And when you have a seemingly insurmountable load of work, it can be a quite a challenge to even know where to start. But remember that history's most legendary figures -- from Beethoven to Beyonce -- had ju...
The Flipped Classroom has jumped onto the education radar in recent years as a way to potentially alter pedagogical and instructional practices by utilizing emerging technologies. In its simplest form, the flipped classroom is a model of learning where students watch content-related videos on their own time, freeing up classroom time for questions and discussion, group work, experiments, and hands-on and other experiential activities.
This semester we are integrating skills from process writing to using Explain Everything and students are creating screencasts on their topics applying target language from the week. We are then submitting them on blogs in our BB Learn site and also publishing to You Tube. This week the students created their own You Tube channel to capture their progression in language proficiency over the coming years. It will be a multi media e-Portfolio. Steps in setting up You Tube channels are set out in the Popplet. There was an unusually high degree of interest in editing work as the goal was to publish for an authentic audience. The authenticity of process writing rather than timed exam writing for a limited audience generated a higher standard of language and intrinsic motivation.
"Below is an updated list of some powerful iPad apps for creating books that you can use with your students. I have only selected ten of what I think are the best and ideal apps for using with different age groups from kids up to adults. I invite you to check them out and share with your colleagues."
An ipad is just a tool like paint and a canvas to design memorable and engaging learning experiences. Ipads alone don't change everything. Learners and teachers do by redefining tasks.
The usual ESL task with low levels is to introduce your partner or yourself. Students used a collaborative Google Drive spreadsheet to generate and peer edit interview questions. Next they wrote drafts with oencil and paper and edited. They typed it up in Pages and posted to a course blog in BB Learn. Next we class edited and polished our work. Students then selected images to support the text content and used photo apps to make a colllage. They imported the collage into Explain Everything. They recorded their voices. We then set up gmail accounts and the students used my PC to set up their You Tube Channel to act as an E-Portfolio. Back to Explain Everything they made their screencast and then uploaded to You Tube and shared their link in the blogs tool on BB Learn. The link is an example of a student's screencast. http://youtu.be/L2wNiqMmU68 The objective of an authentic audience made the path of process writing logical to ESL students. It is challenging for students to individually and peer edit, but with a more authentic purpose, attention to noticing and visible learning strategies resulted in improved writing by accessing a wider audience via technology compared to traditional methods. The ability for students to learn lamguage via content creation integrates skills and students collaborate and ask questions to ensure their work is of a higher standard than writing and emailing a teacher. A social constructivist approach works well with technology. When I hear "Ipads change everything" - I cringe. As John Hattie ( Visible Learning) states it is the impact of the teacher that makes a difference - i.e. how you design a lesson and workflow with ipads.
A few nights ago, I was sitting on my couch about to get down with a bottle of wine and some Netflix. I grabbed my phone and opened the XBox SmartGlass app, which basically works like a virtual game-slash-remote controller.
The online eReader for language learners. Import other websites or novel length texts and read them in a distraction free environment with one-click translation. After reading, review the new vocabularly with spaced repetition flashcards.