Three Rivers TESOL Blog Workshop PPT


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Three Rivers TESOL Blog Workshop PPT

  1. 1. Benefits of blogs in language teaching  Blogs for classroom management  Blogs for collaboration  Blog creation and activity 
  2. 2. For teachers, blogs… For students, blogs… For both groups, blogs... Aid in classroom management Facilitate collaborative, peer-to-peer learning Are free or low-cost and easily accessible (Gerich, 2013) Expand the options for reflective writing and active reading activities (Gerada, 2012) Allow for tracking of assignment submission dates and times (Al Fadah & Al-Yahya, 2011) Facilitate the connection of familiar and unfamiliar in the classroom (Yunus, Tuan, & Salehi, 2013) (Amir, Ismail & Hussin, 2011) Allow for opportunities to be subject-matter experts (Ducate & Lomicka, 2005) Increase feelings of ownership (Ducate & Lomicka, 2005) Give access to a discourse community, including a real audience (Yunus, Tuan, & Salehi, 2013) (Gerada, 2012) Foster community-building within the class group outside the classroom (Ducate & Lomicka, 2005) Encourage the expression of diverse perspectives (Ducate & Lomicka, 2005) Support the practice of negotiated meaning (Yunus, Tuan, & Salehi, 2013)
  3. 3. The titles and dates update automatically, making it easy for a teacher to see when students complete assignments.
  4. 4.         Link to other sources of knowledge Can be used to provide course details and documents and review student assignments remotely Serve as an accessible space for announcements and homework descriptions and deadlines Can be accessed at any time from any place, especially with mobile devices Allow students to find the answers to course-related questions (repository of important course documents and policies) Archive student work in chronological order Automatically date (hourly) assignment submission Can display individual student blogs on the course blog for easy access to peer work
  5. 5. Critical Responders Readers Authors
  6. 6. Teacher training -discussing the use of chatting for ESL in China
  7. 7. Student Topic Sentence Comments The first two comments seem to push the author to clarify her views, and the final comment questions the meaning/implications of using the word “goods” in this context.
  8. 8.           Encourage the articulation of ideas and opinions – perhaps even more so for students who are hesitant to speak during class Increase opportunities to engage with multiple perspectives and knowledge sources Build communities and create opportunities for interaction outside of class Provide a “real” audience for students (the teacher is not the only reader/reactor) Help students create links between course content, their own ideas, and the ideas of peers Support reader commentary and engagement Allow subject/topic “experts” to share their knowledge and learn from other “experts” Connect multiple classes and/or populations Accessed remotely at any time (scheduling difficulties can be reduced) Allows for careful reflection since interactions are not in real time
  9. 9.    Go to If you don’t have a gmail account, click on the red “sign up” button at the top right of the page. If you already have a gmail account, sign in.
  10. 10.  Once you have signed in, click on “New blog” (a grey button on the left side)
  11. 11.  Type the title and address of your blog › these cannot be changed later  Choose the template › this can be changed later  Click “Create blog!”
  12. 12. View your blog See how often your blog is viewed Write a new post Get help Change your template (the way your blog looks) Learn more
  13. 13.  Accessible from the workshop blog: › http://threeriverstesolblogworkshop.blogspot .com/  Includes › Student instructions for setting up a blog › Student blog commenting etiquette exercise › Activity ideas › Common technical issues and suggestions
  14. 14.  Once you have your blog set up, please leave us a comment on the post called “Your ideas here!” › http://threeriverstesolblogworkshop.blogspot .com › Tell us about how you use or might use blogs in your classes.
  15. 15. Al-Fadda, H., & Al-Yahya, M. (2010). Using web blogs as a tool to encourage pre-class reading, post-class reflections and collaboration in higher education. USChina Education Review, 7(7), 100-106. Amir, Z., Ismail, K., & Hussin, S. (2011). Blogs in language learning: Maximizing students’ collaborative writing. Procedia: Social and Behavioral Sciences. 18, 537-548. Ducate, L. C., & Lomicka, L. L. (2005). Exploring the blogosphere: Use of web logs in the foreign language classroom. Foreign Language Annals, 38(3), 410-412. Gedara, D. S. P. (2012). The dynamics of blog peer feedback in ESL classroom. Teaching English with Technology, 12(4), 16-30. Retrieved from Gerich, D. (2013). Beyond the class blog: Creative and practical uses of Blogger for the ESL classroom. TESOL Journal, 4.1, 175-181. Yunus, M., Tuan, J. L., & Salehi, H. (2013). Using blogs to promote writing skill in ESL classroom. In Fujita, H. and Sasaki, J. (Eds.), Recent Advances in Modern Educational Technologies (pp. 109-113). Retrieved from