close

Вход

Забыли?

вход по аккаунту

?

семинар 2

код для вставкиСкачать
Voloshina
J
ulia, Russia
ATDOP FALL 2012
Critical thinking through Internet resources Workshop participants will learn how to apply Internet tools in teaching critical thinking and speaking/listening Workshop goal
By the end of this workshop participants will •
l
earn about blogging, audioblogging
, podcasts and their applying for developing critical thinking skills; •
c
omplete some activities with these Internet tools;
•
start their blogs in Voxopop
; •
discuss in small groups how they can apply these Internet tools in their classes. Workshop objectives
“
I never teach my pupils; I only attempt to provide the conditions
in which they can learn
.” Albert Einstein Quote
•
A
uthenticity •
L
iteracy
•
I
nteraction •
V
itality •
E
mpowerment From “ Internet for English Teaching” by Mark Warschauer
, Shetzer
& Meloni
, TESOL, 2000
How do
Internet resources improve language?
•
Exploring Web 2.0: Tools for Classroom Teaching
•
Let’s make an activity
A podcast is a type of digital media
consisting of an episodic series of audio radio
, video
, PDF
, or ePub
files
subscribed to and downloaded
through web syndication
or streamed online to a computer or mobile device. From http://en.wikipedia.org/wiki/Podcasting
•
What is podcasting?
•
http://www.esl
-
lab.com/
•
http://learningenglish.voanews.com/se
ction/the
-
classroom/2345.html#
•
http://www.breakingnewsenglish.com/
•
www.eslvideo.com
•
back
1.
Most podcasts are free. 2.
Transcripts. 3.
Wide range of topics. 4.
User
-
friendly podcast aggregators. 5.
Automatically downloaded. 6.
Authentic topics at natural speed. 7.
Designed for English language learners.
8.
Library and sharing podcasts. 9.
Promotes self
-
instructions. 10.
The technology tunes into where students are. (From “The power of podcasts: a tool to improve listening skills and empower learners” by A. Hazell
Yildirim
, E. Hoffman// Teaching Listening: Voice from the field, TESOL)
Why should teachers use podcasts? 10 reasons for using podcasts at English lessons
•
Web
log
-
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 •
From http
://en.wikipedia.org/wiki/Blogging
•
What is blogging?
•
http://community.eflclassroom.com/
•
http://edublogs.org/campus
•
http://www.epals.com
•
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
Why blogs?
•
Audioblogging
…
•
•
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 organisation
of old posts •
Content syndication through “RSS” (stands for Really Simple Syndication
).
From The Guardian, 2004 •
www.voxopop.com
•
Let’s create your own accounts

Blogging as part of coursework 
PERSONAL blog (student
-
chosen topics)

CLASS blog (teacher
-
selected topics
)
Activities for developing critical thinking with the use of blogs
•
Discussion Boards
•
Pose DISCUSSABLE questions, problems, or situations
•
Teach students HOW to participate in an online discussion
•
Foster specific learning communities or workgroups
•
Contribute to ongoing discussions
•
Utilize discussion scaffolding •
Incorporate audio, video, case studies, simulations, guest “speakers”, role playing, or exploratory prompts
•
Utilize a range of convergent, divergent and evaluative questions
Teaching Tips
•
Full
-
spectrum questions (Collision, Elbaum
, Havvind
& Tinker, 2000):
•
probe the “so what!” response
-
relevance, interest level, urgency and context
•
clarify meaning or conceptual vocabulary
-
ambiguity or vagueness and common concepts
•
explore assumptions, sources and rationale
-
qualities assumed and study evidence
•
seek to identify causes and effects or outcomes
-
primary or secondary and causes, internal or external factors
•
consider appropriate action
-
weigh different courses of action
•
Discussion Boards
•
Elements to consider: •
Content
(fully covered with supported resources)
•
Organization
(coherent, easy to follow)
•
Accuracy
(vocabulary, grammar, spelling)
•
Comments
(how many and often? quality?)
•
Example: •
Teacher Planet
http://
www.rubrics4teachers.com/Blog_Rubrics.php
•
Rubistar
http://
rubistar.4teachers.org
Evaluating Blogs/ Rubrics •
Linguistic feedback from the instructor
•
Fluency vs. accuracy •
Focus
-
on
-
form •
Error correction •
Peer feedback on the content •
Reflective thinking •
Affective support •
Role of Feedback 1.
Blogging as a mediated tool for reflective writing/speaking and intercultural learning 2.
Incorporation of different skills and tools 3.
Design of meaningful and interesting tasks 4.
Building community of practice through interaction and collaboration 5.
Instructor and peer feedback for focus on form •
Conclusion
•
Technology is our friend and assistant, but it will never replace a human teacher!
•
Technology can make a good teacher better, but cannot make a bad teacher good!
•
Final thoughts
Any questions? Thank you!
Автор
jvs80
Документ
Категория
Презентации
Просмотров
56
Размер файла
14 475 Кб
Теги
семинар
1/--страниц
Пожаловаться на содержимое документа