where students will need to research a song or artist and present to the class
Strategy #2: Make kids make their own introduction on audioboo and embed on their own blog, get kids to visit other people's blog. Then T do a jeopardy game in class to test people
I used Google Form to create a “getting to know you”
opportunity to collect contact information from students. I have taught a
grammar concept called the direct object pronoun during my extended practicum,
and the result was intriguing to me. It is not a difficult concept, and some
students sailed through it while others did not seem to grasp the concept
despite all the different modes of delivery and number of times we revisited
the concept. I anticipate using WallWisher to build the foundation for students
in understanding the different parts of speech that is involved in a sentence. First,
the students will brainstorm as a class for a motley list of verbs and nouns
they know of (except for proper nouns as they are too obvious to serve the
subsequent purpose of the activity) Next, they will be asked to sort through
stickies with nouns and verbs so they can look at a Spanish word and be able to
tell whether it is a verb or not. Then I will further train them to identify
the agent and the direct object with a sentence, through a podcast.
A gloster on Shakespeare's Romeo and Juliet I made.
A tagxedo word cloud with words scoured from @mstespana and I picked the shape of a whale. Other ways this app may be used could be scouring words from a theme (e.g. shopping) in a shape relevant to the theme. This can either be done by the teacher as a hook to the unit; or it can be the students who work in groups and get assigned a theme.
And finally, my first prezi. The theme is Art and the grammar point is how to say what you like.
* 20 slides, 5 seconds for each slide
* can be used to challenge students to give presentations that create a dynamic run-through on a theme
* websites provide some examples
* at the events Ignite presenters share their personal and professional passions, using 20 slides that auto-advance every 15 seconds for a total of just five minutes
3. Google slides
* MS Powerpoint can be imported into Google Slides which allow embedding
* only downside is losing transitions
* great templates
* classy presentation show
* only need gmail ID
* when searching for images, automatically credit them for you (when cursor hovers over image during slide show)
* Scrapbooking - some people make scrapbook with Powerpoint. Painful process!
* Free to use
* can collaborate as a class
* can print and store a copy in the classroom
* students tend to love the artistic design opportunity if use for a project and presentation
This article is quite spot on in derailing the easily achieved pitfall of using Powerpoint. I remember vividly a course we took in our present programme, in which the instructor would come in to class, encounter numerous setbacks in powering up her loaned laptop, and click through her loathsome Powerpoint presentation on the lesson's theme. She read through her Powerpoint, often muttering her surprises when a slide came up with texts scrawled down to all four corners of the screen. She would also read through the texts, and for three and a half hours, we were all bored to tears. Bored is not the right word - rather, we were uninspired, as we felt she was not inspired by her informative Powerpoint presentation. I am never one to "hide behind the Powerpoint", as my UBC Faculty Advisor coined the sad teaching strategy. I find that the article put this phenomenon to the front, and it is nice to know that we in that class had a voice on the Internet.
The Slides in my example could be used in the form of self revision for students at home, embedded on my blog which they have access to throughout the year.
This Doc could be used as a real time note-taking form. If students would like to edit this form, they need to click here.
I have used the Form for getting to know the students. It may also be used at the end of a unit / the school year as a feedback form, but I think the more frequent this is used as a feedback bait the better we can become informed with our progress.
difference between group work / collaboration / co-construction
group work can be high stake for some students - e.g. carrying loafers
strategy: perhaps give a check mark for group bit of work (e.g. researching the function of the heart), then assess individually (e.g. through a test)
Some tools for collaboration through technology (Yay!)
1. TitanPad
e.g. T writes down categories beforehand - can save beforehand if T has account, Ss brainstorm vocabs under each category) Warning: allow silliness for the first 10 minutes
e.g. T can write first half of the conversation, and have students come up with the second half
