Links from workshop session February 20th

Below, the links to the various tools mentioned in the workshop session this morning, with more to come in the next few days.

In alphabetical order:

We looked at the following "easy, fun, generic, productive tasks with technology", with the links below taking you to previous posts here on my blog on those topics:

Also of interest:

Coming next week, some of the actual tasks we looked at in the session…

Podcasting: 60 seconds to save the world

Outline of task

Above, the fourth of the tasks I suggested in my talk at the IH Barcelona ELT Conference on February 7th.

One of the ways in which I believe that we're getting technology wrong in language teaching is to fail to progress beyond our own use of technology as a word processor; and one of the simple ways we could start to get it right would be to have our learners turn their mobile phones on and start using them for productive language learning tasks.

This task requires them to do just that with Spreaker being an excellent little app to enable them to rehearse and record audio.

In groups of 3-4, they need to:

  • Brainstorm and come up with an idea that would make a difference to the environment and/or climate change, one that could actually be put into practice in your school
  • Rehearse exactly what they are going to say, in class, getting it down to exactly 58-60 seconds,  and not a second longer
  • Record it (and if necessary re-record it), something which is probably — because of the noise — best done somewhere quiet, outside class time
  • Post the finished recording where the rest of the class can listen to it (Edmodo or a class blog are great alternatives), again something which can be done outside class
  • Comment on the recordings made by the other groups (to get the most language out of the task, a vital stage, missing from my slide, above).

Note that, though you might want to try out the technology involved first for yourself, as the teacher your job is to provide the language, including helping with pronunciation and intonation, as well as vocabulary, not to provide technical support.

You want to do the former in class, which will reduce the amount of subsequent correction that will be required, and leave any technical help required up to the learners. Believe me, they will be able to provide it!

A nice simple alternative to Spreaker and audio would be to use PowerPoint (or Prezi) and Present.me, with a webcam, which would give your learners video, though I'd recommend keeping it to three slides, and insisting on that maximum of 60 seconds.

Acknowledgements The idea came from the excellent BBC podcast Forum: 60 Second Idea to Improve the World, one that is well worth both you and your learners subscribing to.

Thanks also to Kate who, as ever, was willing to try the idea out and to my PodcastHERs group, who had so much fun doing something along these lines as a long-term project.

21st century editors don't use scissors and glue

Learners with scissors and glue class paper

At Encuentro Práctico, a conference for Spanish teachers, back in 2009, I showed the photograph above (here, distorted to protect the privacy of the people in it), in which the learners are admiring their work — a "class newspaper", which has involved a lot of use of scissors and glue.

Back then, as in my session I was demonstrating what could be done with an interactive whiteboard, I asked the question, "Couldn't this be done with technology — perhaps by using the IWB?"

Last Saturday, I found myself showing the same photograph again — in the very same room — at this year's edition of the IH Barcelona ELT Conference; but the question in 2015, six years on into the 21st century, really perhaps ought by now to be "Why isn't this being done with technology?"

I gave this second example, of work done by adults on a Spanish course, in which they've again been using scissors and glue to produce a piece of project work to illustrate what the world might be like in the year 3000 AD:

Project work on classroom wall

As I suggested, we don't know what the world is going to be like in the 31st century but I think it's a fairly safe bet that — barring an ecological catastrophe — adults won't be using scissors and glue to do collaborative project work.

Below, the first of the tasks I proposed in my presentation as an alternative to the one-issue only, scissors-and-glue class paper:

Proposal for 21st century language learning

To expand on the notes in the slide from my presentation (above), my suggestion (designed for B2 or above) was to:

  • Use a digital space like Blogger or Edmodo (great with teens) or a private G+ Community (possibly better with adults) to publish the "paper"
  • Have learners, in groups of 3 and on a rota basis, take turns to post 3 things (any three things!) they think will be of interest to their peers
  • Have them decide what to post, though a YouTube "video of the week" has always proved successful in the classes I've tried this with myself or have had friends and colleagues try it with
  • Have generating as many comments (and hence as much language) as possible from their peers as the editors' principal objective

I suggest two rules:

  • One of the posts has to be coursebook (CB) related, so that the language on the topic/s seen in class during the week gets recycled and added to
  • Only one of the posts can be about football (important, for the sake of variety, if you teach in somewhere as football mad as Barcelona!)

