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TESOL CALL-IS

How to Teach a Novel: Six Ways to Improve Close Readings - 2 views

howtoteachanovel.blogspot.com/...to-improve-close-readings.html

reading adult-learners teachers pedagogy online-lessons VSL

shared by TESOL CALL-IS on 27 Feb 13 - No Cached
  • TESOL CALL-IS on 27 Feb 13
     
    Step-by-step guide to getting students engaged with a longer work. Readily adapted to ESL/EFL students. Reading novels or longer short stories gives students to read extensively, while re-reading can be guided so that the text is engaged on many levels.
TESOL CALL-IS

Google Slides-Ideal for collaboration | Teacher Tools Blog - 0 views

www.teachertrainingvideos.com/...s-ideal-for-collaboration.html

Google-Slides tools collaboration presentations online-lessons teacher-training VSL

shared by TESOL CALL-IS on 13 Jun 17 - No Cached
  • TESOL CALL-IS on 13 Jun 17
     
    "Google Slides is a great collaborative tool that creates slides rather like PowerPoint but online. I have used this tool extensively for groups to create slides at home but also in the class. I often use one set of slides and give one slide to each group of students to work on. In this video I suggest a few useful tips of how to work with this excellent teacher tech tool. It is a quick 5 minute introduction to working with Google Slides. I also recommend you watch the 5 minute videos on working with Google Docs. Google Docs is also good for collabaration and works in a similar way. "
TESOL CALL-IS

7 Outstanding K-8 Flexible Classrooms | Edutopia - 0 views

www.edutopia.org/...anding-k-8-flexible-classrooms

K-6 young-learners pedagogy classroom-design classroom-management K-12 VSL

shared by TESOL CALL-IS on 25 Aug 17 - No Cached
  • TESOL CALL-IS on 25 Aug 17
     
    Remarkable pictures and descriptions by teachers of K-6 classrooms. Really gives a good visual picture of the ways a traditional space can be re-invented for a more creative learning environment, on a tiny budget. Lots of DIY ideas, and some concepts for student self-management.
TESOL CALL-IS

The Project Gutenberg eBook of The Outline of Science, Volume 1 of 4, by J. Arthur Thom... - 1 views

www.gutenberg.org/...20417-h.htm

science content-based CBL VSL

shared by TESOL CALL-IS on 11 Feb 21 - No Cached
  • TESOL CALL-IS on 11 Feb 21
     
    "This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: The Outline of Science, Vol. 1 (of 4) A Plain Story Simply Told Author: J. Arthur Thomson"
TESOL CALL-IS

JING-Free screen capture introduction tutorial | Screen capture Software - 1 views

www.teachertrainingvideos.com/...-free-screen-capture-tool.html

tools JING video screen-capture teacher-training pedagogy VSL

shared by TESOL CALL-IS on 15 May 17 - No Cached
  • TESOL CALL-IS on 15 May 17
     
    Teacher training video by R. Stannard: "This set of videos will give you a full introduction into using JING which is a free screen capture tool from a company called Techsmith. If you are interested in learning about screen capture and you are looking for a FREE tool then JING is a great place to start. You can download JING screen capture technology from this link: https://www.techsmith.com/jing.html Don't forget your students can also use the same technology. It can be used in a huge range of different ways." Stannard provides tips on how you and your students can use screen capture in various ways. JING is free and easy to use.
TESOL CALL-IS

SnagIT 2017-Five Great examples - YouTube - 2 views

www.youtube.com/watch

teacher-training video online-tutorial K-12 VSL

shared by TESOL CALL-IS on 09 Feb 17 - No Cached
  • TESOL CALL-IS on 09 Feb 17
     
    SnagIt is a screen capture technology. Here R. Stannard's short video (14 min.) shows 5 was to use SnagIt in the flipped classroom. SnagIt allows you to record the computer screen and the audio as well, so a presentation can use a variety of resources, such as YouTube or a PowerPoint presentation, with your own description, information, questions, etc. NB: This address is Stannard's YouTube channel, which gives access to many other of his videos.
TESOL CALL-IS

Adding Subtitles to Videos in Google Drive | Google Gooru - 3 views

www.thegooru.com/-subtitles-videos-google-drive

tools online-lessons teacher-training video Google-Drive adult-learners young-learners VSL

shared by TESOL CALL-IS on 25 Nov 14 - No Cached
  • TESOL CALL-IS on 25 Nov 14
     
    This is a nice way to cheaply add subtitles (or comments!) within G-Drive. 1. Create a text file on your desktop using the format/coding recommended in this instructional video. (You will need to specify the times where each subtitle appears.) 2. Save the file, changing the extension to .SRT 3. Go back to your video in G-Drive and select the >Details tab on the right sidebar. At the bottom of the list is >Caption tracks. 4. Select >New caption track, and select the .SRT file you have created. 5. Select a language and give the caption file a name. 6. Select >Upload and >Done 7. You can edit the text file within G-Drive also. Now when you open the movie, the subtitles will show. Instead of doing the subtitles for students, this might be a great project to have students do, as a test to see if they have mastered their own work. You may find some surprising results.
TESOL CALL-IS

