My powerpoint presentation

Mini Project

Mini-project 3:
Activity Description
This short video serves as a quick introduction activity to warm up a language classroom. This video is comprised of two segments: the first segment was filmed in English with the target audience being a K-3 ESL classroom and the second segment was filmed in Spanish for use in a K-3 Spanish classroom. The topics include physical movement and action words. This warm up activity encourages students to actively listen and understand commands in the target language in order to complete each exercise. Communication is practiced through listening comprehension and language retention is fostered through the use of TPR. This activity should be used to get students thinking in the target language and ready for new language instruction. Students will be informally assessed based on their level of engagement and ability to stay on task.

Rationale:
We believe this activity is a pedagogically sound way to begin a language class. It acts in accordance with the constructivist theory because it has students actively constructing knowledge by physically responding to the target language. Using physical activity in connection with language learning is known as part of the Total Physical Response theory which argues for the benefits of movement for language retention.

Variation and Extention:
Ideally, a language teacher could record different warm-ups to begin class with each day. This way the students could increase their knowledge by practicing a variety of commands or language activities. The video could teach a cultural dance to the students or even provide instructions for a craft-making activity. The essential idea of the warm-up video is simply to get students to mentally switch into a language learning mode by physically practicing the language.

K-3 Warm-up Excercises

Podcasting in the FL Classroom

This week we discussed podcasting and its uses in foreign language classes. I really like this technology. I had no idea it would be so easy to use. I think that students might really enjoy using podcasts to practice listening and speaking skills.

I would love to incorporate podcasts into my elementary classrooms in the way that Bob Sprankle has done (http://www.bobsprankle.com/blog/). I think that making podcasts with young learners for their parents to listen to would be a very motivating activity. Students could share what they are learning and parents could possibly help them practice at home.

Also, I think that having students listen to native speakers podcasts on topics that they are studying could be useful. Students could listen to a native speaker sharing a recipe and then try to prepare the recipe.

In conclusion, I am happy to have learned about podcasting. Knowing how easy this technology is to implement I am very excited to use it in my classroom.

My first podcast

Second Life

We all looked at Second Life this week in our articles and in our hand-on class time. I learned a lot about possible uses for this program in the FL classroom to create authentic communication, but I still have not been convinced that better types of authentic communication don't exist.

I think that if a class is able to get past all of the technology barriers and to actually enter SL, all of the graphics and movement tasks could tend to be very distracting for students. Also, the ability to change the avatars appearence could become more interesting than trying to communicate. While, Dr. Lomicka did suggest using this appearence changing feature as a focus for a lesson, I think that might be one of the best uses of SL I have heard mentioned.

Overall, I think that unless a class is specifically designated as FL and technology, that SL is best to be kept outside of the classroom. There are other ways of getting students to communicate that have been studied and proven to work. I tend to support the tried and true technologies such as web chats. Maybe if the students need visuals they could use webcams, exchange pictures or even try to draw them.

HOWEVER, So that I complete my blog objectives for the week...

If I were to use SL in my classroom, I would use it for the purpose of having students communicate with native speakers. From what I understand, anything that can happen in real life can happen in second life. So, I might have students do specific tasks like going to the grocery store in Barcelona (which I think exists on SL) or looking at apartments to rent.

I would hopefully collaborate with a class in Barcelona, so that the other teacher and myself could make the tasks really structured and limit off-task activity. Also, this would limit interaction with STRANGERS, because strangers might be dangerous.

Mini-project #2

Intercultural communication

I think that intercultural communication is an excellent tool for language learning. It can be useful for many things from simply practicing language in an authentic context to really providing students with insight into another culture. However, I agree with all of the readings from last week that the cultural benifits that students recieve from intercultural communication can vary greatly.

I think it is extremely important for teachers to scaffold their students into a third space where they can reflect on both their native culture and the one in which they are communicating with. Only then can the students really practice recul and begin to understand a new culture.

Also, it is important for the intercultural communication to be well structured and monitored. By setting clear guidelines for students on both sides of the communication it is more likely that students will maintain similar expectations about their exchange and therefore feel more comfortable to communicate freely and openly with a person from anothe culture.

Video activities

I am having a hard time thinking of what to do for my video project. I would like to do something that I could use in an elementary classroom, but what? I considered just filming a bunch of random items that fit into a specific theme and then just having students say aloud what they see on the film. But, then I could just use flashcards for that. So...Maybe I could do like a video of a restaurant scene at Montereys and have the students whatch me order a meal in the TL. Then we could go on a field trip to the same restaurant. (I actually am about to go on a field trip to San Joses w my kindergarteners) I dont know..any ideas from my peers would be appreciated!

Citeulike

I think Citeulike is an excellent tool for research. It is so easy to see what other people have found that might be helpful to you. Also, its great so that other people can see what youve found. I am looking forward to using this site for all of my research papers this spring. It is a great organizational tool for people like myself that can't quite keep all of their different research papers separate and organized. I'll be interested to see just how much time I can save reviewing research that others have found. Ill keep you posted...

