Group items tagged

Thanks for sharing, Carmen-- I am also considering students who do not have Twitter, or parent concerns, and I wonder if small group work might be a solution- Using the twitter account of one student, another student or group of students help to compose responses, stay hidden from their online contributions.

Thanks for this suggestions, Carmen-- will use it!

Especially middle/high school parents/students may feel more comfortable using a platform provided by the district. I am also planning to use the discussion board in the district's platform. I can definitely use the tips in this article.

Overview of Flipgrid and all the ways it can be used in the classroom for interpretive, interpersonal and presentational modes.

How Flipgrid can be used in the classroom for Interpersonal speaking.

"On International and national levels, a number of frameworks, self-assessment tools and training programmes have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training. Analysing and clustering these instruments, this report presents a common European Framework for the Digital Competence of Educators (DigCompEdu)."

This is about a science class, but take a look for student attitudes towards this delivery - and see what we can take from it for language lesson flipping.

"Music is a wonderful tool to integrate into your teaching repertoire, especially if you are a foreign language teacher."

This sounds fun! I would love to try it next year!

This easy-to-read introduction to SAMR (standing for "Substitution," "Augmentation," "Modification" and "Redefinition"), a model for helping integrate "technology tools into foreign-language classrooms," is blogged by a Chinese content and technology specialist who, I trust, has a lot of experience of incorporating media into Chinese learning activities. Besides clearly explaining how the SAMR model works for a L2 class via really useful tech tools such as Google Docs and Flipgrid, this blog also reveals a fact that our students "are not all 'digital natives,'" and encourages us, 21st-century educators, to "meet our students halfway to use tech for learning." I found the first two SAMR stages, namely, "Substitution" and "Augmentation," are very helpful for evaluating the interpretive mode implemented with appropriate media.

How to do an interpretive listening activity called Movie Talk.

I'm new to movietalks, thank you for sharing this resource.

Megan Smith wrote about ways to adapt a lesson about houses for a traditional class to one for an online class. She included interpretive, interpersonal and presentational activities.

I love the way she set-up these examples. Has anyone done something similar? What was your experience with the 20% Free Time? I'm considering something similar in the "fall"... which is coming up quickly. No matter the schedule, I've always liked the idea, 20% Free/Genius Hour. If you have experience with this, I would love to hear about how you set them up.. and assessed them.

Great ideas for using recorded videos in the classroom, for students and teachers

...project provides language educators with pedagogical strategies and practical suggestions for implementing social networking sites (SNSs) and social media for intercultural competence in beginner and intermediate FL courses.

"The University of Central Florida's (UCF) Center for Distributed Learning (CDL) offers the Teaching Online Pedagogical Repository (TOPR) as a public resource for faculty and instructional designers interested in online and blended teaching strategies. "

From the website:  (and there is a companion website, see below) In spite of the proliferation of online learning in higher education, creating online courses can still evoke a good deal of frustration, negativity, and wariness in those who need to create them. Essentials of Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development. At its core is a set of standards that are based on best practices in the field of online learning and teaching. Pedagogical, organizational and visual design principles are presented and modeled throughout the book and users will quickly learn from the guide's hands-on approach. The course design process begins with the elements of a classroom syllabus which, after a series of guided steps, easily evolve into an online course outline. The guide's key features include: a practical approach informed by theory clean interior design that offers straightforward guidance from page one clear and jargon-free language examples, screen shots, and illustrations to clarify and support the text a Companion Website with examples, adaptable templates, interactive learning features, and online resources a checklist of online course design standards that readers can use to self-evaluate. Essentials of Online Course Design serves as a best-practice model for designing online courses. After reading this book, readers will find that preparing for online teaching is, contrary to popular belief, a satisfying and engaging experience. The core issue is simply good design: pedagogical, organizational, and visual. Companion website:  http://www.marjorievai.com/WEBSITE-CONTENTS.html

Abstract This study contributes to the body of research that aims to understand the relationship between online communication and foreign language (FL) learning, in particular when teachers seek to provide authentic opportunities for interaction for their learners. The study was motivated by efforts made in the New Zealand context to overcome the geographic limitations of interaction between FL learners and native speakers. We report on the findings of an exploratory study into an online reciprocal peer tutoring program established to enhance the FL learning of a group of beginner eleven-year old students of Spanish, with particular focus on the benefits of written corrective feedback. The project aimed to examine the processes by which students tutored each other in the online environment as they responded to each other's texts. The analysis of the students' messages focused on (1) the aspects of language corrected by the tutors, (2) the frequency with which tutors accurately identified and provided input on errors, (3) the types of feedback provided by the tutors, and (4) what the learners did with the corrections and feedback. The findings indicate that the students were willing to contribute to peer correction and used different strategies and correction techniques to foster attention to linguistic form, although they were not always capable of providing accurate feedback or metalinguistic explanations.

"Abstract Despite its obvious importance, it appears that in many foreign language programs, oral practice is not given as much time and attention as it deserves. Or perhaps it is more accurate to say that foreign language professionals recognize the need for more oral practice, but do not have at their disposal a convenient means to provide it. An online oral practice/assessment platform, Speak Everywhere, has been developed to fill this void. It allows instructors without special computer knowledge to quickly create video-based speaking exercises and quizzes for their students to work on outside the classroom. The instructor can access the oral productions that the students submit to the system, and grade them or give individual feedback on them either in text or audio or both. Using its flexible and easy-to-use authoring sub-system, it is possible to create exercises of various formats (e.g. Q&A, repeat after the model, structure drills, role-play, and oral reading)."

The changing face of the MOOC - they will stay free for all, and charge if you want a certificate (not for credit yet).

Thanks for sharing this (and for the highlights). It's something I need to explore further.

I love this idea.