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Tech in teaching
Using Web 2.0 tools for learning and teaching a foreign language
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Examining Blended Learning Models: Student-To-Technology Interaction

Examining Blended Learning Models: Student-To-Technology Interaction | Tech in teaching | Scoop.it
In a blended learning model, what does the interaction between students and technology look like?
Carmenne K. Thapliyal's insight:

This article looks at the various interactions of a blended learning model. Makes for interesting reading. 

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Rescooped by Carmenne K. Thapliyal from TELT
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Reconceptualising interactional groups

Shona Whyte:

 

Here's a very practical discussion of group formation for second language interaction by Judith Rance-Roney in the English Teaching Forum 2010.  It begins with some second language research supporting the importance of interaction for language acquisition, then looks at a variety of ways of grouping students to maximise their learning opportunities.  It's based on ESL for higher education in the US, but applicable to foreign language contexts also for the most part.

 

I've picked out some do's and don'ts which I think are valuable:

 

DO
- consider fixed groups, saving planning time and allowing learners to get to know each other

- also consider a roster of groupings, to make different groups for different tasks/topics

- group students by proficiency; keep a class list ordered by language level for quick reference

- assign roles to group members: leader, scribe, reporter, vocabulary monitor, time monitor

- allow 5 minutes' study time for learners to absorb new language or instructions before group work begins

 

DON'T
- feel bound to make groups of equal numbers: put 3 quiet students together so that they have to participate, but 6 louder students so they have to take turns

- consistently mix high and low proficiency learners: the stronger students will dominate

- always group by affiliation: learners who do not know each other well accomplish more on-task learning

- always avoid grouping same-L1 learners together: L1 discussion can be helpful and code-switching can lead to greater analytic depth


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Shona Whyte's curator insight, April 28, 2013 1:50 PM

I scooped this a while back and when I went back to find it, discovered the document had disappeared.  But this is another link to the same document.

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L'interaction en langue cible au TBI | itilt.eu

L'interaction en langue cible au TBI | itilt.eu | Tech in teaching | Scoop.it

"L'approche communicative, orientée plus vers le sens que vers la forme des mots, et l'approche actionnelle, ou apprentissage par la tâche, sous-tendent l'enseignement des langues secondes à l'heure actuelle.  Il est donc utile de voir des exemples d'activités de classe où le TBI est utilisé pour étayer la communication spontanée dans des contextes authentiques.  Cependant, ce type de communication n'est ni possible ni souhaitable à tous les stades d'acquisition et dans toutes les phases d'une séance ou séquence d'enseignement.  Dans les exemples qui suivent, nous observons l'usage du TBI dans de différents types d'interactions qui vont d'un entraînement à l'utilisation d'éléments linguistiques hors contexte communicatif, en passant par des activités plus ouvertes, pour arriver à une vraie communication en langue cible." 


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Shona Whyte's curator insight, May 3, 2013 3:35 AM

Des exemples de pratique de classe de langue au TBI qui montrent des niveaux d'interaction variés, allant de l'écouter-répéter du modèle comportementaliste à la communication authentique de Krashen et des constructivistes.