This class has taught me a lot of different ways to integrate technology into the classroom that I had never thought of before. My favorite lesson was on Inspiration. I have actually used Inspiration to create study guides for my own classes, and I think that it is such a beneficial tool for students of all ages. It helps visual learners organize information in a way that makes sense to them, which really helps them to learn, understand, and remember the material. I also enjoyed creating the Webquest and the Nonlinear PowerPoint presentation. In both projects I tried to think out of the box, and plan a lesson that I could ACTUALLY USE in the future, rather than just work my way through an assignment. I got excited while I was planning my Hunger Games lesson plan, and it made me want to go out and teach that lesson right away.
As I was completing each assignment, I tried to make it relevant to my field in every way possible so that I could use my creations in both my portfolio and future classrooms. Normally, I would have just picked a topic that was interesting to me and go from there. However, by challenging myself to stay within my field, I really learned a lot about how I can incorporate educational technology into ESL, and now I have a lot of resources that I can use for the future, which is awesome!
Technology is ever-changing. As teachers, we constantly need to be adapting and keeping up to date on what technology has to offer us, because there are so many ways that we can use it in our instruction to aid student learning. That of course doesn't mean that we rely on it; it is just one more tool that we can add to our toolboxes of effective teaching. The more tools we have, the better, because we have limitless options to offer our diverse students. Many teachers are scared of technology, usually because they are unfamiliar with it because they have grown up in a different era. We can't be scared of change and we can't try to stop it. Instead, we must adapt and learn how to manipulate technology so that it benefits our teaching and our students.
Tuesday, December 10, 2013
Nonlinear Powerpoint Final Project
This past weekend I was hospitalized for a gallbladder infection, and since I was not able to present my PowerPoint to the class, I wanted to share it here. I decided to plan my lesson around literary elements, using The Hunger Games by Suzanne Collins as a medium. In my fictional class, we had just finished reading the novel, and this lesson was designed to focus on learning the literary elements through examples from the story, rather than just explaining what each element consists of. I chose to focus my lesson on six elements: characters, theme, plot, setting, climax, and resolution. Each student was designated a District, and would work with one other student to complete the lesson (representative of the two tributes from each of the 12 Districts who compete in the Hunger Games). The PowerPoint lesson was nonlinear, meaning that the students would click on links in the presentation that would jump them to another slide.
The students had to read through a brief description of each story element. After they were comfortable with each element, they would "compete in a challenge in the Games." Each challenge consisted of 2-4 writing prompts that would make them think critically about the story element and apply their knowledge to the novel. For example, the writing prompt for Resolution was, "Do you think the problem in the story was really resolved? Why or why not?" The students would have to understand what "resolution" was in order to apply this knowledge to the story and reflect on the question.
I chose to use The Hunger Games in this lesson because I wanted my students to really be engaged in what they were learning. Every student I know is excited about this book series, and it has a LOT of good information to offer to students, especially intermediate ESL students. Too often, language teachers neglect to build on ELL's cognitive development because they are focused primarily on their language development. The Hunger Games as a lot of deep and hidden themes that require students to really think critically in many aspects... Could this happen one day in our society? Does it already reflect some aspects of our society? How is it fair that the Capital gets to waste money while the Districts starve every day? This novel allows the opportunity for language, cognitive, and academic development, if lessons are structured and planned carefully.
The students had to read through a brief description of each story element. After they were comfortable with each element, they would "compete in a challenge in the Games." Each challenge consisted of 2-4 writing prompts that would make them think critically about the story element and apply their knowledge to the novel. For example, the writing prompt for Resolution was, "Do you think the problem in the story was really resolved? Why or why not?" The students would have to understand what "resolution" was in order to apply this knowledge to the story and reflect on the question.
I chose to use The Hunger Games in this lesson because I wanted my students to really be engaged in what they were learning. Every student I know is excited about this book series, and it has a LOT of good information to offer to students, especially intermediate ESL students. Too often, language teachers neglect to build on ELL's cognitive development because they are focused primarily on their language development. The Hunger Games as a lot of deep and hidden themes that require students to really think critically in many aspects... Could this happen one day in our society? Does it already reflect some aspects of our society? How is it fair that the Capital gets to waste money while the Districts starve every day? This novel allows the opportunity for language, cognitive, and academic development, if lessons are structured and planned carefully.
Language Learning Software
For one of my other graduate courses, I was required to review a language learning software for second language learners that I could incorporate into my future ESL classroom. The software that I chose was Tell Me More. I have actually already had some experience working with this language learning software during my undergraduate years. At Naz, we were required to take two semesters of a second language, and this included a lab component. For the lab, we had to complete units on Tell Me More every week. Tell Me More is a software program that focuses on all four components of language: reading, writing, listening, and speaking. Each unit focuses on a topic (food, clothing, greetings, etc), and you have to complete A LOT of activities before you can complete it. The activities are the same in each unit, but they change in content, so once you get used to the activities the completion of each unit goes faster.