Free Technology for Teachers: 7 Online Tools for Creating Charts & Diagrams - 0 views

www.freetech4teachers.com/...tools-for-creating-charts.html

charts infographics online-lessons task-based VSL

shared by TESOL CALL-IS on 10 Nov 19 - No Cached
  • TESOL CALL-IS on 10 Nov 19
     
    T/h R Byrne, who gives several examples of ways to use charts, graphs, and presentation tools in class.
TESOL CALL-IS

Free Technology for Teachers: iStoryBooks - Narrated Children's Stories on Windows 8 - 2 views

www.freetech4teachers.com/...arrated-childrens-stories.html

very-young-learners young-learners tools reading VSL

shared by TESOL CALL-IS on 15 Jul 13 - No Cached
  • TESOL CALL-IS on 15 Jul 13
     
    "iStoryBooks offers dozens of children's stories (some free, some for sale) like The Ugly Duckling. The app gives you the option to read each story or to read along with each story while listening to the narrator." Looks like a good application to use in a one-computer classroom, where a small group of children might listen to a story in the corner. Read along while listening is a great way to learn to read and learn the sounds of a new language.
TESOL CALL-IS

3 Mistakes You're Making When Giving Feedback on Student Writing - 2 views

www.ericaleebeaton.com/ng-feedback-on-student-writing

pedagogy teacher-training teachers VSL

shared by TESOL CALL-IS on 03 Aug 16 - No Cached
  • TESOL CALL-IS on 03 Aug 16
     
    Good advice for the novice writing teacher, and some good reminders for the more experienced teacher": (1) Don't spend too much time on each paper -- focus on one or two crucial items in each paper. (2) Don't write too much -- research indicates just a simple grade has the same effect as marking every error. [Find a middle ground.] And (3) Don't take it personally if the student paper is filled with errors you just covered in class. [It's a learning process.]
TESOL CALL-IS

Free Technology for Teachers: Subtext & Tellagami - Two Apps to Attack Reading Comprehe... - 2 views

www.freetech4teachers.com/...lagami-two-apps-to-attack.html

Tellagami Subtext reading young-learners adult-learners pedagogy creativity VSL

shared by TESOL CALL-IS on 11 Mar 14 - No Cached
  • TESOL CALL-IS on 11 Mar 14
     
    "Subtext and Tellagami are two amazing free apps that can expand the way you discover information about each student's reading comprehension. By using their combined power, students can produce and publish valuable information about their reading comprehension to help their teachers better understand them as learners." Meets Common Core standards for bringing visual material into readings. Gives students a way to read and answer questions collaboratively, then respond with an avatar speaker in Tellagami. Powerful combination.
TESOL CALL-IS

Critical data literacy #1: our data and ELT websites | Adaptive Learning in ELT - 0 views

adaptivelearninginelt.wordpress.com/...cy-1-our-data-and-elt-websites

privacy data data-harvesting cookies digital-literacy VSL

shared by TESOL CALL-IS on 17 Sep 20 - No Cached
  • TESOL CALL-IS on 17 Sep 20
     
    Explains how innocuous-looking agreements to accept cookies lead to the revelatiion and storing of personal data. We are asking our students to use platforms that build a profile and ad-track them -- without their really being aware or giving informed consent. What is the solution?
elizabethvahey

Live, Online Coding Classes for Kids & Teens Ages 8-18 | CodeWizardsHQ - 0 views

codewizardshq.com

coding for kids

shared by elizabethvahey on 24 Sep 20 - No Cached
  • elizabethvahey on 24 Sep 20
     
    CodeWizardsHQ is the leading online coding school for kids and teens ages 8-18. We deliver the most fun and effective live, online coding classes which are designed to give our students the programming knowledge, skills, and confidence to thrive in a digital world.
TESOL CALL-IS

