Settlement Language Training PD

I really like the idea that students could work in groups to build a wiki page together. This could be useful at the start of a new LINC theme to get students interested or as review/wrap up at the end of a theme. Each group could be assigned one particular aspect of that theme and build a page together with useful real world links and even links to quizlet sets they made on the topic (If the theme is employment then a page might be job interviews, another job search etc.). Since our students are used to using wikis the instructors create they might get a kick out of making their own. 

For students in the LINC program, a BLOG would be a consistent, sustainable writing space to reflect on their learning journey through the 16 week semester.  Students could also share their postings and this would be another way to create a community of learners.

Connecting the activities of the course with other websites is a great way to enhance the learning process. The students have a better understanding of the navigation but they also are exposed to variety of sites which promote interactive learning. Students can individualize their learning process according to their  need learning styles, they can return and revisit lessons or improve their performance.

As students are used to having the wiki as their 'go to' place, I would still have them do that and direct them from the wiki, at least for now.

I like to incorporate real life skills in my classes.  Making a virtual cookbook would be really interesting.  Students can post recipes and then when other students want to use the recipe they can contact the 'author' and ask where they can buy ingredients if necessary, special instructions, clarification....  Then they can post how their recipes turned out.  This is a nice way for students to interact and share their culture.

I think that a student generated group glossary to demonstrate their understanding of concepts in a subject is a great way to have the students take control of their learning.

Adding a glossary that not only has the written definition of the word but a visual and even audio can be really helpful for literacy and lower level students when they refer to the glossary for help. For example, for the alphabet - the written letter A. Include a sentence like "Aa is for apple with a picture of an A and an Apple with audio of how the consonant sounds with spoken sentence:                                                                       "Aa."  "Aa is for apple." Then Bb etc...

For higher levels, a fun activity is to have the students create the glossary.  Provide the important words that should be included in the glossary with three very believable definitions of each word - two false and one true.  Students have to learn the words and choose the correct definition and then add it to the glossary. This could be done collaboratively, in pairs, or students could be assigned their own word. When they are ready they can post their word with the real definition to a glossary forum. 

After studying expressions to voice opinions and debating skills, discussion forums can be used for students to have to participate in a debate.  Recently in class, I read posts from a discussion forum that debated subjects related to education (which is our theme).  With blended learning students can then participate in a class debate online and write their own posts.  You could also use different choice questions to survey the class on hot topics and then using the results, discuss the topic in class.

Since my students are ESL literacy, they need a lot of review. They are also lacking in many basic computer skills. In order to help the students develop their computer skills, I am revealing activities on the edulinc courseware that we have completed as worksheets in class. In this way, they are reviewing the language covered in class in a familiar fashion. Since they can complete these activities on the edulinc courseware as many times as they like, they can feel good about getting that 100% as well as reviewing as often as they need. This will allow them to concentrate more on using the computer itself, and navigating through the edulinc site. 

Direct links to outside, online resources that students can access.  These links would be linked directly to curricular content and give students access to a broader knowledge and understanding.