My MiniProject #1

Here is my first miniproject.

CMC in the classroom

I think computer mediated communication can be an excellent tool in a foreign language classroom, sometimes. I think that both asynchronous and sychronous communication can be valuable, but it all depends on how the activites are set up and the way the technology is managed.

I think that setting up an intercultural chat is a great way to get students using language for a reason. In these situations I think that the focus should be on the cultural aspect of the communication rather than form. If a chat is taking place between NNS then maybe form could become more important. Mostly, I like the idea of using jigsaw activities or information gaps to get students communicating for a purpose. These kinds of activities are fun and educational.

I think when using asynchronous types of CMC it is easier to place an emphasis on form. In the case of email or blogging, students have more time to think about what they want to say and therefore, to think about how they are using the langauge.

Overall, I think we have been introduced to lots of great forms of CMC this semester. However, I am having a hard time making connections between what we discuss and do in class and how it could be implemented in an elementary classroom. So far, video/audio CMC is the only type I can think of with practical uses for young learners. But, with these I am having trouble justifying how they are any different than just face-to-face communication. Maybe I am just scared of the classroom management issues that teaching technology to kindergarteners would create.

Bingo

My document

Final project

For my final project in this class I would like to research some of the effects of live chatting on students' learning. I think that many teahcers are integrating chats into their classes as a way to get students using language for a meaningful, communicative purpose and to increase their participation. Most foreign language teachers seem to believe that chats can make students more comfortable using the TL by removing the face-to-face factor.

However, I know from experience that the stress of forced communication can really raise a student's affective filter and make communication even more difficult. I am interested to what degree this may or may not be true for other language learners that may prefer face-to-face communication as I do. So, my tentative research questions are:

1. What effect does chatting have on learners' affective filters. What are the specific causes for the comfort/discomfort students feel.
2. What does chatting provide for learner's that face-to-face communication does not. What does chatting provide for learner's that asynchronous communication does not?

Technology Reflections

I have learned several things about technology so far this semester. I have really enjoyed learning how to make a blog and how easy it is. I always assumed it was really complicated to have a fancy blog using all kinds of elements, but the things I have put on here were all pretty simple. I especially like the widgets! Being able to see how many people have visited my blog (8 so far!) is really interesting. I also like to see the results of my quiz (100% of participants want a vacation day after Easter!).

As far as using blogs in a classroom, I dont know how likely that will be in my future. I want to teach elementary aged students who might not be ready for blogging. I have been trying to think of an idea for my CMC miniproject that could work for this age group, but I am having a hard time. I might need to pretend like I am working with middle or highschool students. If anyone has any ideas for elementary CMC I would love to hear them!

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http://www.slideshare.net/secret/NCKrM3iFCJhlVG
http://www.slideshare.net/watkinmk/american-culture/

Powerpoint in the classroom

I think powerpoint can be a very useful classroom tool. It can be an excellent visual aid to support class lectures or discussions. As a student who has a hard time listening to long lectures, powerpoint presentations provide an excellent point of focus for me. The visual dynamic is really helpful in maintaining my attention. Also, I think powerpoint presentations are great ways to study what has been taught. I always appreciate it when a teacher makes copies of a powerpoint presentation available to the class. This way I can easily review the main points from each lesson.

I think powerpoint can also be used as a hands-on tool in class. Having students create their own powerpoint presentations is an excellent way to make them responsible for their own learning. I have also enjoyed using powerpoint for games like jeopardy in the classroom.

However, it is imortant to remember that too much of anything can become monotonous. Powerpoint should be used as a support tool, not as an entire teaching method. For instance, when using powerpoint with a classroom lecture, a teacher should not read straight from the slides. Instead, a teacher should use the powerpoint as a structural guideline or as a springboard for discussion.

In conclusion, I think powerpoint is a wonderful classroom tool when used in moderation.

Internet use analysis

I consider myself to be a frequent internet user. Looking at my weekly use, there was only one day in which I did not use the internet, Thursday. Every other day I usually went online once in the morning and once at night. During these times I follow a pretty regular pattern: Check both email accounts, check facebook, check bank account, and then do any extra browsing or word processing I need to do.

I found that I used both of my email accounts for professional reasons. I do very little personal emailing. I use facebook regularly as a means for personal communications. I read the New York Times on my email too.

Also, I use google as my search engine. This week I spent a lot of time on Craigs list looking for furntiure (unsuccessfully). I also used mes-english.com to prepare for a kindergarten lesson I taught. They have the best flashcards!

This week I was also very proud to use my blackboard listserve to communiate with my Span 110 students.

OK, thats my user profile I guess. I wonder how people lived before the internet?

Hello. I am Kennedy. I like to read www.msnbc.com. My favorite picture is posted here.