The activities vary from crossword puzzles, correcting sentences, listening to a paragraph and transcribing it, to even pronouncing words and sentences into the accompanying headset. The activities are very differentiated, but there are some definite flaws in the program. The pronunciation activities are particularly frustrating because sometimes the software does not recognize the word you speak, no matter how many times you try, even if the pronunciation is correct. Some of the writing exercises also frustrate users because the software will mark you as incorrect and will not let you continue just for a simple punctuation error, which is not indicative of true language learning.
Despite its setbacks, language learning software has tremendous benefits in ESL classrooms, especially Tell Me More. This software provides numerous ways for students to practice their second language skills and is very interactive. Students will be more engaged working with this program than just sitting with a grammar textbook. The activities are also scaffolded in a way that allows learners to build their language skills, starting from simple fill in the blank exercises and working their way up to transcribing a paragraph by using both listening and writing skills simultaneously. I would recommend the software to be used with intermediate and advanced learners, as opposed to beginners, because it requires some background knowledge of the second language. The software is expensive, but is definitely worth the money and is a valuable asset to any second language classroom.
The activities vary from crossword puzzles, correcting sentences, listening to a paragraph and transcribing it, to even pronouncing words and sentences into the accompanying headset. The activities are very differentiated, but there are some definite flaws in the program. The pronunciation activities are particularly frustrating because sometimes the software does not recognize the word you speak, no matter how many times you try, even if the pronunciation is correct. Some of the writing exercises also frustrate users because the software will mark you as incorrect and will not let you continue just for a simple punctuation error, which is not indicative of true language learning.
Despite its setbacks, language learning software has tremendous benefits in ESL classrooms, especially Tell Me More. This software provides numerous ways for students to practice their second language skills and is very interactive. Students will be more engaged working with this program than just sitting with a grammar textbook. The activities are also scaffolded in a way that allows learners to build their language skills, starting from simple fill in the blank exercises and working their way up to transcribing a paragraph by using both listening and writing skills simultaneously. I would recommend the software to be used with intermediate and advanced learners, as opposed to beginners, because it requires some background knowledge of the second language. The software is expensive, but is definitely worth the money and is a valuable asset to any second language classroom.
Podcasts
Podcasts are audio tools that can help provide students with more information on a topic. Teachers are able to record and publish podcasts on their own using basic software such as GarageBand and Audacity. Then, students can individually listen to the podcasts through a computer or an iPod with headphones. Over Thanksgiving break, I went on a trip to Chicago. One of the sites that we really wanted to see was Willis Tower, also known as the Chicago Skydeck. In this building, you went up 103 floors and could step out into a glass box almost a half mile above the entire city. What was one of the coolest things about this tourist spot was that it offered an audio tour through a podcast. Visitors would have to pay (extra!) for the audio tour, in which they would receive a headset with a prerecorded podcast. When you got up to the top of the tower, the podcast would tell you exactly where to go. As you looked over certain parts of the city, it would provide you with so much information that you would not have if you were just looking out over the city without the podcast.
While my podcast story didn't take place in an educational setting, it still has the same implications for a classroom. If a teacher plans a field trip for her students, she can record a podcast that the students can listen to while on that field trip. This keeps the students focused, engaged, and aware of exactly what the teacher wants them to know.
As a teacher, you can also have students create their own podcasts as a class project. This allows students to work creatively with new technologies that they may have never experienced before. Students will most likely be excited to create podcasts, because they get to take responsibility for their own learning and they are the ones who get to create the scripts. Podcasts are one type of assessment that teachers can use while differentiating instruction for audio learners.
While my podcast story didn't take place in an educational setting, it still has the same implications for a classroom. If a teacher plans a field trip for her students, she can record a podcast that the students can listen to while on that field trip. This keeps the students focused, engaged, and aware of exactly what the teacher wants them to know.
As a teacher, you can also have students create their own podcasts as a class project. This allows students to work creatively with new technologies that they may have never experienced before. Students will most likely be excited to create podcasts, because they get to take responsibility for their own learning and they are the ones who get to create the scripts. Podcasts are one type of assessment that teachers can use while differentiating instruction for audio learners.
Monday, December 9, 2013
Teacher Websites
Creating a website for your classroom can be a great tool for communication with parents and students! There are a few tips to keep in mind while creating your lesson plan...
- Make sure the website is easy to navigate! If parents or students get lost within your website, they most likely will not use it again. Stick to a consistent pattern and structure throughout the whole site.
- Make it visually inviting! The more visually appealing a website is, the more time students and parents will stay exploring. Put in the extra effort to make sure there are no pixelated images, fonts that are too small to read, text that is too light to be read, etc.
- Make sure to include your contact information! Parents are most likely looking at your website to find out how to get in contact with you. Don't forget to include your email and school extension, and list which is the best way to get a hold of you so that parents know your preference.
