our goal definitions guidelines the roles of technology
TRANSCRIPT
ENGAGING 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.
In other words, students reach goals more quickly and/ or achieve better.
Effective learning
Kf = Kp + A + M + O
Knowledge and skills in the future
Knowledge in the present
Abilities
Motivation/Affect
Opportunity
are a result of
Spolsky, 1989
How language is learned
OPPORTUNITIES
What kinds of opportunities do you offer your students to learn English?
Task: Opportunities Checklist
5 minutes
Opportunities
A Vision of K-12 Students Today
(See http://www.youtube.com/watch?v=dGCJ46vyR9o for a version with university students)
Task: Discuss
What 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
Engaged
A short anecdote about presenting
about engagement
Engaged language learning
Engaged language learning
Unengaged language (not) learning
Task: Discuss
Were you ever bored in language class? Why? What could your teacher have done to engage you?
5 minutes
Engagement
Language achievement
Engagement research
Engagement occurs when Ss 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 students
doable for students
Engagement is about the relationship between the learner and the task.
GUIDELINES
Task – Student Interest Survey
5 minutes
GUIDELINE 1: KNOW YOUR STUDENTS
Let learners show you.
GUIDELINE 2: MAKE AUTHENTIC CONNECTIONS
Academic (“Yesterday we…and today we’ll…”) 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: DON’T DO WHAT STUDENTS CAN DO
What can learners do?
Task: Brainstorm -What can YOUR students do?
5 minutes
GUIDELINE 4: BUILD FROM STUDENTS’ STRENGTHS, INTERESTS, AND ABILITIES
Provide choices to reach the same goal
Would you rather do this?
Or 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
Task: Providing Choices worksheet10 minutes
Answer their own and others’ questions
GUIDELINE 5: LET LEARNERS BE ACTIVE
GUIDELINE 6: GIVE LEARNERS A REASON TO LISTEN
Take 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 student’s plan will be checked.
Step 1.a.b.c.Step 2.a.b.c.
What teachers need
GUIDELINE 7: DON’T GIVE UP
teachersneed.mp4
THE ROLE(S) OF TECHNOLOGY
Provide teacher and student resources
Provide multimodal input
DATA
MOVIES
SOUND
TEXT
GRAPHICS
Provide access to and outlets for creativity and other 21st century thinking skills
Support group work/social interaction
Save face
In other words, it helps to engage learners in the task.
FAQ What about time?
What about the curriculum?
What about technology access?
Questions, concerns, comments
DISCUSSION