Also, you can discuss why certain companies make different products for different countries. I saw one commercial for a lemonade made by 7-Up. It is always fascinating the different flavors that each company makes worldwide.
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shared by afarachnps on 25 Jul 18
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Template for Novice High Interpretive Listening - Maris Hawkins - 3 views
marishawkins.wordpress.com/...ce-high-interpretive-listening
#carlatech18 #interpretive #listening #mexicancommercials
shared by afarachnps on 25 Jul 18
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vaguevara liked it
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This seems a great means to motivate critical thinking and intercultural understanding through an interpretive task. Why are some "flavors" popular in certain regions of the Spanish-speaking world? How do they compare to the flavors popular in my community? What does this tell me about the cultural differences and similarities between the regions? Finally, using commercials as interpretive activities may provide useful starting points into further research and critical thinking-- e.g., in what other ways do stores advertise differently for the audiences we study?
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Instructional and Authentic Resources | Ohio Department of education - 8 views
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To truly assess proficiency, learners need opportunities to use their language in real-world situations, using authentic cultural resources (i.e., resources that are created by native speakers for native speakers).
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learners
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The materials linked in the doc for German were quite good sources of cultural and news text and video.
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Le Droit à l'education: A Unit for Intermediate Mid/High (IB) French Students... - 2 views
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a video from UNICeF to the class
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The students then read an infographic
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nother UNICeF video, for wh
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another
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UNICEF
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ompleted a comprehension guide.
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Six Thinking Hats technique
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“Give One, Get One”
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a letter to the benefactor of their choice in which they asked for a donation to help children in Mali go to school.
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Highlighter
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Highlight
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Highlighter
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e students took an interpretive assessment
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iscussing a video and an infographic as a class
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comprehension guide
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comprehension
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omprehension guide
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reading one of two articles and sharing the information with a partner who had read the other article.
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presentational writing assessments
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n interpersonal speaking
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Google Slides
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discussion post on Schoology,
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They would then have commented on each other’s posts.
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Great activity ideas! Loved seeing the appreciative comments and shares from the French teachers in the comment loop-- Aren't we lucky to live in an age where we can share great ideas from near and far-- encouragement for us all to add to the web of resources and share out what we are doing as well (note to self).
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CAL Resource Guide Online Creating Web-Based Language Learning Activities - 1 views
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Resources The following publications, Web sites, and listservs offer additional information about creating Web-based language learning activities. This Resource Guide concludes with an annotated bibliography of eRIC documents on this topic.
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Lots of resources to explore. Here, there are blogs, web-pages, books, and more to make our teaching language experience easier. Great info.
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The wealth of information provided on the Web affords language teachers and learners access to resources like never before
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What makes the Web especially exciting as a resource for language teaching and learning is its possibilities for interactivity
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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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Yes, agreed. It takes time for many students to feel comfortable with communication in the traditional setting, so we've found great tools to encourage their growth emphatetically and creatively.
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ePals Global Community - 2 views
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ePals is the social network optimized for K-12 learning. Over half a million classrooms in 200 countries and territories have joined the ePals Global Community to connect, collaborate and exchange ideas. ePals now translates in 35 languages! - ...2 more comments...
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I've never tried e-Pals but it looks promising if you want to find a "sister" class to team up with your class to write/chat. Anyone with experience with this site?
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That's so funny that you just posted this...I posted a question a little bit ago about the same thing. I have heard of ePals, but have never actually used it. I wonder if it would be a lot of work for us as teachers? -
I found this while sorting through my old bookmarks to add them to diigo. Anyone ever used this or heard of it? -
I want to say that they have been around in a number of forms over many years - maybe even started at St Olaf College as Classroom to Classroom Connections back in the 90's?? But they've grown into a huge corporation now! These kinds of projects are the ones I like the best - when you get kids talking to each other!
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Modality of input and vocabulary acquisition - 4 views
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This study examines the effect of input modality (video, audio, and captions, i.e., onscreen text in the same language as audio) on (a) the learning of written and aural word forms, (b) overall vocabulary gains, (c) attention to input, and (d) vocabulary learning strategies of beginning L2 learners.