- Include some personal information! Both students and parents feel more comfortable with a teacher that they can relate to. You don't need to include your entire life story, but adding some fun facts about you can really boost your relationships with students and their parents!
- Keep your site up to date! If students and parents cannot find recent information on your website, there can be a lot of confusion. It is helpful to include a "Updated on..." section that lets readers know exactly when the website was last updated.
Monday, November 4, 2013
iPads in the Classroom
I have owned an iPad for almost 3 years now and I honestly bring mine with me wherever I go. They are lightweight, small, easy to store, and even easier to use. iPads allow you to do everything that you can do on a laptop (with a few exceptions), but with less hassle and need for storage space. For 3 years I have been recommending iPads to everyone that asks me about them. They are great for your own personal use, but they also have a great place in the classroom as well.
The great thing about iPads is that you can virtually download an infinite number of applications (apps)...there literally is an app for everything, including apps that are beneficial in the classroom. During my student teaching placement last year, I had three girls who had recently moved from Africa and didn't speak a word of English. One day I decided to browse the App Store for any apps that would help English Language Learners (ELLs) build and acquire new English vocabulary. I found three that seemed as though they would be beneficial. The next day I brought my iPad into the classroom and asked my cooperating teacher if I could work with those three girls using some of the apps that I found. She agreed, and for the next hour we explored the apps. One of them in particular really stood out. It allowed the student to choose a letter, and then it would go through simple words that started with that letter. It provided a picture and audio readings as well, so the students were receiving both visual and auditory cues. My students absolutely loved it. They would listen to the word and then repeat it out loud, and within a few weeks their English vocabulary had doubled, if not tripled.
There are so many apps that you can find that are beneficial for students and do not cost a thing. However, you have to proceed with caution. Some apps appear to be beneficial, but really have no place in the classroom. It takes a lot of time and effort on behalf of the teacher to search for apps that will truly benefit students and assist their learning. It is a time-consuming process but it is definitely worth it.
The great thing about iPads is that you can virtually download an infinite number of applications (apps)...there literally is an app for everything, including apps that are beneficial in the classroom. During my student teaching placement last year, I had three girls who had recently moved from Africa and didn't speak a word of English. One day I decided to browse the App Store for any apps that would help English Language Learners (ELLs) build and acquire new English vocabulary. I found three that seemed as though they would be beneficial. The next day I brought my iPad into the classroom and asked my cooperating teacher if I could work with those three girls using some of the apps that I found. She agreed, and for the next hour we explored the apps. One of them in particular really stood out. It allowed the student to choose a letter, and then it would go through simple words that started with that letter. It provided a picture and audio readings as well, so the students were receiving both visual and auditory cues. My students absolutely loved it. They would listen to the word and then repeat it out loud, and within a few weeks their English vocabulary had doubled, if not tripled.
There are so many apps that you can find that are beneficial for students and do not cost a thing. However, you have to proceed with caution. Some apps appear to be beneficial, but really have no place in the classroom. It takes a lot of time and effort on behalf of the teacher to search for apps that will truly benefit students and assist their learning. It is a time-consuming process but it is definitely worth it.
Monday, October 28, 2013
Microsoft Excel
Microsoft Excel has always been a frustration for me, in particular using graphs and tables. I have had many assignments where I was to create specific types of graphs and was offered no guidance or instructions, so I would struggle for hours trying to figure it out for myself, following different tutorials that don't make sense, downloading different tool bars, and becoming more and more frustrated as time goes on. I think Excel is a great tool to use in the classroom, but ONLY with structure and assistance provided by the teacher. Excel is one of those programs that is easy to get overwhelmed with. I think if it is going to be used in a classroom, the teacher needs to have a deep knowledge and understanding of the program, so that he or she can provide step-by-step instructions for the students.
There are a lot of ways that Excel can be used in the classroom that I had never realized before. One of the most interesting new ways I learned to use it was in creating timelines. I never knew before that Excel could be used to make a timeline, and I think that is a creative way to engage students in history like never before. Excel can also be beneficial for teachers, in ways such as creating a gradebook that calculates averages and creating seating charts. If used properly, Excel can have tremendous benefits for the classroom. However, teachers must find a way to structure the use of Excel, as it is a very confusing program and students can easily become frustrated or overwhelmed.
There are a lot of ways that Excel can be used in the classroom that I had never realized before. One of the most interesting new ways I learned to use it was in creating timelines. I never knew before that Excel could be used to make a timeline, and I think that is a creative way to engage students in history like never before. Excel can also be beneficial for teachers, in ways such as creating a gradebook that calculates averages and creating seating charts. If used properly, Excel can have tremendous benefits for the classroom. However, teachers must find a way to structure the use of Excel, as it is a very confusing program and students can easily become frustrated or overwhelmed.
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