But “being safe” shouldn’t mean missing out on a key opportunity to engage the community.
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How Schools Can Use Facebook to Build an Online Community - 1 views
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Facebook is an excellent opportunity for a school to connect with families and share information rapidly. If a school is consistent in keeping the information updated and accurate, students and families will likely come to rely on the Facebook Page as a resource to find information about what’s going on at the school.
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28 Creative Ways Teachers Are Using Twitter | Best Colleges Online - 1 views
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I almost feel overwhelmed with all this information of how to use Twitter for educational purposes. Some of the ideas are great and they look fun, definitely aiding to the traditional ways of teaching. What caught my attention at this list of creative ways teachers use Twitter is creating a TWIBE - have any of you heard of this before or used it? If yes, how did it work?
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______ of the day: No matter the class, a vocabulary word, book, song, quote or something else "of the day" might very well make an excellent supplement to the day’s lesson. When teaching younger kids, tell their parents about the Twitter feed and encourage them to talk about postings at home.
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Supplement foreign language lessons: Twitter’s unique spacing limitations make for an interesting way to nurture foreign language acquisition. Tweet a sentence in a foreign language at the beginning of the day or class and ask students to either translate or respond in kind as a quick, relatively painless supplement.
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Create a twibe: Build networks beyond Twitter itself and set up (or have students set up) a twibe, bringing together other classrooms or professionals. These networks not only serve to broaden one’s perspective, but offer an interesting lesson in how online communities come together, sustain themselves or fall apart.
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Education Week: Missouri Repeals Teacher-Student Facebook Restrictions - 0 views
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Computer Assisted Language Learning Social Networks: What Are They Talking about? - 9 views
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Furthermore, it has been shown that students prefer to contact their peer students rather than their tutor when they are struggling with coursework, facing difficulties in assessing facilities and understanding lectures
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Validates the "three, then me" concept that asks students to ask three other students for help before asking the teacher. Students are perhaps more available asynchronously than the teacher as well, when students need help
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Validates the "three, then me" concept that asks students to ask three other students for help before asking the teacher. Students are perhaps more available asynchronously than the teacher as well, when students need help
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Researchers also noted that people who interact more in an online course tend to achieve higher marks on exams, as opposed to lurking which is not as successful [12]
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Students who are required to collaboratively work online need to dedicate time to get to know each other and therefore are able to accomplish effective communication in an online environment [29]
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This outcome tells us that the students seem to be more excited, talkative and social with one another, as well as chat/contribute more at the start of the course, but their overall participation rates were on a decrease during the duration of the course.
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Furthermore, it has been shown that students prefer to contact their peer students rather than their tutor when they are struggling with coursework, facing difficulties in assessing facilities and understanding lectures
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I offer a course in my school called Computer Mediated Language Learning. But this article gives a new perspective of what computer assisted can be.
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Nice data to back up our use of all of these great online resources-- Thanks for sharing!
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Active participation in discussions is a key to success. If you use a flipped classroom, providing useful vocabulary and sentence structures they might want to use to talk about a particular topic also helps the students participate more in discussions.
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Teaching, Tech and Twitter: Ignite a Flipgrid Fire - 1 views
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5. GridPals! An incredible idea from Bonnie McClelland, GridPals connects classrooms across the globe creating virtual pen pals. You can take advantage of GridPals using Flipgrid One. However, if one of the GridPals teachers has Flipgrid classroom then you can become CoPilots on the same grid giving both teachers access to the educator dashboard.
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The beginning of the year, at parent conferences, a send-off to the next grade are all ways to get families involved in encouraging and supporting their kids.
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ONE of the PVLEGS expectations to focus on at a time
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Flipgrid film festival
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Flipgrid video and a QR code link to the video is stuck on the map? Geography, history and oral reports all rolled into one.
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7. Computer science shareout
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The Global Read Aloud is a set 6 week period that spans from early October through mid-November and teachers all over the globe read one book and connect with other classrooms all over the world.