Technology in Schools Faces Questions on Value - NYTimes.com - 0 views

www.nytimes.com/...-faces-questions-on-value.html

pedagogy teachers VSL

shared by TESOL CALL-IS on 13 Feb 13 - No Cached
  • “The data is pretty weak. It’s very difficult when we’re pressed to come up with convincing data,”
  • he said change of a historic magnitude is inevitably coming to classrooms this decade: “It’s one of the three or four biggest things happening in the world today.”
  • schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward
  • ...25 more annotations...
  • tough financial choices. In Kyrene, for example, even as technology spending has grown, the rest of the district’s budget has shrunk, leading to bigger classes and fewer periods of music, art and physical education.
  • The district leaders’ position is that technology has inspired students and helped them grow, but that there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again. “My gut is telling me we’ve had growth,” said David K. Schauer, the superintendent here. “But we have to have some measure that is valid, and we don’t have that.”
  • Since then, the ambitions of those who champion educational technology have grown — from merely equipping schools with computers and instructional software, to putting technology at the center of the classroom and building the teaching around it.
  • . The district’s pitch was based not on the idea that test scores would rise, but that technology represented the future.
  • For instance, in the Maine math study, it is hard to separate the effect of the laptops from the effect of the teacher training.
  • “Rather than being a cure-all or silver bullet, one-to-one laptop programs may simply amplify what’s already occurring — for better or worse,” wrote Bryan Goodwin, spokesman for Mid-continent Research for Education and Learning, a nonpartisan group that did the study, in an essay. Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
  • Larry Cuban, an education professor emeritus at Stanford University, said the research did not justify big investments by districts. “There is insufficient evidence to spend that kind of money. Period, period, period,” he said. “There is no body of evidence that shows a trend line.”
  • “In places where we’ve had a large implementing of technology and scores are flat, I see that as great,” she said. “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
  • It was something Ms. Furman doubted would have happened if the students had been using computers. “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.” But, she said, computers play an important role in helping students get their ideas down more easily, edit their work so they can see instant improvement, and share it with the class. She uses a document camera to display a student’s paper at the front of the room for others to dissect. Ms. Furman said the creative and editing tools, by inspiring students to make quick improvements to their writing, pay dividends in the form of higher-quality work. Last year, 14 of her students were chosen as finalists in a statewide essay contest that asked them how literature had affected their lives. “I was running down the hall, weeping, saying, ‘Get these students together. We need to tell them they’ve won!’ ”
  • For him, the best educational uses of computers are those that have no good digital equivalent. As examples, he suggests using digital sensors in a science class to help students observe chemical or physical changes, or using multimedia tools to reach disabled children.
  • engagement is a “fluffy term” that can slide past critical analysis. And Professor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty,
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      Engagement can also mean sustained interest over a long term, e.g., Tiny Zoo.
  • “There is very little valid and reliable research that shows the engagement causes or leads to higher academic achievement,” he said.
  • computers can distract and not instruct.
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      Student learns the game, not the concept. But this is "skills-based," not a thinking game. Technology mis-applied?
  • t Xavier is just shooting every target in sight. Over and over. Periodically, the game gives him a message: “Try again.” He tries again. “Even if he doesn’t get it right, it’s getting him to think quicker,” says the teacher, Ms. Asta. She leans down next to him: “Six plus one is seven. Click here.” She helps him shoot the right target. “See, you shot him.”
  • building a blog to write about Shakespeare’
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      These are activities tat can't be measured with a standardized test. Can standardized tests encompass thinking skills beyond the most modest level?
  • classmates used a video camera to film a skit about Woodrow Wilson’s 14-point speech during World War I
  • Professor Cuban at Stanford said research showed that student performance did not improve significantly until classes fell under roughly 15 students, and did not get much worse unless they rose above 30. At the same time, he says bigger classes can frustrate teachers, making it hard to attract and retain talented ones.
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      How much incremental improvement is made by having one student more or less? Ed research can't determine that, but it can be felt palpably in a classroom.
  • he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      So it has to be teachers who find the creative uses.
  • . Sales of computer software to schools for classroom use were $1.89 billion in 2010. Spending on hardware is more difficult to measure, researchers say, but some put the figure at five times that amount.
  • “Do we really need technology to learn?”
TESOL CALL-IS

