Tuesday, April 29, 2008
Monday, April 14, 2008
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.
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.
Friday, April 11, 2008
Monday, April 7, 2008
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.
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.
Friday, April 4, 2008
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.
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.
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