Learning Technology Review: Voice Thread - Unit 4

The technology I chose for my review is called Voice Thread. I learned about this while reading the required reading from Tomlinson. I had never heard of it before and just googled it to see what it was. I found an extremely neat resource that I am excited to learn more about.

The website for Voice Thread is really easy to navigate and easy to learn how to use. There are some really short and simple tutorial videos that teach you how to use the program and how to engage others in it as well. You can find the basic tutorial at this link Voice Thread Tutorial. Watching examples of the usage of the program often helps me understand its designed purpose so here is a link of an example of Voice Thread created by a user called Sebastian, Voice Thread Example. This is the link to a Voice Thread I created, My Voice Thread Example

A few reasons why I like this program include how easy it is to use. I am not technologically inclined yet by simply googling the website and watching two short videos I had a good grasp of how to use the program. Another reason why I like Voice Thread is because of how you can engage your learners in the process of it. As the creator of the file I am the facilitator and author but others can jump in and comment orally at different parts of the screencast. Multiple different users can all participate in the same file. What I like specifically, is that it engages oral voice rather than writing ideas. Students and those commenting on the file need to record their comments.

The one reason I can think of the usage of Voice Thread being an issue is that all students need simultaneous access to a computer/phone/tablet etc. The showing of a file can be done by one computer for all to see but for students to engage with the material individually, they need access to their own device. Depending on the context this may or may not be available. Another idea could be to include this as a homework assignment that students can access at home and record their comments there.

All in all, I think this technology output is a fun and cool way to present information and engage your students, beyond just written responses.

Applying Effective Principles - Unit 3

Scenario
Your LINC Level 3 class is comprised of a mixture of stay-at-home moms, seniors, and youth. Many of the students have previously asked you about volunteer opportunities. You are preparing a unit on community and government services. You have the LINC 3 Classroom Activities resource available (http://www.moresettlement.org/LINC1-4/LINC4/LINC_3_Classroom_Activities.pdf). You may choose any activity from Community and Government Services module (pp. 273-310) for this scenario.

From the above scenario, what principles for material development would you focus on? What would you change from the resource link above?

Principles

Learning should be:

-          Authentic

-          Relevant

-          Catered to learners learning styles

-          Task-oriented

Materials should:

-          Include all different language skills (writing, speaking, reading, listening)

-          Be authentic

-          Be engaging

-          Push learners to think critically but still being successful

-          Have real life characteristics

Do the materials help accomplish the purpose of the lesson?

Are the materials engaging for my learners (stay-at-home moms, seniors, and youth)?

Do the lesson include an engaging and real-life task?

Are my learners successful but also challenged?

Principles Criteria Explanation:

I listed a few of the principles that I value in the classroom in regards to learning and the materials used. This is not a comprehensive list but a foundation on which I hope to expand upon yet. The questions below the principles, in my mind, bind all the principles together. They are based on these principles. With my material and lesson teaching lining up with these questions, they should also be lining up with my principles which produces a successful learning environment for my students.

The two principles that I would like to highlight is the principle of both teaching and material being relevant and material being engaging. I realize that not all learning appears relevant to a student at all times but I want my students to realize the bigger picture in each lesson. For example, this lesson is based on volunteering opportunities. I would point out volunteer opportunities in the neighborhood, include a video or presentation by a local charity and of course give resources for my students to get involved. By doing this, I hopefully create an engaging and relevant topic to my students, perk their interest, if it was not already, and prove to them that this can be their experience in the real world.

The activity I chose was Volunteer Opportunities p. 290-293

Changes to the resources? Why?

One thing I would change about these resources is to add a reading comprising of volunteer opportunities in the neighborhood. I would quickly explain 2-3 different opportunities and allow students to choose which one they would like to read about. It would be a short reading but would allow for students to have some autonomy in choosing what they would like to read about and bring in their engagement to the class. Depending on the charities I would present to my class, I would also add some of those terms to the vocabulary list at the end of the Instructor Notes to make sure students understand these words and add them to their word banks.

Involve your learners in material adaption process? Why?

In my suggestions in what to change in the resources, I described the opening activity with the adaption of giving students responsibility in choosing which volunteer opportunity they would like to read about. From this introduction and because of the nature of the lesson (talking about participation in the community) I would allow for learners to give their suggestions in what to learn about, a specific charity they’re interested in, suggest a testimony from them about one of these charities. I think this lesson plan has many opportunities to expand if the students are interested in that way. That being said, I would not require learner’s involvement in any adaption of the materials or lesson plan.  

Bibliography

Johnson, K., Morrison, S., & Lax, J. (2009). LINC Classroom Activities Language Instruction for Newcomers to Canada [PDF]. The Print Shop.