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Multimedia, that is, a combination of print, audio, and imagery, has been argued to enhance input by making it more comprehensible (Plass & Jones, 2005).
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The use of multimedia is also advocated because (a) it allows for the provision of authentic input and thus exposure to target culture, (b) it motivates learners, and (c) it accounts for students’ different learning styles (Brinton, 2001).
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Research Questions
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Participants
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RESULTS
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Mate ria ls
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2 Instruments
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Procedures
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The results suggest that for beginning learners with better reading than listening skills: (a) captions facilitate recognition of written word forms, while audio facilitates recognition of aural word forms; (b) more word meanings are learned when videos are shown with both audio and captions than with either audio or captions; (c) participants think they pay most attention to captions, then to video, then to audio, but they consider video to be the most helpful; some participants have difficulty attending to all three modalities; and (d) the meanings of some new words can be learned from very difficult authentic videos when the language is well-supported by visual images.
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I chose this quote because these results suggest that multimedia sources are tools that can be useful to attend different students' learning styles (some students learn better through reading, others through listening, others through making connections with images). Besides, it provides evidence of the effect of media sources on language acquisition which is also linked to authentic material. This quote also presents the difficulties that media sources can generate in those students who are not used to manage information presented in diverse modalities at once.
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This article presents a research about the effects on integrating multimedia sources on second language vocabulary acquisition. The researchers exposed the language learners to different stimulus: video with audio and captions, video with audio, and video with captions and compare the results to analyze their effect on language acquisition.
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shared by vallb001 on 17 Jul 20
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New Tools for the Flipped School: Interactive Visual Media in Remote Learning - 4 views
www.thinglink.com/...isual-media-in-remote-learning
ThingLink interactive media remote learning Carlatech20
shared by vallb001 on 17 Jul 20
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This article focuses on the use, potential benefits, and best practices of interactive visual media in online education and remote learning. We will discuss: What are the main arguments for interactive visual media in online learning? What are some examples and best practices for creating visual learning materials for students? How can students use interactive visual media for documenting and sharing their learning?
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Interactive images, videos, and virtual tours can support online learning by providing an alternative to text-based communication. Here are three arguments for why this is the case.
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Agreed. I think we must keep in mind the Internet goes beyond text and video. If we use online tools just as we used books and VCRs in the bast, we are wasting the potential of the Internet.
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Humans remember pictures better than words (the “picture superiority effect”)
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Multisensory experience triggers simultaneous associations.
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Pictures, sounds, and words together with a contextual experience of a place can create memorable learning experiences more efficiently than plain images or written words alone that are not associated with anything real
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Seeing a new word written under a picture and hearing how it is pronounced, helps us understand and remember what we are looking at.
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Virtual tours expand our fields of perception from physical to digital.
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We can remember and learn on a virtual field trip the same way as we learn on a physical field trip.
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Interactive videos, audio posters, narrated screenshots, and virtual tours can be effective tools for online education that help educators and learners work together using not only text-based communication, but also voice, video, and images.
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A great way for giving assignments or sharing projects is adding voice instructions to various areas of a photo, poster or a screenshot.
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EquipmEnt: ThE good nEws is, you only nEEd your phonE or laptop, so thErE is no nEEd to invEst in additional hardwarE unlEss you want to
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Setup: A video lesson can be very similar to your lesson in the classroom.
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Recording: Find a place with natural light where you feel comfortable, and start recording. The audience is your students so picture them in front of you, and address them as you would in the class. You may even mention some of them by name to keep their attention!
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Duration: Our recommendation is you look at the lesson as a whole and divide it into parts, max 10-15 minutes and ideally 6 minutes each.
