helps to keep them relevant today, 30 years after the fact. I'll let you know if I get a cease-and-desist message! What do YOU think (of the video and about this issue)???
Well, I am certainly not trying to pass this off as my own work (see note at bottom of post), but I wanted to share this hilarious video that makes me laugh! I hope you like it, too.
This song is from the movie Monty Python and the Holy Grail Directed by
Terry Gilliam and Terry Jones, written by Graham Chapman, John Cleese, Eric Idle,
Terry Gilliam, Terry Jones, and Michael Palin--geniuses, all!!! The original cast and crew of Star Trek included these major players: William Shatner - (James T. Kirk), Leonard Nimoy - (Mr. Spock), DeForest Kelley - (Leonard "Bones" McCoy), James Doohan - (Montgomery "Scotty" Scott), George Takei - (Hikaru Sulu), Nichelle Nichols - (Uhura), Walter Koenig - (Pavel Chekov), and of course we give credit to Producer Gene Roddenberry (Show Creator)
Please leave your comments!
If it works, I will add something a little more teacher-y. Maybe!
Tuesday, March 27, 2007
Limitations, Caveats, and Challenges of CALL: Prompt 9
Egbert, Ch. 9
The limitations mentioned here are good topics to consider. There are obviously a number of issues, cultural, physical, and personal, that come into play. Working in publishing, I am hyper-aware of the plagiarism issue, and I always take extra care in choosing and citing any source I have used in developing material. With access to something like Wikipedia, however, the lines become blurry. We do not have a way of knowing whether or not the posted material on Wikipedia is from a new or a "borrowed" source. It is very tricky. Between Wikis, You Tube, and the like, these are the questions that keep creators of new material up at night. However, our best defense is a good offense (another example of an uncited quote--it has been called an old adage, but who came up with it?), and we should teach our students whatever the accepted norm in our milieu is. They need to learn our cultural values and legal restrictions insofar as their work will be evaluated based on these rules, and we must explain the impact that an obviously plagiarized work will have on their grade and credibility (all depending on where we are teaching them).
For visually impaired students, working in the Microsoft tools set should not be a problem--we would just have to teach them where the tools are to maximize the pages/fonts they are working on. Again, these issues just come down to training our students on how to use the technology we are requiring of them. Of course, if we were training students to use a chemistry set or a globe/map for a project, we would teach them how to use these tools before requiring a particular outcome, and the same should be said of digital or analog technology.
Additionally, we should consider these limitations that may arise: certain groups, such as the Amish or the Hutterites, often prohibit or restrict the use of computers as part of their unique laws (reflecting social, religious, or communal values). These cultural mores must be considered. The options here must include paper versions of assignments, including providing paper versions of any necessary reference materials.
In terms of the spell-check or handwriting questions Egbert notes, it seems to be a matter of balance. Our ELLs (and native speakers even) often use phonetic spelling as they are learning vocabulary. I think knowing the "best" way to spell something is important, but much less so today in the global reality we are living. There is a chosen dialect in each region that prescribes the accepted spelling rules for that area (North American vs. British English, for example), but with so many dialects and varieties of English around the world, and with the proliferation of chat rooms, e-mails, and text messages, the plain truth is that the importance of "proper" spelling has been lessening steadily for some time. Spelling has always changed over time, anyway--has anyone in this class tried to read an Old English or Middle English text?? And of course, that will cause conniptions among many sticklers, but I live in the real world. Therefore, my solution is that the students who need it use spell-check when possible, but not for a test situation. Spelling bees are still really great, but let's look at things in the context of real world language use. I have friends who are smart and successful native English speakers whose spelling is simply tragi-comic, but very few people think any less of them for it. Modifications are, by their nature, personalized to the student and his or her needs, anyway, and it should not take an undue amount of time to come to an agreement on the best way to serve a student in a situation such as this.