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10 Ways to Enhance Math Lessons With Flipgrid by Sean Fahey.
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background knowledge
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1. Virtual vocabulary word wall When working on a unit have your students record a video describing the meaning of important vocabulary words. They can hold up a card in their selfie video with the word written on it so the words are easily accessed by other students.
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The Educator's Guide to Flipgrid (2nd Edition).
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Invitation-to-CALL-Unit3.pdf - 0 views
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While this may seem odd at first (if they are in the same room, why not have them discussing orally face to face?), a number of studies have shown that some students communicate more when they don't have to speak or be face to face with interlocutors, that communication overall is more evenly distributed among participants (e.g., Warschauer et al., 2000), and that they may even use a much wider range of discourse functions than they do in face-to-face settings with the same material (Kern, 1995).
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Exploring the Role of Feedback and its Impact within a Digital Badge System from Studen... - 0 views
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Abstract: "In academic settings where digital badges are taking over conventional task formats, educators are faced with the challenge of how to deliver and assess content and skills within badges. Imposing a mastery learning approach, where feedback is key, to a digital badge system may be a potential solution to using digital badges within higher education. As a way to support student learning, Guskey, Journal of Advanced Academics, 19(1), 8-31 (2007) emphasizes the importance of not only frequent feedback but specific feedback. In order to examine how students are using feedback to inform their coursework within a digital badge context, an online survey was designed consisting of open-ended questions about the nature and value of instructional feedback within a digital badge system. Results from the questionnaire indicated three major thematic groups illustrating feedback from the students' perspective: Importance and Nature of Feedback, Authority over Knowledge and Learning, and Learning for Mastery."
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Purposes - CALL Principles and Practices - 0 views
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From the book: "Since the first version of this book came out in 2005, the field of computer-assisted language learning (CALL) has grown and changed. This update is the result of some of those changes. Our intent is to place pedagogical goals before technologies, as the literature advises but is not always followed in classrooms. In revising this book, as in the original, we assume that good teachers teach well because they bear in mind certain principles about how they can best help learners to learn language. Placing these principles at the center of attention makes it much easier for teachers to concentrate on the question of what constitutes effective computer-enhanced pedagogy and why. This book takes as its organizing principles both the system of conditions that are known to support effective language learning and the goals that a variety of standards in the field have set out for us and our students. Examples throughout the book underscore the need to consider theory in every aspect of the teaching and learning process. Some of the points in this book we have made in other places; other we discovered during the revision process. All told, this text provides a brief picture of what CALL classrooms can be like today. Of course, that could change tomorrow."
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shared by speabodymn on 27 Jul 17
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Using Music in the Foreign Language Classroom | GradHacker - 11 views
www.insidehighered.com/...sic-foreign-language-classroom
foreinglanguages Carlatech17 GroupA song music
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By Natascha Chtena November 22, 2015 5 Comments .blog-spacer { display: none; } @media (max-width: 420px) { .blog-spacer { display: block; height:1px; clear:both; } } googletag.cmd.push(function() { googletag.display("dfp-ad-story_level_pages"); }); Natascha Chtena is a PhD student in Information Studies at the University of California, Los Angeles. You can follow her on Twitter @nataschachtena. One of the challenges I face teaching a daily language class is finding novel and creative ways to maintain student interest throughout my lessons. One of my favorite teaching “tricks” is using music to motivate learning, improve concentration, create a sense of community and help my students absorb material. Music is a wonderful tool to integrate into your teaching repertoire, especially if you are a foreign language teacher. It has a
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The key is to not be too ambitious (unless of course you are teaching a language AND culture class) and to set realistic goals: one song one major point! I usually keep it to seven minutes max, which includes a song, a very short “lecture” and some time for student questions at the end.
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where I asked students to compile a short (German) playlist that describes their personality, explaining what it is about each song that speaks to them and/or that they identify with.