You might want to add a "no-bullying" rule and personally I like to have a "no stealing images" (or text) and have the editors also produce any artwork (including photos) necessary to illustrate the week's posts.

What do you and your learners get from it?
Among the possible advantages of "technology" over scissors and glue:

  • It's more "real world" — in the sense that, unless your learners are children, few of them ever now use scissors and glue, but many probably do use tools similar to those suggested
  • It enables the learner to add multimedia: you can have only text or images on paper but with digital your learners can add audio, video, animation…
  • It's therefore (to many) exciting and therefore motivating — precisely because it's "21st century"
  • It makes a second issue happen: with a paper and scissors edition, that's most unlikely!
  • It provides for ease of editing: glue something in the wrong place and your learners may find themselves starting over | see also: how I correct
  • It's ongoing, providing you with a platform not only for this project but with a place where other project work can be published, too — such as some of the other ideas suggested in my session
  • It allows for — and requirescomments from peers, taking advantage of the communicative possibilities of modern day technology and providing a platform on which that communication can take place and be practised
  • It's collaborative and creative — and who doesn't want that in their classroom?
  • It's "social", involving sharing and the creation of an end product to look back on (perhaps over the whole term — or year!) and be proud of
  • Above all, it leads to the use and practice of more language, which is why we're in the classroom in the first place

Alternatives | Another of the tools mentioned in the session was Tackk, which would work well if the technology available to you in your classroom is only (?!) the smart phones in your learners' pockets (thanks to Montse G. for feedback on that).

You could also make your class "paper" 100% a radio show and use some of the amazing podcasting tools and apps that are available — I particularly recommend the Spreaker app.

Thanks are also owed particularly to colleagues Alex, Don, Kim and Rachel, and to Kate, for feedback over the years on this idea.

Interesting links, tools, apps from conference session

5 great tools for your learners

Blogger, Edmodo, Google Drive, Tackk, Spreaker… such amazing tools — in the hands of your learners

Below, links to some of the tasks and tools mentioned in my session today at this year's edition of the IH Barcelona ELT Conference.

Easy, productive task learners can use technology for
These are the seven tasks I proposed — some of which I've not yet posted here  but will do in the next few days:

  1. The Editors — using a digital space like Edmodo, or Blogger, or a private G+ Community to create a digital class magazine
  2. Digital storytelling, using a single photograph as the starting prompt for a collaborative, creative writing project
  3. DRPC: Discuss, research, present and comment, using an app to measure how much exercise the learners take
  4. Podcasting: 60 seconds to save the world, using Spreaker
  5. Tape poetry for creative classrooms, with WhatsApp and Instagram
  6. 10 towns, a "getting to know each other" activity using Edmodo
  7. Independent mobile learning using an app

Quick links to — in alphabetical order — the tools and apps (all of them free) mentioned in the session:

Also of interest:

More coming…!

Less grammar, fewer photocopies and images

Above, something I'm 99% sure Michael Lewis said at the IH Barcelona ELT Conference back in 2008, though it isn't something to be found in the handout (.pdf) from the session.

In my own session for this year's event I'm going to be suggesting that in ELT we've got lost, at least as far as technology is concerned. In the session, I'm not going to deal with who's to blame but, for what it's worth, part of what has gone wrong is that in many schools we've provided teachers with unrestricted access to photocopiers, with the result that whilst the rest of the world has raced on into the 21st century, a significant proportion of language teachers (data in the session) are still waiting in the queue to waste rainforests.

I suppose what Michael Lewis said stuck in my head (I know I wrote it down somewhere!) and I realised the other day that I was paraphrasing him in a training session when I said this:

I've always wondered what effect having the photocopiers stolen would have on teaching in the various schools I either work in or have contact with. Assuming we did actually want to get new monsters, if they couldn't be installed for a week, or a month, and we assessed honestly at the end of that period (the longer the better), would we find that our teaching — and our learners' learning — had suffered, or gotten better in some way?

There are good reasons why we might in fact want to try going photocopyless (one of my favourite words, but only 3 results in Google!!!).

We could say the same for images:

The notion that "an image is worth 1000 words" is another of the things that, it seems to me, has led us astray. What we want is fewer, better images, ones that will produce more — and more meaningful, and more communicativelanguage from our learners.

Reason #1 to go to conferences and workshops: the little things you scribble down that then go on to make a difference to how and what you teach.