The limitations mentioned here are good topics to consider. There are obviously a number of issues, cultural, physical, and personal, that come into play. Working in publishing, I am hyper-aware of the plagiarism issue, and I always take extra care in choosing and citing any source I have used in developing material. With access to something like Wikipedia, however, the lines become blurry. We do not have a way of knowing whether or not the posted material on Wikipedia is from a new or a "borrowed" source. It is very tricky. Between Wikis, You Tube, and the like, these are the questions that keep creators of new material up at night. However, our best defense is a good offense (another example of an uncited quote--it has been called an old adage, but who came up with it?), and we should teach our students whatever the accepted norm in our milieu is. They need to learn our cultural values and legal restrictions insofar as their work will be evaluated based on these rules, and we must explain the impact that an obviously plagiarized work will have on their grade and credibility (all depending on where we are teaching them).
For visually impaired students, working in the Microsoft tools set should not be a problem--we would just have to teach them where the tools are to maximize the pages/fonts they are working on. Again, these issues just come down to training our students on how to use the technology we are requiring of them. Of course, if we were training students to use a chemistry set or a globe/map for a project, we would teach them how to use these tools before requiring a particular outcome, and the same should be said of digital or analog technology.
Additionally, we should consider these limitations that may arise: certain groups, such as the Amish or the Hutterites, often prohibit or restrict the use of computers as part of their unique laws (reflecting social, religious, or communal values). These cultural mores must be considered. The options here must include paper versions of assignments, including providing paper versions of any necessary reference materials.
In terms of the spell-check or handwriting questions Egbert notes, it seems to be a matter of balance. Our ELLs (and native speakers even) often use phonetic spelling as they are learning vocabulary. I think knowing the "best" way to spell something is important, but much less so today in the global reality we are living. There is a chosen dialect in each region that prescribes the accepted spelling rules for that area (North American vs. British English, for example), but with so many dialects and varieties of English around the world, and with the proliferation of chat rooms, e-mails, and text messages, the plain truth is that the importance of "proper" spelling has been lessening steadily for some time. Spelling has always changed over time, anyway--has anyone in this class tried to read an Old English or Middle English text?? And of course, that will cause conniptions among many sticklers, but I live in the real world. Therefore, my solution is that the students who need it use spell-check when possible, but not for a test situation. Spelling bees are still really great, but let's look at things in the context of real world language use. I have friends who are smart and successful native English speakers whose spelling is simply tragi-comic, but very few people think any less of them for it. Modifications are, by their nature, personalized to the student and his or her needs, anyway, and it should not take an undue amount of time to come to an agreement on the best way to serve a student in a situation such as this.
Tuesday, March 20, 2007
Kid Pix Activity
This is a story starter, intended to inspire a creative writing assignment. The children can look at the picture and story starter, then look at the model Bubble Map graphic organizer for ideas (two posts up on this page), and then they can create their own to map out their own stories. The original story board with the picture provides the first sentence of the story and the beginning of the second.
The story starter says,"Once upon a time, deep, deep in the ocean, there was a family who lived in an old ship. Every day, they would..." This is a rough draft...please add any helpful comments or ideas to improve it.
Sunday, March 18, 2007
Assessment--Prompt 8
CUMMINS Ch. 3. Assessment
EGBERT Ch. 8. Assessment
The differences between formal--particularly high-stakes--assessment and authentic assessment are many. Authentic assessment is based on what the students are actually learning, and is delivered in a way that complements or mirrors the way the students actually have been learning the material. Authentic assessment is generally more informal by nature and can include in-class observation (with a checklist or otherwise), teacher-developed "quizzes" at the end of a unit or theme, portfolio assessment that shows real progress over time, self-assessment, or even a simple conversation or interview with the student to see where they are in their learning. Multiple measures are the best way to evaluate progress and/or highlight areas for improvement or intervention. As Cummins points out throughout ch.3, authentic assessment provides immediate feedback to the learner and the teacher, so that an action plan for helping the student can be made, no matter whether this involves extra help such as tutoring the student or by modifying the teaching methods being used. This idea of assessment results tied to instruction is also known as formative assessment, which Egbert states is a crucial criteria for authentic assessment. She also poses that it must be interactive.