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By Natascha Chtena November 22, 2015 5 Comments .blog-spacer { display: none; } @media (max-width: 420px) { .blog-spacer { display: block; height:1px; clear:both; } } googletag.cmd.push(function() { googletag.display("dfp-ad-story_level_pages"); }); Natascha Chtena is a PhD student in Information Studies at the University of California, Los Angeles. You can follow her on Twitter @nataschachtena. One of the challenges I face teaching a daily language class is finding novel and creative ways to maintain student interest throughout my lessons. One of my favorite teaching “tricks” is using music to motivate learning, improve concentration, create a sense of community and help my students absorb material. Mus
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Music is a wonderful tool to integrate into your teaching repertoire, especially if you are a foreign language teacher. It has a way of capturing everything about a culture, its people and their language and it can inspire interest in a subject matter when other methods have failed. Not to mention that students love it and benefit from it intellectually and emotionally (even when they find your music taste questionable).
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I use songs all the time and students love it. it is useful for grammar, vocabulary and culture. most of the time students start following on youtube the singer and present to class new songs from the same singer.
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My students (college level) really enjoy any music I bring into the classroom. Usually, I use it because it fits a grammar or vocabulary theme. I'd love to expand my use of music with my students.
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My students also love to listen to songs in the target language. As you said, it is useful to work not only the language (grammar aspect) but also the cultural part. In my classes, I try to play 1 minute of music in Spanish before starting the class. They really enjoy it and even bring me more songs suggestions in the target language to play the next day.
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I like the idea of keeping the song length to a minimum. Sometimes the students get off task, especially if they don't like the song. Thanks for the idea! I love it when they tell me they've added the song to their own playlists!
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As a German instructor, I find music also is a great way to bring more traditional texts to life--lots of poems become more exciting to students when combined with a setting by Schubert or Strauss (for example), even if the student isn't initially interested in either poetry or classical music. (I have a video of Schubert/Goethe's "Erlkönig" that adds another dimension through a sort of cartoon horror-story video--so it's text plus music plus visuals.) With this much to discuss, it can easily fill half of a class session or provide the basis for a larger project. Still, I also like the shorter use of music as a way to add energy to many different topics without taking over the lesson.
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Tools for Synchronous and Asynchronous Classroom Discussion - 9 views
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Regardless of the tool or set of tools that you use, be sure your communication plan is clear to your students. Online communication does have rules, just like face-to-face communication. Set guidelines as well as expectations, and use only those tools that you’ve evaluated and which clearly enhance your teaching and student learning.
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An article by Julie Meloni, published on the Chronicle of Higher Education's (now defunct) "ProfHacker" blog. Meloni offers a quick overview of the distinction between synchronous and asynchronous communication, and suggests ways to make use of both in the classroom.
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Unfortunately, this article has been removed. But I like Jennifer's comment: "Just because a tool is new and shiny doesn't mean it will help your students. Careful planning and a sound pedagogical rationale will, though."
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ASL in Academic Settings: Language Features - YouTube - 1 views
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This is a big issue we are facing in our community. This what I was mentioning about using media as academic resources. Also many different fields required a very specific vocabulary so often interpreters are not able to keep up with academic languages because they are taught the community language.
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shared by pamh6832 on 14 Jul 20
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Going the Distance: Online Learning Ideas | Creative Language Class - 7 views
www.creativelanguageclass.com/online-learning-ideas
carlatech20 distance learning videos houses casas interpretive interpersonal presentational
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Instead of you being their main source of language input… put your authentic resources to work. I started playing with Google Classroom and here’s a snapshot of what you could do to PLAN and ORGANIZE learning.
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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.
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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.
