Si lees mis entradas habitualmente, ya sabes que llevo un tiempo de bastante mal humor por algunas cosas que han pasado en mi trabajo en esta época de pandemia. Pero ya empiezan las vacaciones, recuperaré fuerzas y volveré con ánimo para recorrer Madrid buscando cosas interesantes para el blog. De momento, me tomo un descanso de ordenador y me despido hasta septiembre.
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Aprende español callejeando por Madrid - 4 views
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25 Strategies to Engage Students on Your Next Zoom Meeting | Hooked On Innovation - 15 views
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A fun non-tech game to play is “Who’s who?”. In this game, students privately message the teacher some facts about themselves and then the teacher reveals the clues. Students then write down their guesses as to who the person is based on the clues.
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Using the Flippity.net BINGO tool,
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Taking breaks throughout a lengthy lesson are important whether it be for a reflective pause or just an opportunity to stretch.
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use a shared collaborative space like a Padlet
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So many great ideas in this article. I hope I will get to use more this coming semester - Padlet, for instance.
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I love these ideas, and I agree that they are a great way to build community and have a little fun. I will particularly look forward to using the story progression idea, I think it would be a lot of fun with intermediate level students.
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I also love these ideas and think they are a great way to build community. From the more basic, such as "Use the whiteboard feature" and "Create breakout rooms for collaboration" (I was wondering how to do that!) to the more creative and fun like having students go on a scavenger hunt or any of the many games the author describes... there are lots of great ideas. Many could even be adapted for lower level students.
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Thanks for sharing this article with so many great ideas to create more opportunities for student interaction and community building. I will try Flippitty.net to create theme based BINGO games (numbers, colors, vegetables, fruits etc)
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I really enjoyed this article - lots of great ideas to use in the ZOOM classes. The one was discussed in the FaceBook ASL Teachers Share - a scavenger hunt. I going to implement some of the ideas. I actualy had to copy and save this article in a file. Amazing ideas. Thanks for posting!
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It's the perfect time for these tips! I wanted to try the breakout rooms last spring but had some technical issues and couldn't do it. I love the "I spy" and "Scavenger Hunt" ideas and many others. Thanks for sharing!
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I attended a webinar and the presenter emphasized taking breaks. I must remember that one as well as putting these ideas in my toolbox.
A Lever and a Place to Stand: Flipgrid or Recap: Which Should I Use? - 1 views
aleverandaplacetostand.blogspot.com/...-recap-which-should-i-use.html
webtools carlatech20 Flipgrid Recap videos
shared by aretipa on 17 Jul 20
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Everything You Need to Know About Building a Great Screencast Video | Cult of Pedagogy - 10 views
www.cultofpedagogy.com/screencast-videos
screencast EdPuzzle research preparation whiteboard Farah cultofpedagogy
shared by Marlene Johnshoy on 17 Jul 20
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pamh6832 and greghutcheson liked it
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I really appreciated reading this as I just tried recording my first screencastify minilecture yesterday and found it really challenging! One tip that I got from this that I will try is to put the recording in EdPuzzle so that I can put in some comprehension checks!
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I found this to be a very informative and helpful article with lots of practical suggestions and useful links. I wish I had read this before I tried to make videos with Screencast-o-Matic for my classes this past Spring. I could have used his suggestions! I will definitely be referring to it when I begin to make videos for my classes this fall. I too liked how he put his video into EdPuzzle to increase student interactivity. Thanks for sharing it!
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Hey this is really useful. I have a feeling that I'm going to be using screencasts often as I convert all my teaching to online in the fall. It will be most useful for grammar explanation types of lessons. It looks like it is just what is needed to fill that need for personal explanations that the students want. I prefer interactive worksheets but I get the feeling students don't like them as much as I do.
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Thank you for sharing! This will come in handy as I'm prepping for hybrid teaching this fall.
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I used Screencast-o-matic for sharing my presentation while creating a video and it was a great program. Kaltura is also a great way to create presentations.
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Technology as a Learning Tool for ASL Literacy on JSTOR - 2 views
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MovieTalk: Interpretive Listening Magic! - The Comprehensible Classroom - 5 views
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MovieTalk works because it links meaning between the language used by the teacher to the images on the screen. In other words, it makes the linguistic input comprehensible to the student. “Comprehensible” of course, is a bit of a gray term—meaning that something is reasonably able to be understood by the audience—and it is up to the teacher to employ skills such as teaching to the eyes and using comprehension checks to guarantee that the comprehensible language is actually comprehended.
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Sometimes, I select MovieTalks because of their topic: the content relates to something that we are studying or discussing in class. Other times, I select MovieTalks because of the vocabulary: I know that I can talk about the video using the same words that I am working with in class with my students. And still other times, I select MovieTalks because they are just so dang fun and easy and I plop them into the middle of a unit for no reason at all!
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What makes MovieTalk different from describing a series of PPT slides? Does the movie give a flow of plot, so it enhances comprehensibility?
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No difference really. I sometimes will take screenshots from the video and put them into google slides. Especially if the action moves quickly and I have trouble pausing the video exactly where I want to. This also works for students who are impatient and want to just watch the video. I tell them that the link to the video is at the end. there are a lot of really fun short videos on youtube that are good for this. The movie does make it more like a story. You can also do this technique with just a picture.
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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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debatir en niveles altos sobre nuestro modo de vida, si vivimos para trabajar o trabajamos para vivir.
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Google Extensions That Make Your Job Easier - Creative ASL Teaching - 2 views
Step by Step PearDeck - YouTube - 1 views
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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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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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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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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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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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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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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.
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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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Checking Reading Comprehension Remotely Using Student-Designed Comics - The FLTMAG - 4 views
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The book is an excellent summative text for the course because it brings together the historical, ideological, philosophical, and artistic viewpoints that students had engaged with throughout the semester.
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At first glance, this might seem like a simple assignment, but it requires higher order thinking. It required students not just to understand the story of the character in question, but also to apply this understanding by retelling the story in their own (German) words. Students did not just demonstrate reading comprehension; the assignment forced them to identify key details in the story in order to make the story fit the limited number of panels available.
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The app name is Make Beliefs Comix and the author is Carol Anne Costabile-Heming.
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I love Makebeliefscomix. it is a much better option than when I had students draw a comic strip and take a picture of it to turn in. I will be using this one. Thanks!
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I just tried the site to see how it works. I find it user friendly, easy to navigate through.
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I like Makebeliefscomix too. It is easy to use and the students have fun creating heir message.
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How Tech Tools Can Engage Foreign Language Students - 3 views
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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.
H5P: Create Interactive Language Activities - The FLTMAG - 0 views
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Lesson plan with a series of activities on Thinglink.com webtool - 0 views
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vocabulary, and more to demonstrate what they can do in the world of analyzing and appreciating art.
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the teacher can provide them with a variety of other paintings where each group of students creates their own Thinglink with questions and/or activities that help to analyze that additional work of art
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where the instructor has added trigger points with questions that help focus students on particular aspects of this famous painting
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each student can take on another painting of his or her own, but this time they can add descriptions, videos, and URLs to demonstrate what they understand about this final work of art. Consider using this final activity as a presentational performance assessment where students use skills, functions
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Interpretive Mode | passion4theprofession - 1 views
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I find this sentence important because it drives home the point that authentic resources can serve a variety of purposes, from "hooking the students" or activating global knowledge to complex assignments resulting in student presentations, etc. It's a good reminder that, rather than searching for that one perfect piece while under pressure to plan a lesson, it's a good idea to start a digital collection of materials that strike me as interesting.
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