Standardized testing, on the other hand, is more broadly based, yet tests only a limited set of skills, usually through a multiple-choice format that reflects neither the way students are taught nor the uses of the knowledge tested in the world outside of the classroom. The high-stakes placed on these tests have created no end of debate and controversy, and there has been very little or no proof that these testing situations are guiding schools to better instructional habits or that they are helping to narrow the achievement gap between the diverse groups currently divided along cultural and socio-economic lines. Although more standardized test developees are incorporating extended response (such as math problems where students show the steps of their work or essay-type questions for English tests), the use of a narrow set of standards and the overuse of multiple-choice questions weaken any interpretation of test results.
Both of these types of assessment can take place on a computer--for standardized tests, this happens through a transfer of the test items onto a software platform that can capture the student's responses. Hopeful aspects of online standardized testing include:
1) the ability to get test results quickly, so the tests themselves can possibly become somewhat more formative,
2) Perhaps this format can help to create a less stressful testing environment, at least for students with computer skills, and
3) Computer-Adaptive Testing has the goal of adapting the test to the test-taker while the student is taking the test, so there is a possibility of a student getting more test questions at a level comparable to his or her knowledge (this way the given test construct can be tested more thoroughly for each individual student).
It is all very interesting, but the unrealistic high-stakes tied to these results have to go. They aren't doing students or teachers any good.
For other types of assessments, the options are as varied as the assessment tools and tasks themselves. Examples include a reading reflection blog (like this one), compiling research online, preparing presentations for class through Power Point or audiotaped interviews, creating/editing/adding to a Wikipedia entry at , or creating a test or worksheet for their classmates. With access to such programs as Skype
and podcasting capabilities, there is no limit to what a thoughtful and creative teacher can do (the only limit are the resources he or she has access to) with the availability of digital resources we see on the World Wide Web and in computer software developments today. Just as with non-computerized assessments, though, it must reflect the students' reality in class and outside of it.
EGBERT Ch. 8. Assessment
The differences between formal--particularly high-stakes--assessment and authentic assessment are many. Authentic assessment is based on what the students are actually learning, and is delivered in a way that complements or mirrors the way the students actually have been learning the material. Authentic assessment is generally more informal by nature and can include in-class observation (with a checklist or otherwise), teacher-developed "quizzes" at the end of a unit or theme, portfolio assessment that shows real progress over time, self-assessment, or even a simple conversation or interview with the student to see where they are in their learning. Multiple measures are the best way to evaluate progress and/or highlight areas for improvement or intervention. As Cummins points out throughout ch.3, authentic assessment provides immediate feedback to the learner and the teacher, so that an action plan for helping the student can be made, no matter whether this involves extra help such as tutoring the student or by modifying the teaching methods being used. This idea of assessment results tied to instruction is also known as formative assessment, which Egbert states is a crucial criteria for authentic assessment. She also poses that it must be interactive.
Standardized testing, on the other hand, is more broadly based, yet tests only a limited set of skills, usually through a multiple-choice format that reflects neither the way students are taught nor the uses of the knowledge tested in the world outside of the classroom. The high-stakes placed on these tests have created no end of debate and controversy, and there has been very little or no proof that these testing situations are guiding schools to better instructional habits or that they are helping to narrow the achievement gap between the diverse groups currently divided along cultural and socio-economic lines. Although more standardized test developees are incorporating extended response (such as math problems where students show the steps of their work or essay-type questions for English tests), the use of a narrow set of standards and the overuse of multiple-choice questions weaken any interpretation of test results.