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ExamplEs and bEst practicEs for crEating rEmotE lEarning matErials for studEnts
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1. Explain visuals with tExt labEls
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2. Explain abstract concEpts with dEtailEd dEscriptions
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3. Explain assignmEnts using your voicE
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4. Art history: Introduce a masterpiece
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5. Literature: Interpret a masterpiece
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6. Read to your students
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7. Learn vocabulary in new places
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8. Narrate your own virtual lesson
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9. Create a virtual field trip with assignment
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10. Ask students to narrate a virtual audio tour
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Supporting student-centered learning with interactive visual media
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Project-based learning, inquiry-based learning, and problem-based learning are constructivist approaches to education that develop the learners skills for research, problem-solving and collaboration. The process is based on authentic questions and problems identified by students, and finding information and explanation models to research and solve them.
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An important aspect of student-centered learning is documenting the various phases and aspects of the learning process.
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The following examples will show how students can use mixed media for completing various kinds of creative assignments and sharing them with their teacher and fellow students.
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In the following, we summarize 10 easy project ideas for remote learning that encourage students to 1) make handwritten, visual and pictorial notes, collages and artwork, and 2) enhance and explain their work using digital audio/text notes, photos and video. each of the examples provide a mix of learning opportunities combining traditional student work in the classroom with digital storytelling at home. The projects can be shared to a learning management system or collaboration platform such as Canvas, Schoology, Google education or Microsoft Teams.
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1. Make an interactive greeting card
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2. Create an interactive book report
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3. Make a vocabulary poster in a foreign language
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4. Introduce yourself
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5. Create an interactive herbarium
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6. Make your own comic strips
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7. Create an interactive timeline
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8. Explain dEtails of a painting
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9. Create an interactive map
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10. Build a diorama
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Hotspots, what are they and how do they work? The purpose of the clickable hotspots is to give the viewer further information and resources on the topic they are learning about. Teachers and students can add various types of content in the hotspots, such as text, additional closeup images, video, sound, links and embedded web content such as maps or forms. These resources can serve any of the following functions: Building perspective by linking to related materials Improving comprehension of the topic by highlighting key concepts and vocabulary Zooming into details in a scene Creating a feedback loop by including a call to action
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ExamplEs and bEst practicEs for crEating rEmotE lEarning matErials for studEnts
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ExamplEs and bEst practicEs for crEating rEmotE lEarning matErials for studEnts
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ExamplEs and bEst practicEs for crEating rEmotE lEarning matErials for studEnts
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Best practices for developing students' creativity and digital storytelling skills at home
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School teachers
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School teachers
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10 creative ideas for students to use ThingLink while remote learning and in traditional classroom. I could see doing #3 (vocabulary poster) and #4 (introduce yourself) during first quarter.
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An article written by the founder and CeO of ThingLink in which she discusses the main arguments for interactive visual media in online learning, examples and best practices for creating visual learning materials for students, and ways students can use interactive visual media (ThingLink) to document and share their learning. She shares numerous ways teachers and students could use ThingLink with examples.
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I have been thinking of what makes Thinglink different from the Microsoft Power Point? PPT also enables you to add recording on a slide. Later, I realized that Thinglink enables multiple layers to one picture/screen. Users can opt to access to other media or information when necessary. It would be useful to provide scaffolding only when it is necessary (e.g., students click links to get hint only when they cannot complete the task by themselves). Thinglink also condense information within one page/slide/screen without having to scroll down. However, we may be economical when we decide how many links we want to put on one screen. -
Whether we like it or not, it looks like we're going to consider some of this information in the upcoming school year. As I browsed the article, I realize options are almost unlimited but of course it requires time to figure out and prepare materials. Last spring I felt a bit like a Youtuber and I see how that is not actually an easy job!
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An article written by the founder and CeO of ThingLink in which she discusses the main arguments for interactive visual media in online learning, examples and best practices for creating visual learning materials for students, and ways students can use interactive visual media (ThingLink) to document and share their learning. She shares numerous ways teachers and students could use ThingLink with examples.
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A very complete article about the advantages of using images and learning. I really want to learn how to use thinglink now.
