Group items tagged

This study investigated the effects of input- and output-based instruction on the development of L2 knowledge of 129 third-semester college students learning English in Iran. I found this to be an interesting study because it addressed both kinds of instruction and acknowledged the ongoing debate about the importance of each method and its role in student learning of a second language. The study recognizes that input-based instruction needs to be more than exposure alone and include instructional intervention in order to be effective, and that output-based instruction involve meaningful output practice activities supported with feedback. Although the study does not claim that output in and of itself leads to L2 development due to the need for teacher feedback, it does suggest that output-based instruction is as effective as or can be even more effective than input-based instruction.

This article proves that teachers and students can benefit from the integration of technology in a foreign language classroom. As a world language teacher, I wanted to find an article that offers tools/ideas that could help me bridge the gap between the output and the input in world language class.

It is no longer assumed that productive language competence naturally develops from receptive language competence. Now the noticing and the focused output hypotheses are considered in order to arrive at solutions for addressing the gap between receptive and productive competence.

This article addresses how use of technology in schools is ineffective at raising achievement. In particular, the authors remark that student production via technology is inadequate and it's use in schools pales in comparison to how it is used outside of school

I had to download this journal article, Earl, as it makes very strong points about how the investment in technology and its payoffs in student education are often not parallel. The argument that the authors make regarding the financial input and the student output not being equivalent is important. Worthy of further investigation, I'd argue, is the benefit of so much technology in school's today and just how much the students are benefiting remarkably from its availability; whether non-technological methodologies were more efficient; and lastly, if the upkept of technological investments are actually helping the students' retention, learning, and lesson applications, overall.

This program allows the user to trim You Tube videos and insert a question for students as they watch, to check for understanding.  An innovative way to monitor input processing and output production in second language learners, and also with all learners, depending on the content of video selected. EDpuzzle would work well with a flipped classroom, too, as the video "lesson" could be completed at home.

Thank you so much for this resource! I am definitely going to use this in all of my classes moving forward!

Wow! If you have not taken a look at this yet, please do so now! This website is an asset to any instructor!

Two prominent methods for closing achievement gaps are discussed in this article: 1. increase district control over teaching and curriculum, and "minimum standard of instruction", 2. using teacher teams to develop curriculum and teaching methods. Because district control leads to set curriculum, methods, and assessments across schools, progress is easily measured. However, talented and creative teachers tend to feel less valued as educators, and more like tools of implementation. This could cause less effectiveness for having to fit lessons within such a strict construct. Teacher teams, or Professional Learning Networks, empower teachers for contributing to development of effective lessons. Educators tend to enjoy this approach, since it is more natural to teaching and learning, though it is difficult to measure what is being learned. Under district control, the focus can be on research based interventions, where measurement relies on teachers not straying from the mandated processes. Alternatively, it can focus on teacher learning, which would output teachers with similar goals, but who can draw from their own experience and knowledge. Mountain High School in Pleasantville, California, was divided into "learning communities" of around 80 students. Teachers were to serve as advisors, regularly contact families, collaborate with colleagues, and ELL and Special education students were divided amongst the communities. The teacher lack of experience with PDs showed, as they were more focused on student problems rather than ways to improve instruction. Teachers were also not used to contacting parents outside of problematic situations. It was also necessary to provide accommodations that help struggling students to strengthen the lacking skills that are preventing further growth. The proposed methods seemed sound, though implementation in the case study, was still problematic. The lack of success was potentially due to lack of understanding of what compris

(Week 9: Amber, Angela, And Kenneth) This article is accessible through the link given by accessing Diigo. This article discusses two methods for closing the achievement gap due to teacher collaboration. The article discusses how teachers can collectively have discussion that may identify and address the structural issues that are built into the school system. Teachers can use this article to begin to understand how their instructional practices can be hampered by systematic inequalities. The idea of all of this is for these "Collaborations to require and build trust, routines and skills for further collaboration efforts. This also means that the collaborators will need training in order to help them talk about issues of teaching and learning and critique each other's practice (Levine and Marcus, 2007). This would be useful for our practicing teacher because (1) They teach in different districts so there will be some disparities, (2) critiquing each other can be more helpful and a great learning experience. References Levine, T. H., & Marcus, A. S. (2007). Closing the achievement gap through teacher collaboration: facilitating multiple trajectories of teacher learning. Journal Of Advanced Academics, 19(1), 116-138. From http://files.eric.ed.gov/fulltext/EJ786607.pdf