Textbook vs. Authentic Materials - Unit 2

In my opinion, coursebooks are extremely helpful and useful in a classroom, whether ESL or other. The sheer number of textbooks available is clear evidence that they have a place. (“Should we use textbooks in the ESL classroom?” 2016). Coursebooks give good direction to teachers to keep in line with how the course should be proceeding. The website Teacher Vision says, “textbooks provide organized units of work” (“Textbooks: Advantages and Disadvantages”, 2007). This advantage definitely helps teachers plan out their course material and know what should be covered. It gives them a good idea of what topics/skills should be being covered as well as important key terms and ideas that should accompany their student’s learning. As a student in this course, I find that the textbook reiterates what is being expressed to me through other resources. This helps me in comprehending information and hearing it again in a different way, reminding me of what I had already heard and therefore allowing the information to stick clearer in my head. There are some courses that require you to get a coursebook but then never use it, I rarely take my own time to page through it and instead get frustrated with the teacher for wasting my money. There are other courses that the teacher basically reads through the textbook in class. This is not helpful either and I find myself wondering why I paid for a course when I could have just read the textbook.

All this being said, I think it is important to use a coursebook in the classroom. It may not be wise to stick so closely to the book that students are not allowed to engage with the knowledge being presented to them. However, using the coursebook as a guide, it can lead students into further understanding. It can allow them to take the material home and go over similar information that was presented in class.

As teachers, we should be well aware of our contexts. Some students delight in using coursebooks while others despair at the thought. Some coursebooks are extremely helpful and have good ideas, resources, activities, information etc. while others are dreadfully boring and lose students quickly.

I think it is a good idea to integrate authentic material into your classroom whether you are working with a specific coursebook or not. Authentic material can highlight and further advance student’s knowledge that might be already presented in a coursebook but is brought to life in other ways. Being aware of the context that we are in and how students learn best (as mentioned before) is key to knowing how to handle the coursebook with your class. Cater to the learning styles found in your classroom.

Bibliography

Harmer, J. (2007). How to teach English. Harlow: Pearson Longman.

Should we use textbooks in the ESL classroom? (2016, October 14). Retrieved February 21, 2019, from http://eslarticle.com/pub/english-language-teaching-elt/139076-Should-we-use-textbooks-in-the-ESL-classroom.html

Textbooks: Advantages and Disadvantages. (2007, January 25). Retrieved February 21, 2019, from https://www.teachervision.com/curriculum-planning/textbooks-advantages-disadvantages

3 Types of Resources - Unit 1

This course is once again introducing me to a set of new thoughts and ideas, some of which I have thought about and others, not so much. The course is called “Resources Development and Integration” and therefore has so far introduced different types of resources and the copyright and fair use rules with different resources. I am going to highlight a few of these resources which I see as important and valuable in an ESL classroom.

Some materials that I find important in the classroom are the textbook set for the class. Although this may not always be the most exciting material it is important to have a solid foundation for the course. Textbooks give good guidelines for teachers to follow in their classrooms. They may have students read from the textbook, do worksheets from the textbook or simply use it as a guide for themselves and come up with other material to enhance the information. Some “resource books are specifically designed to provide ideas for teachers” (Brown, 2007). In this case, teachers are guided by the textbook.

Another great form of resource material is realia. Realia is basically defined as an object lesson. From my own experience, I have found objects stick in my mind. I remember sitting at a funeral and the pastor talking about how my beloved aunt was now safe in the arms of God, he pulled out a dear little sculpture of a hand cherishing a little girl. This object lesson stayed with me. As one author says, realia breathes new life into a lesson (Soames). Talking about vocabulary is great but seeing the vocabulary come to life brings far greater understanding. 

There are many types of resources to use and also to learn to use. Lastly, I want to highlight technology. Technology can be a useful material as long as your context allows for it. Some classrooms do not have access to the internet, projectors, computers, screens etc. and therefore cannot be fully relied upon. Those contexts that are capable of utilizing technology in their teaching, may. From anything to news articles, radio, YouTube videos, and the list goes on. These technologies have the potential to aide a teacher in accomplishing their goals. One study showed that “75 percent of educators think that technology has a positive impact in the education process” (Cox). In this day and age, technology often gains attention as well. For this reason, again depending on your context, using technology can draw your learners into participation and engagement.

Again, there are many types of resources available in the education world today. Textbooks, realia, and technology really do not encompass the expanse of what is obtainable. It is important as teachers to keep our minds open to the types of material out there. Do not rule out anything. Seek out what best compliments your goals and what helps your learners. Use your imagination and let learning be exciting!

Bibliography

Brown, H. D. (2007). Teaching by principles an interactive approach to language pedagogy. San Francisco: San Fracisco State University.

Cox, J. (n.d.). Benefits of Technology in the Classroom. Retrieved February 14, 2019, from https://www.teachhub.com/benefits-technology-classroom

Soames, C. (n.d.). Using Realia in the Classroom. Retrieved February 14, 2019, from http://www.eslteachersboard.com/cgi-bin/lessons/index.pl?read=4488