Introduce cultural differencesto Fourth Grade ELL students                      Peiruo Yang                Instructor: Lan...
Introduction• Topic:  o Cultural Differences• Intended Learners:  o Fourth grade English language learners from    differe...
Learning Objectives• Language objective:  o Students will learn key vocabulary in the textbook.  o Students will practice ...
Learning Material• How My Parents Learned to Eat• Web-Japan
Technology
Activity 1• Each student list five Japanese vocabulary words  and make one sentence using this word.• All the Students lis...
Activity 2• Students are paired up for the online chat  (Two students from different background)• Discussion topic:  o    ...
Activity 3• Students complete a writing assignment about the  knowledge they learned• The steps to follow:  1)   Submit th...
Activity 4• Pairs collaborate to fill out a Venn diagram.The comparison of the meals in Japan and in your countries
Checklist of technology skills •   Skype     o Create a Skype account     o Add friends and Invite people to an online cha...
Rubric of blog activity                            4                                             1Content/ideas           ...
Rubric of Venn Diagram Project                                          4                                            1Stud...
Teacher’s Feedback• The lack of teacher guidance and feedback in the  e-learning environment was the biggest problem for  ...
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Introducing Cultural Difference

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Introducing Cultural Difference

  1. 1. Introduce cultural differencesto Fourth Grade ELL students Peiruo Yang Instructor: Lance Lewis EDU 6325 Teaching Strategies in e-Learning Feb. 16 2013
  2. 2. Introduction• Topic: o Cultural Differences• Intended Learners: o Fourth grade English language learners from different backgrounds• Learning Environment: o Online
  3. 3. Learning Objectives• Language objective: o Students will learn key vocabulary in the textbook. o Students will practice English communication skills through online instant chat o Students will practice writing skills by writing down their own experience related to this topic.• Content objectives: o Students will get a deep understanding of cultural differences o Students will learn to use technology tools such as Skye to communicate with peers from different culture.
  4. 4. Learning Material• How My Parents Learned to Eat• Web-Japan
  5. 5. Technology
  6. 6. Activity 1• Each student list five Japanese vocabulary words and make one sentence using this word.• All the Students list their words and sentences on the same Google Doc page.
  7. 7. Activity 2• Students are paired up for the online chat (Two students from different background)• Discussion topic: o Discuss the story they saw on YouTube. o Discuss their own cultural differences.• Students are allowed to share web links or images via Skype
  8. 8. Activity 3• Students complete a writing assignment about the knowledge they learned• The steps to follow: 1) Submit the initial draft on Google Doc 2) Teacher gives feedback 3) Edit and correct the errors 4) Post it on blog 5) Make comments to peers’ blogs
  9. 9. Activity 4• Pairs collaborate to fill out a Venn diagram.The comparison of the meals in Japan and in your countries
  10. 10. Checklist of technology skills • Skype o Create a Skype account o Add friends and Invite people to an online chat o Share documents such as Internet links, images or videos with your friends • • Google Doc o Create Google Doc account o Create document, edit and share it with peers. o • Blog o Create a blog account. o Post blogs on the homepage o Comment on other’s blogs.
  11. 11. Rubric of blog activity 4 1Content/ideas Writing is confident and clearly focused. Writing does not have a central theme and The students are able to connect the provides very limited information to the learning resources with their own readers. experiences. Relevant details enrich the writing.Organization Writing include a strong beginning, Writing is disorganized with no transition middle, and end with a clear transitions or closure. and a focused closureComprehension of the text Students demonstrate fully understanding The students’ writing is irrelevant with the of the learning material provided by the theme, the text and with the peer teacher. Students are being reflective conversation. about the information they get from the text, the internet links and their online chat.Vocabulary/Word choice Students use the word frequently and Inaccurate word choice and no use of the correctly from the word list created by the new vocabulary from the word list. whole class.Grammar and spelling Students make no errors in grammar or Students make more than ten errors in spelling. grammar and spelling.
  12. 12. Rubric of Venn Diagram Project 4 1Students’ contribution to the Venn All the statements are clearly listed and The statements listed are not clear andDiagram are relevant to the assigned topic irrelevant to the topic.Placement of statements within the Venn All statements noting similarities are Few statements are placed in the correctDiagram placed in the center circle and all circle. statements that note differences are placed in the correct outer circle.Number of quality statements Student is able to make five or more Student makes two or fewer comparison comparison statements in each circle. statements in each circle.Time management Routinely uses time well throughout the Rarely get things done by the deadline. project to ensure things get done on time.Working in group Always share with others, and support Rarely share resources and support each each other’s efforts other
  13. 13. Teacher’s Feedback• The lack of teacher guidance and feedback in the e-learning environment was the biggest problem for students.
  14. 14.

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