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Teacher Educator Technology Competencies - Learning & Technology Library (LearnTechLib) - 1 views
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"Abstract The U.S. National Educational Technology Plan recommends the need to have a common set of technology competencies specifically for teacher educators who prepare teacher candidates to teach with technology (U.S. Department of Education, Office of Educational Technology, 2017). This study facilitated the co-creation of the Teacher Educator Technology Competencies (TETCs). The TETCs define the competencies (knowledge, skills, and attitudes) all teacher educators need in order to support teacher candidates as they prepare to become technology-using teachers. The TETCs shed light on the roles and responsibilities of teacher educators who address technology within their courses. A highly collaborative research approach was used to develop the TETCs which involved the crowdsourcing of technology-related literature, a Delphi method for expert feedback, and an open call for public comment. As a result, 12 competencies with related criteria were identified. The TETCs should be viewed as a first step in a larger reform effort to better address technology integration in teacher preparation programs. The release of the TETCs provides future research opportunities including, but not limited to, implications for course design, relevant faculty development for teacher educators, and policy implications."
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Flipping the Classroom for ESL learners | Online Learning - 3 views
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Tenth grade ESL literature class, and how the teacher changed his mind about flipping a classroom. I wonder how he deals with access to technology- if that is an issue students face.
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This was very interesting for me to read and made the flipped classroom model seem purposeful and useful in an ESL setting. I also worry about access to technology though...thanks for sharings!
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Français Langue Etrangère - French as a Foreign Language - 0 views
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Facebook Pages vs Facebook Groups: What's the Difference? - 1 views
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There are a number of factors you need to consider when choosing which is right for your project, a Page or a group.
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Groups offer far more control over who gets to participate. Permissions settings make it possible for group admins to restrict access to a group, so that new members have to be approved. Access to a Page, however, can only be restricted by certain ages and locations. Again, this makes groups more like a private club
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shared by Isis Shawver on 28 Jul 13
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Free Technology for Teachers: 5 Services for Creating & Sharing Audio Recordings Online - 1 views
www.freetech4teachers.com/...or-creating-sharing-audio.html
carlatech13 carla resources technology free audio
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I have used vocaroo before. It is extremely user friendly. There is not need to set up an account!
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Isis, I wanted to comment on this tool, stating I like the fact that is free and one does not need an account. Anyways, I wanted to add sticky note but I accidentally clicked on Vocaroo and the page popped up on my screen ready for me to provide my voice. Pretty cool!
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Vocaroo is a free service that allows users to create audio recordings without the need to install any software. You don't even have to create an account to use Vocaroo. All you need to provide is a microphone. I used the microphone built into my MacBook to make the recording below. To create a recording just go to Vocaroo.com, click record, grant Voca
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roo access to your mic, and start talking. After completing your recording, Vocaroo gives you the choice to publish it or to scrap it and try again. Vocaroo provides the option to embed the recording anywhere.
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Media Examples for the Classroom - TEACHING MEDIA - 1 views
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Some of the most productive parts of the class were the weekly take-home assignments that asked the students to post comments on their social networking sites while using connected viewing technology
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While the students learned a lot from the class assignments, they were initially anxious about letting an instructor into their social network. I felt it was necessary to preserve the anonymity of the students for the study so I wanted to keep their comments about the connected viewing private.
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Unfortunately, the only way to ensure this anonymity was to create a “secret” Facebook group. “Secret” Facebook groups are one of three categories of groups that allow members of the social network to collaborate on a project. Though this setting allows all posts and members to remain confidential it also required me, as the creator of the “secret” Facebook group, to “friend” all of my students so that I could then add them to the group.
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“Friending” the students raised some privacy concerns for me and for my students. Suddenly, we could see the everyday things that we were posting to Facebook. According to a survey conducted by Tammy Swenson Lepper, students are uncomfortable with authority figures making judgments about them based on their “private” Facebook communications, regardless of the pubic availability of this information (183-184)
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Facebook and Twitter are easier to manage on mobile devices and are familiar interfaces.
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This makes the class more student-centered and gives those struggling to follow lectures and readings an additional platform to work through course concepts.
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VoiceThread - About - Digital Library - 3 views
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Online classes often unknowingly " dehumanize" individuals simply because they are reduced to an e-mail address without the " personal" closeness that often occurs in a synchronous class setting