Both of these types of assessment can take place on a computer--for standardized tests, this happens through a transfer of the test items onto a software platform that can capture the student's responses. Hopeful aspects of online standardized testing include:
1) the ability to get test results quickly, so the tests themselves can possibly become somewhat more formative,
2) Perhaps this format can help to create a less stressful testing environment, at least for students with computer skills, and
3) Computer-Adaptive Testing has the goal of adapting the test to the test-taker while the student is taking the test, so there is a possibility of a student getting more test questions at a level comparable to his or her knowledge (this way the given test construct can be tested more thoroughly for each individual student).
It is all very interesting, but the unrealistic high-stakes tied to these results have to go. They aren't doing students or teachers any good.
For other types of assessments, the options are as varied as the assessment tools and tasks themselves. Examples include a reading reflection blog (like this one), compiling research online, preparing presentations for class through Power Point or audiotaped interviews, creating/editing/adding to a Wikipedia entry at , or creating a test or worksheet for their classmates. With access to such programs as Skype
and podcasting capabilities, there is no limit to what a thoughtful and creative teacher can do (the only limit are the resources he or she has access to) with the availability of digital resources we see on the World Wide Web and in computer software developments today. Just as with non-computerized assessments, though, it must reflect the students' reality in class and outside of it.
Kidspiration Podcast outline
.jpg)
Hi, all! This is a rough draft version of our storyboard for our podcast lesson. Rosario, Max, and I are a team for this podcast lesson. Rosario came up with the idea of a lesson focused around the first day of school. We can practice school and classroom vocabulary with a focus on the simple past tense with this lesson.So far, we are just kicking around ideas and trying to brainstorm the best way to make this an interesting, useful podcast that ESL students and teachers would want to listen to and use. For our graphic organizer, we used Kidspiration. We have found this to be a great teacher's aid, Kidspiration for teaching children or Inspiration for more adult classes. You can download a free, 30-day trial at www.inspiration.com .
I will post more as our outline and storyboard develops. If looking at this storyboard gives you a brilliant idea, please share it with a comment! Mil gracias (Thanks a lot).
Quickshare
For my Quickshare activity, I presented a variety of Web Quests (one completed one, and a template and rubric guide). Please see several other links under Technology ideas to the left of this blog, specifically www.webquest.org , the "Crime and Punishment" one, and the "Fabulous" one. These Web Quests and templates even provide rubrics for clear and easy evaluation.
Using computers, students practice their reading and research skills and work collaboratively as part of a team. In addition, most Web Quests can be differentiated by level--it may be built into the Web Quest you use, or you can modify the tasks or links the students use.
I recommend providing at least some of the necessary links to the desired content, otherwise the goal of finding and narrowing down the information on the internet is overwhelming. Even with designated links, students have a lot of leeway in how creative they can be.
I have used the "Fabulous" Web Quest in a class of high-level adult students (ages 18-65), and the outcome was wonderful. Each team created a presentation (practicing writing and speaking skills) where every member participated, and then the other groups in the class had to listen and ask questions on specific details from the presentation (listening focus). The students amazed me with their creative and hilarious plot twists! We worked on it in the computer lab maybe 15 minutes a day for four days, followed by 45 minutes or so in-class to prepare their presentations, and they gave their presentations and answered the follow-up questions in about 30 minutes for three groups. To give credit where it's due, this is called "On the Road Again," and it's designed by Paula Emmert. This is the experience that made me and my students a fan of Web Quests! Please give me feedback if you use it, or let me know if you have a favorite Web Quest. I cannot wait to get back into the classroom!!
Using computers, students practice their reading and research skills and work collaboratively as part of a team. In addition, most Web Quests can be differentiated by level--it may be built into the Web Quest you use, or you can modify the tasks or links the students use.
I recommend providing at least some of the necessary links to the desired content, otherwise the goal of finding and narrowing down the information on the internet is overwhelming. Even with designated links, students have a lot of leeway in how creative they can be.
