Thinglink: Uncountable food
This week, I tried out a tool called "Thinglink", as I couldn't think of how I could use the other tools with my student population, pre-literate adult learners with no computer access for most, and little to no computer knowledge. I'm currently working on food with my students, and we have non-count (or uncountable) food nouns coming up next week. I looked for an infographic I could use, and put that on Thinglink, and put "links" onto the picture. I have to admit that even after looking at other Thinglinks, I really liked some of the Thinglinks I saw, especially this one...
https://www.thinglink.com/scene/657897861412814848
But with my own, I wasn't really able to think of as many creative ways to use it with my students. I made it kind of like an interactive quiz sheet, and I put a link to a GREAT video I found on YouTube (which I plan to make an EdPuzzle of for next week).
I didn't find it very easy to use, as I was unable to add links, and after watching a number of how-to videos, I finally just copied my links and added them and then edited them. I can see what a great tool this could be in certain situations, such as the example I provided above, and will keep it in my teaching 'toolbox' to use at a future date I'm certain.
Thursday, May 21, 2015
Saturday, May 9, 2015
The effect of non-cognitive skills on cognitive learning
Any teacher who has worked with at-risk pupils, especially in an inner-city environment, can attest to the fact that learning outcomes are affected not only by intelligence, but by social and emotional skills. This should not surprise us; in adulthood, when applying for a job, many employers include a personality assessment which can play a key part in determining whether an individual is hired or not. In light of this, SEL, or social and emotional learning, programs have increased in popularity. These programs seek to teach students the social-emotional competencies in five key areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. In 2011, Durlak and associated conducted a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high-school students. The study found that students who participated in these programs demonstrated not only significantly improved social and emotional skills, attitudes and behavior, but academic performance, with an 11-percentile-point gain in achievement. This is an astounding gain, and these programs were, on the whole, conducted by classroom teachers. Currently, three states (IL, KS, and PA) have K-12 standards for emotional learning. However, with 11-percentile-point gains, perhaps more school administrators and state-level bureaucrats will begin to notice and introduce such programs into their own schools at all grade levels.
2008, Educational Research Institute of America
How Non-Cognitive Skills Drive Student Achievement: The Research Behind the Leadership Skills Development Course. Retrieved from http://mawiasgedom.com/wp-content/uploads/2014/06/FLVS-Mawi-Learning-Leadership-Skills-Development-White-Paper.pdf, May 9, 2015.
2011, Durlak, J.A., et. al.
The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1):405-432.
2008, Educational Research Institute of America
How Non-Cognitive Skills Drive Student Achievement: The Research Behind the Leadership Skills Development Course. Retrieved from http://mawiasgedom.com/wp-content/uploads/2014/06/FLVS-Mawi-Learning-Leadership-Skills-Development-White-Paper.pdf, May 9, 2015.
2011, Durlak, J.A., et. al.
The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1):405-432.
Friday, May 1, 2015
ESL video vs. Edpuzzle
Wow, what a frustrating assignment. I could NOT figure out how to embed the URL code for ESL video into Schoology, and spent over an hour working on this, looking it up in Google, watching different videos that were supposed to show me, looking at my classmates' assignments to see if I could figure out how they did it. I have a quote posted, I believe on my old Myspace page (if any of you are old enough to have used this site before Facebook came out); "Technology is great. When it works." (And just checked, Myspace DOES still exist, but it's totally different; your old "page" is gone. FYI. :)
That was this week's assignment for me. I LOVED the screenshot program, and am already beginning to use it. I was familiar with Edpuzzle, as I tried to see if I could use it for a story video I was using in my classroom, but it was awkward, as the video was quite fast for my students, and had to be paused after every sentence. But when I went on ESLvideo.com, I found some GREAT videos, and used one of them (from youtube) to make an ESLvideo quiz, and another to make an Edpuzzle quiz. Both programs are nice, but different. I like that there is a database of videos for each level, so it's a wonderful source for videos, and one that I will continue to use. I didn't like that the questions can ONLY be written, and though students can answer the questions at any time (during or after the video), for beginning students, an extra hint about where in the video the answer can be found (as in Edpuzzle, where the video pauses for questions) may be necessary. Also, that quizzes MUST be written can limit its use with beginner students. My biggest problem with ESLvideo was that the embed codes didn't work. I was unable to embed it (whether user error or site error is yet to be discovered). However, Edpuzzle was quite easy to embed (although I'm also not sure if I did it correctly), making it more user-friendly. I like being able to insert questions throughout the video, either verbal or written, although I wish that my students could write a written reply to my verbal question. I also like how I can speak over the video WHILE it continues to play, giving my own running commentary. While neither tool will be used in a flipped-classroom, students-doing-it-on-their-own way, I made two video quizzes, which I plan to try out in my classroom this week. I'll let you know how it goes. ;)