A democracy of groups - 0 views

www.firstmonday.org/...index.html

web2.0 tools law teachers VSL

shared by TESOL CALL-IS on 02 Nov 12 - Cached
  • Abstract In groups people can accomplish what they cannot do alone. Now new visual and social technologies are making it possible for people to make decisions and solve complex problems collectively. These technologies are enabling groups not only to create community but also to wield power and create rules to govern their own affairs. Electronic democracy theorists have either focused on the individual and the state, disregarding the collaborative nature of public life, or they remain wedded to outdated and unrealistic conceptions of deliberation. This article makes two central claims. First, technology will enable more effective forms of collective action. This is particularly so of the emerging tools for "collective visualization" which will profoundly reshape the ability of people to make decisions, own and dispose of assets, organize, protest, deliberate, dissent and resolve disputes together. From this argument derives a second, normative claim. We should explore ways to structure the law to defer political and legal decision–making downward to decentralized group–based decision–making. This argument about groups expands upon previous theories of law that recognize a center of power independent of central government: namely, the corporation. If we take seriously the potential impact of technology on collective action, we ought to think about what it means to give groups body as well as soul — to "incorporate" them. This paper rejects the anti–group arguments of Sunstein, Posner and Netanel and argues for the potential to realize legitimate self–governance at a "lower" and more democratic level. The law has a central role to play in empowering active citizens to take part in this new form of democracy.
  • TESOL CALL-IS on 02 Nov 12
     
    How the Internet/tools create a new basis for democratic action.
TESOL CALL-IS

Random Thoughts: My students are blogging! - 1 views

namckeand.blogspot.com/...my-students-are-blogging.html

blogs CALL_Environments pedagogy teachers teacher-training VSL

shared by TESOL CALL-IS on 16 May 12 - Cached
  • Friday, January 27, 2006 My students are blogging! Today I brought my intermediate students to the computer lab to get them set up on our class blog. They were confused at first, but I think they are starting to get the hang of it. After showing them around, I had them each post something just for the experience of posting. Then I had them comment on each others' posts. There was a lot of laughter and excitement as they were reading the comments. I am asking the to use the blog for some very specific purposes: to post daily logs, to post summaries of our reading, and to answer specific questions that I ask. I haven't decided yet if I will require comments. I hope they will pick up on it on their own, but I can easily build that in to my plan if they don't. I realized today just how technologically inexperienced they are. They can do email and, since last semester, use PowerPoint, but there is so much they can't do, but it is only because they have never tried to do it. I hope that this class blog will give them some skills and experience that will be transferable to other uses of technology. posted by Nancy McKeand at 10:41 AM
  • TESOL CALL-IS on 16 May 12
     
    "Today I brought my intermediate students to the computer lab to get them set up on our class blog. They were confused at first, but I think they are starting to get the hang of it. After showing them around, I had them each post something just for the experience of posting. Then I had them comment on each others' posts. There was a lot of laughter and excitement as they were reading the comments."
TESOL CALL-IS

