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Notes to Workshop 2 Critical thinking through Internet resources Slide #1-3 (3 minutes) - Introduction, goals, objectives Go through goals, objectives. Slide #4 (2 minutes) - quotes Ask the Ps to read the quotes and express their opinion about them. Slide #5 (5 minutes) - Go through "ALIVE"
It became very clear that using the Internet effectively may dramatically improve the process of foreign language teaching and learning because, as M. Warschauer writes in his popular book "Internet for English Teaching', it makes the process ALIVE where " A" stands for Authenticity (unlimited access to authentic materials, communication and publishing), "L" means Literacy (read, write, communicate, research & publish on Internet = 21st century literacy), "I" means Interaction (key to acquiring fluency; Internet provides stimulus and opportunity), "V" stands for Vitality (flexible, modern medium; provides opportunity for meaningful, relevant work), "E" means Empowerment (mastery allows teachers and students to become lifelong learners). Slide#6 (5 minutes)- web 1 and web 2 . Ask participants about differences between web1.0 and web 2.0. And then expand their ideas.
In recent years the Internet has changed with the rapid spread of participatory tools and sites that facilitate social networking, interactive game playing, collaborative writing and editing. Unlike the first generation of Web resources (Web 1.0) that were mostly static and one-way, the second generation resources (Web 2.0) provide people with "voice", ", encourage collaboration, allow for the sharing of data and experiences in a non-threatening environment Blogging: the most recognized example of Web 2.0 Slide#7 (5 minutes) - web 2.0 tools for teaching foreign languages.
Go through the names of tools and ask if the Ps have heard about them and if they use them in their teaching.
Slide#8 (10 minutes) -Listening Activity , Handout #1 with listening activity in it.
Slide#9 (5 minutes) - Podcasting. Ask about what podcasting is. And explain that the previous activity was a kind of podcast. Give the definition of podcasts- A podcast is a type of digital media consisting of an episodic series of audio radio, video, PDF, or ePub files subscribed to and download The term "podcasting" was first mentioned my Ben Hammersley in The Guardian newspaper in a February 2004 article, along with other proposed names for the new medium. It is a portmanteau of the words "pod"- from iPod -and "broadcasting.
Slide#10-16 (10 minutes)- Examples of podcasts and handout #2
2.http://learningenglish.voanews.com/section/the-classroom/2345.html Students can listen to native American English speakers; students can broaden their outlook and learn a lot of interesting things and facts about American life, history, culture; "Article topics" (the classroom) can be used for studying certain topics and expanding the vocabulary on it and , of course , for listening to and the discussion. 3.http://www.esl-lab.com/ It's a very good website for students of different levels (the listening is divided on levels- easy, medium, difficult) ; there are on-line before, while and after listening activities , you can also check your answers.
4.http://www.breakingnewsenglish.com Students will be highly motivated in this listening because here you can find what's interesting for them (news they are discussing); It's great site for busy teachers! You can just take what you like and use printouts ; There are exercises for all steps of listening (pre-listening, while-listening and after-listening);Very interesting and useful activities in "Quizzes" -matching, hangman for expanding and checking vocabulary.
5.http://www.eslvideo.com/index.php n there are a lot of amazing video and songs. Students like such things. Students can check their understanding of video or song doing interactive multiple-choice activities.
Slide#17 (10 minutes)- Ps will discuss in small groups of 3-4 why teachers should use podcasts at their lessons. Then - 10 reasons for using podcasts at English lessons - go through these reasons
Slide#18 (5 minutes) - blogging. Ask Ps what they know about them and give the characteristics to blogs. Weblog - discussion or information site
Online diary or journal Single or multi- author blogs (MABs)
Postings in a reverse chronological order
Interactive format- you can read postings and leave comments
Link to other sources
Instant publishing Social networking Slide#19-21 (5 minutes) - examples of blogs http://community.eflclassroom.com - this is blog for both teachers and students. And you can Find here a lot of information about teaching and learning English language.
http://edublogs.org/campus - Tools for EFL teachers (ELT and tech) Help for Teachers (course book, elementary lessons, stories, grammar, flashcards, etc) Help for Learners (language lab, listening, practice page, daily lessons, etc)
Reading Tips (readers, EFL 2.blogs, EFL 2.0 ebooks)
Video (EFL 2.0 video, top video, Kids Karaoke)
Teacher Development (Teacher Training courses, TEFL Training, Resources, TED Talks). http://www.epals.com - global community of Epals. Teachers with their students can join some project according to its description and student's level or create their own one. And here you can find students from another countries who want to study English language and discuss different topics. Slide#22 (10 minutes)- Ps will discuss in a small groups why they should use blogs with their students. Then go through the reasons. Learner autonomy Critical thinking Sense of community through interaction
Broad audience; not just for the instructor Feedback through multiple viewpoints Track progress and keep motivation Face-to-face classrooms are limited by practical constraints: time and number of students. From "Learner autonomy on-line: Stories from blogging experience", A. Arikan, A. Balka
Slide#23 (5 minutes)- Audioblogs is formed by combining "audio" with "blogging". It is an extension of blogging, where bloggers substitute the bulk of the text posts with voice recordings . It has the same features as blogs:
Dating and arrangement of information in reverse chronological order Ease of posting new content Automatic archival and organization of old posts Content syndication through "RSS" (stands for Really Simple Syndication).
Slide#24-26 (15 minutes)- creating Voxopop account
Slide#27-28 (10 minutes)- ask Ps about possible activities for English language learner's with the help of blogs and audioblogs. Ps discuss it in small groups and give the ideas.
Slide#29 (20-30 minutes)-Ps discuss the way of evaluating Ss participating in blogs. Go through the slide and tell about rubrics. Go to Teacher Planet site and register and create rubrics for student's blogging in Rubistar.
Slide#30 (10 minutes)- Ps give the ideas why teachers should evaluate Ss blogging. And then go through the slide . Slide#31-32 (10 minutes)- conclusion and final thoughts. Q/A . Ps fill in workshop evaluation form.
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