ESLvideo.com
+
video library with already made videos and quizes
-
can ONLY be written quizzes
Edpuzzle
+
insert questions DURING the video
questions can be verbal, not just written
able to do voice-over (like a running commentary)
-
video cannot be watched all the way through without pausing
must upload your own video
Wow, what a frustrating assignment. I could NOT figure out how to embed the URL code for ESL video into Schoology, and spent over an hour working on this, looking it up in Google, watching different videos that were supposed to show me, looking at my classmates' assignments to see if I could figure out how they did it. I have a quote posted, I believe on my old Myspace page (if any of you are old enough to have used this site before Facebook came out); "Technology is great. When it works." (And just checked, Myspace DOES still exist, but it's totally different; your old "page" is gone. FYI. :)
That was this week's assignment for me. I LOVED the screenshot program, and am already beginning to use it. I was familiar with Edpuzzle, as I tried to see if I could use it for a story video I was using in my classroom, but it was awkward, as the video was quite fast for my students, and had to be paused after every sentence. But when I went on ESLvideo.com, I found some GREAT videos, and used one of them (from youtube) to make an ESLvideo quiz, and another to make an Edpuzzle quiz. Both programs are nice, but different. I like that there is a database of videos for each level, so it's a wonderful source for videos, and one that I will continue to use. I didn't like that the questions can ONLY be written, and though students can answer the questions at any time (during or after the video), for beginning students, an extra hint about where in the video the answer can be found (as in Edpuzzle, where the video pauses for questions) may be necessary. Also, that quizzes MUST be written can limit its use with beginner students. My biggest problem with ESLvideo was that the embed codes didn't work. I was unable to embed it (whether user error or site error is yet to be discovered). However, Edpuzzle was quite easy to embed (although I'm also not sure if I did it correctly), making it more user-friendly. I like being able to insert questions throughout the video, either verbal or written, although I wish that my students could write a written reply to my verbal question. I also like how I can speak over the video WHILE it continues to play, giving my own running commentary. While neither tool will be used in a flipped-classroom, students-doing-it-on-their-own way, I made two video quizzes, which I plan to try out in my classroom this week. I'll let you know how it goes. ;)
ESLvideo.com
+
video library with already made videos and quizes
-
can ONLY be written quizzes
Edpuzzle
+
insert questions DURING the video
questions can be verbal, not just written
able to do voice-over (like a running commentary)
-
video cannot be watched all the way through without pausing
must upload your own video
Thursday, April 9, 2015
Wordle, Quizlet & Puzzlemaker
This week, we were introduced to and explored three different online tools which can be used by teachers. Wordle, while fun to create, is not a tool I can see myself using with my students. Although I may use it to print out a special, unique gift for my fiance. :) Quizlet, however, I may try to use in my classroom. My students, who are all from East Africa and have very little education, for the most part do not use computers. However, I have been using Powerpoint to introduce new vocabulary to them, making one slide with a picture for each word. Quizlet, however, might be a better way to introduce the new vocabulary to them in class on the computer screen, mainly because it took me MUCH less time to create a vocabulary set, using Quizlet's stock photos, than for me to go online and track down each picture to include in my Powerpoint presentation.
I also very much enjoyed using Puzzlemaker, and I think that this could be a great tool for creating homework assignments for my more advanced students to practice the vocabulary. I created a cross-word puzzle for them, which may prove too difficult for many of my students, but I'm going to give it a try. :) As well, I have an assistant with me to help out in my class, and this would be a great opportunity for them to work one-on-one with my more advanced students. I will keep you updated on the success (or lack there of) of this tool in my classroom. I also look forward to trying the other available puzzle types on Puzzlemaker as well.