I have used the "Fabulous" Web Quest in a class of high-level adult students (ages 18-65), and the outcome was wonderful. Each team created a presentation (practicing writing and speaking skills) where every member participated, and then the other groups in the class had to listen and ask questions on specific details from the presentation (listening focus). The students amazed me with their creative and hilarious plot twists! We worked on it in the computer lab maybe 15 minutes a day for four days, followed by 45 minutes or so in-class to prepare their presentations, and they gave their presentations and answered the follow-up questions in about 30 minutes for three groups. To give credit where it's due, this is called "On the Road Again," and it's designed by Paula Emmert. This is the experience that made me and my students a fan of Web Quests! Please give me feedback if you use it, or let me know if you have a favorite Web Quest. I cannot wait to get back into the classroom!!
Sunday, March 4, 2007
Content-based activities: Prompt 7
EGBERT Ch. 7. Content-Based Instruction
Crucial to content instruction for ELLs is that the message be understandable, and that the content remain intact. That means we should pre-teach vocabulary, use the students' backgrounds and previous knowledge as resources to scaffold their further learning, and we should use a plethora of visuals and hands-on materials and activities. Egbert points out that the use of real content can make the language meaningful and authentic for our ELLs. The language (and language support) the teacher uses and teaches before and during the content lessons can make the content accessible. So, language and content instruction can be integrated nicely (with a lot of planning) to give students every opportunity to learn and succeed in their classes. She also stresses the importance of cultural relevance, and I absolutely agree that this is extremely important.
The most obvious way to incorporate technology into content lessons is for research and visual support. As the author notes, however, we must choose the Web sites for research carefully. Too many options can be confusing, and some of these websites are really not geared for ELLs or even younger students. By having students do their own research on topics they love or are interested in, their affective filters can be reduced. There is also a wide variety of cultural resources online that classroom teachers would have a hard time getting access to.
I love the NASA site www.nasa.gov , and some others I'll post separately as a links list. What's great is that these sites walk the students through the lessons and there is built-in language support (glossary links, demonstrations, and lots of visuals).
I like the lesson plan Egbert refers to here from CoBaLTT (Content-Based Language Teaching with Technology, http://www.carla.umn.edu/cobaltt/ ), with "Content Obligatory" and "Content Compatible" goals, the first for content and the second for language objectives. Egbert also advocates using outlines, rewriting the text for students, using audio and visual support, and modeling. These are all useful techniques for ESL, EFL, and content-based instruction.
Crucial to content instruction for ELLs is that the message be understandable, and that the content remain intact. That means we should pre-teach vocabulary, use the students' backgrounds and previous knowledge as resources to scaffold their further learning, and we should use a plethora of visuals and hands-on materials and activities. Egbert points out that the use of real content can make the language meaningful and authentic for our ELLs. The language (and language support) the teacher uses and teaches before and during the content lessons can make the content accessible. So, language and content instruction can be integrated nicely (with a lot of planning) to give students every opportunity to learn and succeed in their classes. She also stresses the importance of cultural relevance, and I absolutely agree that this is extremely important.
The most obvious way to incorporate technology into content lessons is for research and visual support. As the author notes, however, we must choose the Web sites for research carefully. Too many options can be confusing, and some of these websites are really not geared for ELLs or even younger students. By having students do their own research on topics they love or are interested in, their affective filters can be reduced. There is also a wide variety of cultural resources online that classroom teachers would have a hard time getting access to.
I love the NASA site www.nasa.gov , and some others I'll post separately as a links list. What's great is that these sites walk the students through the lessons and there is built-in language support (glossary links, demonstrations, and lots of visuals).
I like the lesson plan Egbert refers to here from CoBaLTT (Content-Based Language Teaching with Technology, http://www.carla.umn.edu/cobaltt/ ), with "Content Obligatory" and "Content Compatible" goals, the first for content and the second for language objectives. Egbert also advocates using outlines, rewriting the text for students, using audio and visual support, and modeling. These are all useful techniques for ESL, EFL, and content-based instruction.
Subscribe to:
Posts (Atom)
