Ideas for Applying the Edulinc Courseware (from Stage 2)
Ideas for using the courseware from Stage 2 participants. (Refer to the original "Ideas for Applying" glossary In Stage 2 to see who the contributor was.)
Special | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | ALL
News discussion forum
Excellent tool for students to compose short paragraphs in class and then type out the edited version.It also enables them to comment on each others writing.
News Discussion Forums
Each day/week, the teacher can post a link to a news article for students to read. Students then respond and post what they thought about the article. Students can learn to agree/disagree respectfully, how to share opinions, and demonstrate comprehension of the reading exercise. Responses are monitored by the teacher.
News Forum as a trigger for encouraging "real world" activities
I love sharing my passion for community activities with students. Most of my learners need a little "push" to practice English in "the real world". I try to think of activities that correspond to learning tasks for the unit. In August, I encouraged students to go to the "Celebration of Light" downtown. They were given directions to follow, encouraged to upload and share photos and write about their experience. It was great to see even 3 of the students participate and encourage other students to experience a variety of cultural events.
A wide variety of learning activities can be done from one single news story. As a listening activity, this can be linked to the external stories itself or the teacher can clip it using Audacity. Students are able to listen to the story as many times as they want. Questions can be general, comprehension or more detailed.
Follow this with a reading of the news story (through an external link). Questions from this can mirror that of the listening. A writing activity can follow (as a forum or blog or wiki on Moodle) to surmise the student's response to the new story. This would work for a variety of levels depending on the new story itself.
For intermediate/advanced Ss, I am placing my current module plan onto the LINC Courseware as a File so that the framework of PBLA is more fully integrated into the intention of the learning environment. All kinds of activities can be connected to the file to engage the student. Adult learners in particular need to know where they are going and why they are going there.
Personal Thinking First
I like the idea of having students think through their own ideas and opinions on something before they share it with the class. For example, in LINC 5 Social Interaction, there is a lesson on 'Appropriate or Not' with 9 scenarios to read and think about the level of appropriateness in Canada. I'd like to have students make their choices privately at first, and then compare responses and discuss as a class. There are a few different ways I could do this, but one could just be through a Choice assignment followed by in-class discussion.
To engage and encourage student feedback polls should be used consistently. For example a question could be; Is this learning activity too difficult? Yes? No? Somewhat?
The Choice activity can be used as a quick and interesting way to get students thinking about a particular topic. The instructor can poll the students about an aspect of something they will be reading, writing, or discussing.
Posting links to website URLs greatly increases the speed at which learners can access information, especially at lower levels where mistakes with one letter are common. Learners spend less time trying to type in the URLs and more time on the task you want them to achieve and will end up where you want them. No more "Teacher I can't find it" excuses.
I have used the NanoGong voice recorder with a level four class. All students were given a text to read and practice. I chose so that the text had a majority of known words. Students were given time to practice reading it. By the deadline, they had to submit it to me for evaluation.
Each student had a different text. As a teacher, I wanted to see if I could understand the various accents. If each student does the same text, my brain has it after the second time and I'm not really processing the speech.
I gave each student feedback on difficult consonants particular and specific words they needed to practice.