I also very much enjoyed using Puzzlemaker, and I think that this could be a great tool for creating homework assignments for my more advanced students to practice the vocabulary. I created a cross-word puzzle for them, which may prove too difficult for many of my students, but I'm going to give it a try. :) As well, I have an assistant with me to help out in my class, and this would be a great opportunity for them to work one-on-one with my more advanced students. I will keep you updated on the success (or lack there of) of this tool in my classroom. I also look forward to trying the other available puzzle types on Puzzlemaker as well.
Sunday, March 22, 2015
SAMR vs. TPACK
TPACK in 3 minutes
SAMR explained
This week, we read about the TPACK vs. the SAMR model. The SAMR model looks at how technology is used in the classroom. S = Substitution, A = Augmentation, M = Modification, and R = Redefinition. The idea is that our goal should be redefinition, that we are not using technology to do something we can do without technology (such as write a paper on a word processor instead of with a pencil and paper), but instead to have a completely redesigned task that is impossible to do without technology (such as a video instead of a written paper). One limitation of the SAMR model, I believe, is the focus on "technology is better," without question. I believe that teachers ought not to only teach students information, but teach students how to think, how to process information, and how to gather information on their own. You can have the most beautiful presentation, but the content remains the most important part. Conversely, a brilliant speech or lecture may not need, and in fact may be impeded, by technology.
In contrast, the TPACK model looks at areas of KNOWLEDGE: technology, content, and pedagogy. It says that having knowledge in all three areas results in the best teaching. It is this model that I most identified with and agreed with. Perhaps it is here that my age shows, but I do not like the "technology for the sake of technology." I think sometimes the heart of true learning can get lost in all of the 'bells and whistles.' Understanding that it's not only important to know technology and how to use it, but also to know both HOW to teach and WHAT you teach (your subject matter). One limitation of the TPACK model, however, is that it does not tell you HOW to apply the technology. But it does focus on the dangers of applying technology for technology's sake.
SAMR explained
This week, we read about the TPACK vs. the SAMR model. The SAMR model looks at how technology is used in the classroom. S = Substitution, A = Augmentation, M = Modification, and R = Redefinition. The idea is that our goal should be redefinition, that we are not using technology to do something we can do without technology (such as write a paper on a word processor instead of with a pencil and paper), but instead to have a completely redesigned task that is impossible to do without technology (such as a video instead of a written paper). One limitation of the SAMR model, I believe, is the focus on "technology is better," without question. I believe that teachers ought not to only teach students information, but teach students how to think, how to process information, and how to gather information on their own. You can have the most beautiful presentation, but the content remains the most important part. Conversely, a brilliant speech or lecture may not need, and in fact may be impeded, by technology.
In contrast, the TPACK model looks at areas of KNOWLEDGE: technology, content, and pedagogy. It says that having knowledge in all three areas results in the best teaching. It is this model that I most identified with and agreed with. Perhaps it is here that my age shows, but I do not like the "technology for the sake of technology." I think sometimes the heart of true learning can get lost in all of the 'bells and whistles.' Understanding that it's not only important to know technology and how to use it, but also to know both HOW to teach and WHAT you teach (your subject matter). One limitation of the TPACK model, however, is that it does not tell you HOW to apply the technology. But it does focus on the dangers of applying technology for technology's sake.
Saturday, March 21, 2015
My name is Amy, and I am a newcomer to the field of education. I love teaching English to adults, and I want to learn about the technology available in this pursuit. I am currently studying for my second masters degree at Tel Aviv University, and I teach both online with Education First and in the classroom working with asylum seekers and refugees from Sudan and Eritrea.
I've never thought of myself as a technology-phobe, having grown up in a computer family (that was my parents' business), but it seems that there is so much new technology out there, and I just don't know about it, or I can't seem to figure out how to use it. I think this is going to be a very frustrating semester, but hopefully worthwhile. Here we go....
I've never thought of myself as a technology-phobe, having grown up in a computer family (that was my parents' business), but it seems that there is so much new technology out there, and I just don't know about it, or I can't seem to figure out how to use it. I think this is going to be a very frustrating semester, but hopefully worthwhile. Here we go....
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