3 reasons why you want to use social media with your learners

Social media

In a previous post, I argued that as teachers we should be "on" social media; now, I'd like to suggest that we should be there with our learners, too, taking full advantage of the opportunities it provides…

First things first: for any teacher wanting to use social media with learners, privacy ought to be a big concern, and an excellent reason for picking the fabulous Edmodo as the social media platform to use for any class — and for not choosing Facebook for it.

Particularly with young learners, as well as considering any school or local education authority requirements, you want parental permission, preferably written, before you and your learners start posting anything online or using social media (or mobile phones) — and it's far more likely to be forthcoming if you provide information on exactly what you're going to be using it for and how you're going to ensure privacy (by using Edmodo; or with a private "authors/readers only" blog — for example with Blogger; or with a private G+ Community…).

With a group of adults, again do check school policy, and you want everyone to be willing to give social media a go, even if they're not currently big social media users. For that reason, Edmodo is again a good choice, because it doesn't involve anyone sharing their private life with others), though again a private G+ Community would also be a great choice — and do make it private when you set it up.

TIP Next after ensuring privacy would be ensuring your learners' willingness to be "on" social media with yourself and their classmates. There are still a surprising (?) number of people that don't want to be — and so I expressly avoid using the term "social media" when suggesting we create a space to use. Instead, I suggest we're going to use a "tool" or a "group" or a "Community". The term "social media" seems to set alarm bells ringing — and you want willingness to be there.

What is the point of being on social media?
Why, as a language teacher, would you want to be on social media with your learners? For three reasons:

  1. Because first of all it's social — and learning should be first and foremost a social experience (and not a technological one)
  2. Because, as a result, it generates good group dynamics, which washback into your face-to-face classroom — because your learners create and share and comment on things together, and therefore belong
  3. Because it creates further opportunities for interaction — outside the classroom — and for use of language, and therefore language learning, which is your primary reason for being in your classroom in the first place

If you teach a lot of different classes, you probably don't want to be "on" social media with all of them — you don't want to be managing half a dozen or more very active Edmodo groups for example.

But try it with one group or, better still, get one of your learners in one of your classes to set up the shared digital space you are going to be using, take charge of running it, and invite you to join…

Possible alternatives to Blogger, Edmodo and G+ Communities: a WhatsApp group or Twitter, which you can also use privately.

If it takes off, it will change learning

See also
Why teachers need to be on social media
Top 10 tips for starting with Edmodo

Amazing photo and video for a fun creative writing task

Here's a creative writing activity — or digital storytelling if you like to be modern — that went down well when I tested it on three willing teenagers and which we posted earlier today, along with two other similar activities on our Spanish teacher training blog (content in Spanish):

To really appreciate the photo in the tweet there, you perhaps really need to see the other photos in this Huffington Post article (and see the amazing video, below).

I'd recommend doing this in groups of at least 5, with one person being the Queen sitting there in the photo and the other members of the group being people that live and work in the castle (which you can just about see there on her knee — and see also the article mentioned above).

Stages of the activity
(1) Discuss and pick who should be Queen (there were only four of us and I finished up being the Queen (!) but in a bigger class I wouldn't want to do that).

(2) The "workers" should answer the following questions individually:

  • What's your name?
  • What's your job?
  • What effect do the mushrooms have (see article, or the video below, for the images)
  • Is the Queen good or bad — and why?
  • What hidden secret do you have which — until now — you have never told anyone?

(3) Whole class — or with the class divided into however many groups you have — get together, in the presence of the Queen, to discuss the answers, and keep and/or iron out any contradictions as well as making any additions to the story desired.

(4) Write (or record) and share — and comment — on the different versions of the story.

Tools for the activity
With only 4 of us, we in fact did this in a shared Google Drive document, though it would work excellently on a class blog — one on which all your learners are authors — with each "worker" writing their story as a post, with text and images (their own!) as desired and/or audio versions (with Spreaker being my preferred tool for that).

