engaging Language learners with technology uSE
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DESCRIPTIONengaging Language learners with technology uSE. Outline. Our goal Definitions Guidelines The roles of technology. MY GOAL. To provide the most effective and efficient language learning experiences that I can. Effective learning. - PowerPoint PPT Presentation
Affordances and opportunities: Engagement, real language, and critical thinking in CALL environments
engaging Language learners with technology uSE
1OutlineOur goalDefinitionsGuidelinesThe roles of technologyMY GOALTo provide the most effective and efficient language learning experiences that I can. No one tool (or teacher) can do it all.3In other words, students reach goals more quickly and/ or achieve better.Effective learningStudents perform better on testsStudents speak better with native speakersStudents have better pronunciationStudents can comprehend different textsStudents can participate in a wikiStudents pass the college entrance examStudents like to read in EnglishStudents can watch movies in EnglishStudents can work for an American companyAll kinds of other, but main point is4Kf = Kp + A + M + O Knowledge and skills in the futureKnowledge in the presentAbilitiesMotivation/AffectOpportunityare a result ofSpolsky, 1989How language is learnedTs can indirectly affect Motivation, but directly effect opportunity5OpportunitiesWhat kinds of opportunities do you offer your students to learn English?
Task: Opportunities Checklist5 minutesOpportunities A Vision of K-12 Students Today
(See http://www.youtube.com/watch?v=dGCJ46vyR9o for a version with university students)7Task: DiscussWhat are the students in the video suggesting about the opportunities they want/need? How do they differ from what they get?5 minutes
Whatever the opportunities are, students need to be engaged in them in order to learn from them.Be absorbed in, attentive to, focused on
Engaged10A short anecdote about presenting about engagement
Engaged language learningEngaged language learning
Unengaged language (not) learning14
15Task: DiscussWere you ever bored in language class? Why? What could your teacher have done to engage you? 5 minutesEngagementLanguage achievementEngagement researchEngagement occurs whenSs believe that they are capable of doing whatever is being demonstrated, learning whatever is being demonstrated has some potential value, purpose, and use for Ss, Ss are free from anxiety, and Ss feel that they are respected, admired, and trusted
(Cambourne, 1995) Open tasks encourage engagement because they provide opportunities for challenge and self-improvement, learner autonomy, pursuing personal interests, and social collaboration.
(Turner, 1995 )
Three necessities:Make connections to students livesCreate safe and responsive classroomsHave students interact with each other and with text (Meltzer and Hamann, 2004)
In other words, the language task is authentic to students meaningful to studentsdoable for students
Engagement is about the relationship between the learner and the task.GUIDELINESSometimes tools make a difference in that relationship22Task Student Interest Survey5 minutes
Guideline 1: Know your students23
Let learners show you.(and pay attention)But we often ignore the learner as an individual. Their clothesTheir mannersDialog journalsPersonal storiesDialogs on a topic they chooseOpen-ended project outcomes
24Guideline 2: Make authentic connectionsAcademic (Yesterday weand today well)Personal (This makes a difference in your life/ connects to your life outside of class in this way)
Task: Listen for connections to student interests
Guideline 3: Dont do what students can doWhat can learners do?
Task: Brainstorm -What can YOUR students do?5 minutes
Mine can:Pass out papersExplain ideas to each other in two languagesConstruct test questionsThink of fun ways to practiceCreate projectsChoose a topicTeach technology skills to peersLead a discussionTeach a discrete language skillReflect on their learningHow many of ours can? How many of us let them?26Guideline 4: Build from students strengths, interests, AND ABILITIESProvide choices to reach the same goalWould you rather do this?
28Or this?Focus: Modal Verbs
The Excuse Song (by Kevin, English Teachers Everywhere)http://www.etseverywhere.com/grammar-songs/the-lame-excuse-bruff-off-modal-song
Or this?Slam Dunk Digital Lesson handout
30Task: Providing Choices worksheet10 minutes Answer their own and others questions
Guideline 5: Let learners BE ACTIVEWhat do you do when students ask a question that you dont know the answer to?32Guideline 6: Give learners a reason to listenTake notes as you watch the video about using MovieMaker. Make sure everyone in your group has correct notes.
With your group, make a plan for your movie. Each students plan will be checked.
Step 1.a.b.c.Step 2.a.b.c.33What teachers need
Guideline 7: dont give upteachersneed.mp434THE ROLE(S) OF TECHNOLOGYProvide teacher and student resources
(needs assessments, podcasts, readings, lessons)
35Provide multimodal input
GRAPHICSProvide access to and outlets for creativity and other 21st century thinking skills
Support group work/social interaction
In other words, it helps to engage learners in the task.
FAQWhat about time?
Review the opportunities that you offer students. If you can meet the same goals, why not do them in different ways? If students are more engaged, they will learn more quickly and better, providing more time. Experiment!41What about the curriculum?
42What about technology access?
Questions, concerns, commentsdiscussion44