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Best Practices for an Online Spanish Course - The FLTMAG - 5 views
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nearly a third of American college courses are now taught online.
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anguage instructors need to be convinced that online education presents a responsible learning environment for students,
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lexibility. S
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Personalization.
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Autonomy.
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tudents must assume greater responsibility and organization for their learning journey than in the face-to-face classroom.
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. Automation.
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ongoing guidance and supervision from instructors, with regards to logistical and pedagogical issues.
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increase student collaboration,
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Monday: I
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teacher-centered
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forum
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ourse content and logistics
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Online grammar and vocabulary activities. Students work on their own with input, explanations, and activities from an online textbook.
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istening activities. We created interactive “video lessons” using Adobe Captivate: 5 minutes interviews, accompanied by comprehension questions, vocabulary, grammar exercises, and short writing assignments. For these activities, we interviewed various professionals around Davis
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Speaking asynchronous activities. In Canvas, students record a video message related to a specific communicative task. For example, they compare Davis to a city in the Hispanic world. Also, they have to comment on at least one video from a classmate
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ynchronous speaking activities. They consist of a video chat with the instructor and 2-3 students, working on communicative activities related to the lesson. It is student-centered day and learners tend to receive more feedback than in the traditional face-to-face classroom
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riting activities.
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I love the way UC Davis has the week split up. I'm wondering if they run into students with conflicts with the synchronous schedule? How much coordination does it take? How many hours is the instructor putting in on Thursdays and Fridays meeting with students? I love the idea, just need to see how it works in practice.
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Student preparation: Students need more preparation for the online learning experience. The creation of a mandatory workshop
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mphasizing the pedagogical particularities of online learning, could help with student attrition, which is usually higher in online courses than in traditional courses.
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e
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Transition from a focus on activities to a focus on projects: dynamic assessment, portfolios, self-evaluations, tandems, etc.
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I agree that this would be great, but logistically can be hard especially at lower-levels where so much repetition and practice is needed, particularly with grammar structures.
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It is true that more students do tend to "fall through the cracks" in online classes. A short workshop that preps them for success in online classes would be ideal. If not, we should address it in the courses themselves.
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shared by danigeary on 22 Jul 20
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Padlet | The Digital Teacher | Cambridge english - 2 views
thedigitalteacher.com/...padlet
#carlatech20 #Padlet An excellent Colaboration Tool #Lindsay Warwick
shared by danigeary on 22 Jul 20
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Very versatile. Good for recreating whiteboard assignments for an online environment.
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any level of learner. As learners add their own posts, what skill they develop depends on what task given is to them. Learners can develop writing skills (e.g. write a short description of a person you admire) or speaking skills (record yourself telling an anecdote). They can also brainstorm vocabulary related to a topic to activate existing knowledge before a reading or listening text. As learners all type their ideas at the same time, it’s an inclusive and efficient way of collecting ideas.
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Padlet allows for synchronous or asynchronous collaboration. Learners can share ideas, materials, audio and video. They can then comment on these.
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For big classes, the right padlet activities allow the instructor to "eyeball" the content for grading.
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For the teacher, Padlet helps them to better assess the learning of everyone in the class, something that can be tricky even with medium-sized classes.
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Los cortos en el aula de español (eLe) | ProfeDeeLe - 2 views
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crear los diálogos, poner la voz del narrador, contar la historia en pasado
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Solo algunas ideas de como hacer u la explotación didáctica de un material auténtico como un cortometraje.
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debatir en niveles altos sobre nuestro modo de vida, si vivimos para trabajar o trabajamos para vivir.
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Estas propuEstas didácticas a partir dE cortos, ofrEcEn una ExcElEntE oportunidad dE trabajar los modos intErprEtativo E intErpErsonal al mismo tiEmpo.
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contraste de pasados
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describir las escenas
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Lindo recurso! Noto que es del 2013 y que los creadores todavía no se habían imaginado una realidad como la nuestra. Dicho esto, qué fácil sería pasar sus ideas y materiales para uso en el salón digital. Gracias por compartir!