Instructional and Authentic Resources | Ohio Department of Education - 8 views
Why Diigo Rocks for Educators! | TeachHUB - 7 views
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Once the group is created, you can create student accounts. No email addresses needed. You create the username and password.
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There are groups for all these where members can share their saves to not only their inventory but to the group as well. Diigo will email you once a week with all the new content. Pretty neat, huh?
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There are loads of other features as well, like highlighting on a webpage, adding sticky notes to pages, saving pages to read later without actually adding them to your collection and so much more.
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I love that you can use this with students! I had no clue. Thanks for sharing.
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As I am still trying to understand the full benefits of using Diigo, I found this article of tremendous help. Thank you for sharing!
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This seems really useful. I'm excited about Diigo for my own use, hadn't thought about using it with students yet.
Guest Post: Tracking Novels Reading During FVR - Grant Boulanger - 3 views
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I asked students if they notice any difference when they read now
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display in the room their big accomplishment.
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Occasionally, I ask them to write a report
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This is an annotation of a reading activity/ practice, from a guest blogger, Mónica Romero, to Grant Boulanger's Exploring the convergence of Language Acquisition and Arts. Like his CI suggestions and Freebies
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Ooh, the internet tells me it's Free Voluntary Reading. This is an interesting article. I'm not sure it would be directly applicable to any of the classes I teach right now, but it's good food for thought.
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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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.
Facilitating a Class Twitter Chat | Edutopia - 3 views
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Communicate the public nature of Twitter to parents. Consider an opt-out alternative for students or parents who are uncomfortable with participating in the classroom chat.
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assist students in moving back and forth between their own words and technical or course-specific terms. And help highlight particular content with the use of sentence starters.
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Do you feel the chat’s objective was reached? What was the most useful part of the chat? How might we improve the chat?
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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.
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Thanks for this suggestions, Carmen-- will use it!
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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.
Accelerating English and Math on the Go - Language Magazine - 3 views
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In addition to taking classes, she supplements her education by using Learning Upgrade, a smartphone app with English and math lessons for adults.
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Along with our face-to-face instruction and tutoring, we offer an additional resource to our adult students: educational software via mobile technology.
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This access to educational software allows those with limited scheduled availability, or those who do not yet have an assigned tutor, to learn at their own pace and on their own time.
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In my district, we are always being asked to connect our language teaching to other disciplines. Using Smartphone to do so is smart. However, not all of my students have these devices. They can definitely share a device. I like how this article is geared toward adult learners who can't or don't have time to attend physical classes. The App allows them to access this knowledge anywhere anytime. Thanks Akiko.
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I love the statement about the importance of Math Literacy--YES!!!!
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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Finally a unit fro French teacher. Merci Beaucoup!
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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).
You're Already Harnessing the Science of Learning (You Just Don't Know It) | EdSurge News - 2 views
MovieTalk: Interpretive Listening Magic! - The Comprehensible Classroom - 5 views
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Essentially, the teacher narrates a video that is projected for the class to see.
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it links meaning between the language used by the teacher to the images on the screen.
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music videos
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FLTEACH - Foreign Language Teaching Forum - 3 views
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Links upon Links for language teachers/ learners from Foreign Language Teaching Forum by State University of New York College at Cortland
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Saving this for later too. Lots of info here- thanks for sharing. This will continue to be a great resource.
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Great catch, I am bookmarking this one and adding to my resource library. Merci beaucoup!
Storybird in the Foreign Language Classroom - Storybird Blog - 3 views
10 minus 1 awesome ways to App Smash Adobe Spark and Flipgrid - The Tech Rabbi - 1 views
WhatsApp in the classroom to foster listening and speaking | TeachingEnglish | British... - 7 views
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mobile technology can help teachers to find new ways to improve students’ language/content learning.
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Ask school to supply a phone and apps installed to overcome giving your personal phone number to students.
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Some of my students use LINE (similar to WhatsApp) to talk with their conversation partners in Japan to practice Japanese and learn about Japanese culture. Mobile phones play a great role in foreign language courses now.
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WhatsApp in your classroom with the purpose of improving students’ oral skills.
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Mobile Phone Operator they contacted offered them a cheaper phone rate than the one they had. We could say they killed two birds with one stone.
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Examples on how to use Whatsapp in the language classroom
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The use of Whatsapp in the language classroom to promote conversation in the target language
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This one worked! and I can see your highlights! =)
10 Ways to Use Technology to Build Vocabulary | Reading Rockets - 0 views
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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Template for Novice High Interpretive Listening - Maris Hawkins - 3 views
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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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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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Technology and the future of language teaching - Kessler - 2018 - Foreign Language Anna... - 4 views
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This article addresses the extent to which technology‐mediated social interactions dominate our daily lives, how we can leverage those interactions to the benefit of our learners, and how we can engage them in learning experiences in ways that will encourage them to practice language extensively.
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In addition to challenging existing dichotomies (face‐to‐face vs. online courses; synchronous vs. asynchronous uses), it is also important to understand the extent to which research can inform our use of technology.
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