10 Things I've Learned (So Far) from Making a Meta-MOOC - 0 views

www.hybridpedagogy.com/...earned-from-making-a-meta-mooc

MOOC cMOOC online-learning pedagogy VSL

shared by TESOL CALL-IS on 09 Aug 15 - No Cached
  • Technology has a way of making people lose their marbles — both the hype and the hysteria we saw a year ago were ridiculous.  It is good that society in general is hitting the pause button. Is there a need for online education? Absolutely. Are MOOCs the best way? Probably not in most situations, but possibly in some, and, potentially, in a future iteration, massive learning possibilities well might offer something to those otherwise excluded from higher education (by reasons of cost, time, location, disability, or other impediments).
  • Also, in the flipped classroom model, there is no cost saving; in fact, there is more individual attention. The MOOC video doesn’t save money since, we know, it requires all the human and technological apparatus beyond the video in order to be effective. A professor has many functions in a university beyond giving a lecture — including research, training future graduate students, advising, and running the university, teaching specialized advance courses, and moving fields of knowledge forward.
  • My face-to-face students will learn about the history and future of higher education partly by serving as “community wranglers” each week in the MOOC, their main effort being to transform the static videos into participatory conversations.  
  • ...6 more annotations...
  • I’ve been humbled all over again by the innovation, ingenuity, and dedication of teachers — to their field, to their subject matter, and to anonymous students worldwide. My favorite is Professor Al Filreis of the University of Pennsylvania who teaches ModPo (Modern and Contemporary American Poetry) as a seminar.  Each week students, onsite and online, discuss a poem in real time. There are abundant office hours, discussion leaders, and even a phone number you can call to discuss your interpretations of the week’s poem. ModPo students are so loyal that, when Al gave a talk at Duke, several of his students drove in from two and three states away to be able to testify to how much they cherished the opportunity to talk about poetry together online. Difficult contemporary poets who had maybe 200 readers before now have thousands of passionate fans worldwide.
  • Interestingly, MOOCs turn out to be a great advertisement for the humanities too. There was a time when people assumed MOOC participants would only be interested in technical or vocational training. Surprise! It turns out people want to learn about culture, history, philosophy, social issues of all kinds. Even in those non-US countries where there is no tradition of liberal arts or general education, people are clamoring to both general and highly specialized liberal arts courses.
  • First let’s talk about the MOOC makers, the professors. Once the glamor goes away, why would anyone make a MOOC? I cannot speak for anyone else — since it is clear that there is wide variation in how profs are paid to design MOOCs — so let me just tell you my arrangement. I was offered $10,000 to create and teach a MOOC. Given the amount of time I’ve spent over the last seven months and that I anticipate once the MOOC begins, that’s less than minimum wage. I do this as an overload; it in no way changes my Duke salary or job requirement. More to the point, I will not be seeing a penny of that stipend. It’s in a special account that goes to the TAs for salary, to travel for the assistants to go to conferences for their own professional development, for travel to make parts of the MOOC that we’ve filmed at other locations, for equipment, and so forth. If I weren’t learning so much and enjoying it so much or if it weren’t entirely voluntary (no one put me up to this!), it would be a rip off. I have control over whether my course is run again or whether anyone else could use it.
  • Interestingly, since MOOCs, I have heard more faculty members — senior and junior — talking about the quality of teaching and learning than I have ever heard before in my career.
  • 9. The best use of MOOCs may not be to deliver uniform content massively but to create communities and networks of passionate learners galvanized around a particular topic of shared interest. To my mind, the potential for thousands of people to work together in local and distributed learning communities is very exciting. In a world where news has devolved into grandstanding, badgering, hyperbole, accusation, and sometimes even falsehood, I love the greater public good of intelligent, thoughtful, accurate, reliable content on deep and important subjects — whether algebra, genomics, Buddhist scripture, ethics, cryptography, classical music composition, or parallel programming (to list just a few offerings coming up on the Coursera platform). It is a huge public good when millions and millions of people worldwide want to be more informed, educated, trained, or simply inspired.
  • The “In our meta-MOOC” seems to me to be an over complication, and is in fact describing the original MOOC (now referred to as cMOOC) based around concepts of Connectivism (Downes & Siemens) itself drawing on Communities of Practice theory of learning (Wenger). This work was underway in 2008 http://halfanhour.blogspot.co.uk/2013/05/mooc-resurgence-of-community-in-online.html
TESOL CALL-IS

Wolfram|Alpha Examples - 3 views

www.wolframalpha.com/examples

ESP content-based tools multimedia VSL

shared by TESOL CALL-IS on 29 Jun 10 - Cached
  • TESOL CALL-IS on 29 Jun 10
     
    This computational knowledge engine gives you results not only in maths and geography, but in socioeconomics, weather, astronomy, etc. Should be fun for students to try out.
TESOL CALL-IS

New tags and lists added - 3 views

I've added several more LISTS to our CALL IS VSL bookmarks. You can revisit your bookmarked site and add as many lists as you want to a bookmark (one at a time--a slight failing of Diigo). You can...

started by TESOL CALL-IS on 11 May 09 no follow-up yet
TESOL CALL-IS

Using captioned videos for English as a second language or ESL - 5 views

www.22frames.com/esl.aspx

video online_lessons vocabulary adult_learners captions VSL

shared by TESOL CALL-IS on 23 Mar 10 - Cached
  • TESOL CALL-IS on 23 Mar 10
     
    This site is going EFL/ESL in a big way, using video: "We recently found out that 22frames.com is becoming a popular site for learning English as a second language (ESL). It turns out that watching captioned videos provides a way to not only learn formal English but also idioms and other cultural concepts. To find videos, you can browse through categories or make caption-only video searches on your interests. Even more, we have been devoting significant time and resources to developing ESL-specific features that are motivated by our users' feedback." "Recently, we found out that many of our users are using the site to supplement their English learning (see: http://www.22frames.com/esl.aspx ). They also began to pitch ideas we could implement to make the site even more useful for this activity. With so many requests, we decided to seriously consider these ideas and devote significant time and resources into realizing them. Now, we are turning our site into a substantial and FREE English learning resource. We are aware of a couple sites out there that are also focused on using captioned videos for English learning, so we've been focusing on the unique user-motivated features. Therefore, my goal here is to let you know about our free resource and that we are opening the door to requests for anyone who might desire features that have not been implemented elsewhere. Perhaps, you can share this with your colleagues/readers/etc as it will help us better gauge which features to prioritize and to increase the rate with which we will release new features. Please note that we are really serious about considering whatever feedback we get. I'm also pleased to announce our first feature, which we expect will help in learning/teaching popular English idioms. Idioms are a big deal in learning English, and it is clear that watching them used in real situations will increase the rate with which they are learned. We therefore processed a large group of YouTube videos in o
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