On a blog, you could then get the Queen to "comment" (something which I did, as the Queen, in comments inside the Drive document). You want comments in this kind of activity — comments give you more interaction, more use of language!

In a bigger class, within the groups, you could pair people to tell their story-within-a-story — as husbands and wives living in the castle.

Fun!

How it was made…

Into the Gloaming (Episode One) from Alexia Sinclair on Vimeo.

Amazing…!

Edueto: is creating exercises really Web 2.0?

Here's a site I've not tried out with learners and which personally I actually don't like the idea of.

However, Edublogs drew my attention to a post by Larry Ferlazzo which says that Edueto — for creating online exercises (multiple choice, gap fill, matching…| example) — "has got to be one of the best teacher & Web 2.0 sites of the year".

It's free, it's easy to use but I have two principal doubts: (1) is creating exercises the best use teachers can make of technology — and do they have the time or get paid enough to do that, for what return-on-investment; and (2) is Edueto really a "Web 2.0" tool anyway?

True Web 2.0 tools ought really to involve people in creating and sharing things, and commenting on things other people have created — and thus creating interaction and dialogue.

You could argue, of course, that Edueto is letting you create things and share them with your learners. But, to that, I'd say that you want to flip not your classroom, but flip who is using the technology in your classroom.

I never tire of saying this:

It's not about what YOU do with the technology!

Yes, Edueto will save you a certain amount of time if you wanted to create "interactive" exercises… but is that really the use you should be making of your time, and of technology?

Recommended | I picked this one up from an Edublogger email update. I don't actually use Edublogs (I prefer Blogger, and recommend that to teachers) but if you do blog, using whatever platform, it's well worth subscribing to get the new Edublogger posts.

Great BBC podcast series to recommend to your learners

One that I posted on Twitter last week, BBC Learning English Drama, which is an excellent BBC podcast series:

In weekly episodes of 6-10 minutes, they are retelling both classics and stories specially written for the series, with Jamiaca Inn the current story. Probably suited for B2 (or a good B1) and above.

As a language teacher, what more vital role do you have than getting your learners started on independent mobile learning?

Podcasts that they will enjoy and learn from are a great way to achieve just that and you want to be recommending that kind of thing!

July courses: Success with technology in language learning

Teacher serving in a restaurant aka a classroom

They pay you to teach — but in fact you're a restaurant manager, a cook and a kitchen slave. In the digital age, are there magic ingredients, recipes, that will make your "restaurant" a success?

Enrolment for the July courses we run for the Generalitat de Catalunya's Departament d'Ensenyament starts this week and is open May 14-29.

We've running 4 courses this summer, three in Barcelona and one in Lleida, with me as tutor on courses (1) and (4) below:

  1. Technology for project work in the English classroom (Barcelona, July 1-7)
  2. Improve your language analysis for teaching purposes (Lleida, July 1-7)
  3. Making the most of your ELT time in Primary (Barcelona, July 6-10)
  4. Success with technology in language learning (Barcelona, July 8-14)

Success with technology
The two technology courses are designed to be hands-on as far as possible — so be prepared to have your fingers on keyboards or smartphones for up to about 75% of most of the sessions.

I've mentioned recipes and magic ingredients there in my question in the caption below the image above. We'll be using various bits of technology (we stay as jargon-free as possible 😉 !) to discuss those but I'll say now that I'm not sure that such things exist — certainly not ones that will apply to all teaching circumstances. What I hope you'll come away with will be "recipes" that you can try out and adapt in your "kitchen".

To a considerable extent, I don't like to go into these courses as the tutor with a fixed "menu": as the teacher, you're the person best-informed to decide what is going to work best in your classroom. But I'll advance this: I'm a big believer in the teacher not using technology and handing it over to the learners to use for language practice.

Both of the technology courses are really about how we can do that.

Note that these are closed courses for school teachers in state schools in Catalonia. Enrolment is via XTEC.

See also
We offer other ELT summer courses at IH Barcelona, including CELTA and DELTA (the latter already full) as well as other professional development courses.