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Incorporating L2 Learning Principles into Teaching Approaches Through Digital Storytelling by Elena Poltachenko & Liz Iannotti

Incorporating L2 Learning Principles into Teaching Approaches Through Digital Storytelling by Elena Poltachenko & Liz Iannotti

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    Tesol2011 digital storytelling upload Tesol2011 digital storytelling upload Presentation Transcript

    • Incorporating L2 Learning Principles into Teaching ApproachesThrough Digital Storytelling
      Elena Poltavtchenko
      Northern Arizona University
      Elizabeth Iannotti
      LaGuardia Community College
    • Outline
      • Definition and types of DS
      • Process of creating a DS
      • Educational uses of DS
      • Positive outcomes reported by practitioners
      • Reported classroom activities that support these outcomes and corresponding L2 learning principles
      • Potential challenges for using DS in ESL classes
      • Tips for implementing DS projects
      • Conclusion
    • What are digital stories?
      Digital Stories (DS) are multimedia projects that
      • Combine narrative with digital content by mixing images, sound, text, narration, and video, to create a short movie
      • Focus on a particular theme or viewpoint
      • Often have strong emotional component
    • Process of creating DS
    • Types of DS
      • Personal
      • History
      • Character
      • Work
      • Love
      • Recovery
      • Discovery
      • Informational / instructional
      • Persuasive / argumentative
      • Reflective
      • Adventure
      • Accomplishment
    • Educational uses of DS
    • DS as a learning tool
      Study skills
      • Research
      • Organizational
      • Technology
      • Presentation
      • Problem-solving
      • Assessment / Reflection
      • Critical thinking
      • Creative outlet
      Language skills
      • Reading
      • Writing
      • Speaking
      • Listening
      • Vocabulary
      • Pronunciation
    • Most cited benefits
      Increased content knowledge / Deeper understanding of material
      Enhanced ability to use digital, visual, textual, and technological tools in teaching and learning (multimodal literacy skills)
      Increased motivation, engagement, enjoyment
      Enhanced creativity / Improved confidence, self-esteem, attitude toward learning / Improved abilities to think critically and solve problems
      Increased autonomy and sense of responsibility for own learning
      Improved abilities to function in a group (social, collaborative skills)
      Enhanced language skills(6 NS and 7 ESL/EFL)
      Increased involvement due to authenticity of experience
      Increased interest as a result of a unique learning experience, novelty
    • Use of DS in language classrooms
      DS in classes for NS students
      • Six articles mentioned enhanced language skills, such as
      • Basic skills in reading and writing
      • Oral communication
      • Public speaking
      • Expository writing
      DS in ESL/EFL classes
      • All seven articles on DS projects in L2 classrooms reported enhanced language skills, such as
      • Writing
      • Speaking
      • Reading, including foundational literacies (reading comprehension, fluency, text decoding, vocabulary)
      • Listening comprehension
    • DS and L2 learning principles
      Reported activities in DS projects
      Students communicate to achieve meaningful results
      Students produce written and spoken drafts, receive feedback and revise
      Associated L2 learning principles
      Use of authentic language interactions, need for genuine communication
      Repeated opportunities for output, modified input, and negotiated meaning
    • DS and L2 learning principles (cont’d)
      Reported activities in DS projects
      Instruction is customized for each learner. Activities are designed and sequenced to promote autonomy
      Learning occurs through manageable yet challenging tasks; learners choose the topics and sometimes partners
      Associated L2 learning principles
      Learner-centered classrooms, scaffolding, gradual development of autonomy
      Increased sense of control of one’s project and learning; enjoyment, motivation
    • Potential challenges
      Class management
      • Too many projects
      • Pair up or group students
      • Assessment
      • Use existing rubrics “as is” or adapt to fit your students’ projects
      • Students focus too much on technology
      • Emphasize other elements
      • Give specific language-related tasks and feedback
    • Potential challenges
      Technology
      • Lack of confidence in teaching use of software
      Provide written instructions/tutorials
      • Low level of technology skills among students
      Provide step-by-step demonstration
      Pair up less skillful students with more tech savvy ones
      Provide links to sites with free images, music, tutorials
      • Not enough computers
      Create group projects
      • Low language level
      Provide scaffolding
      Start with easy projects (alphabet, daily activities)
    • Helping language learners succeed through DS
      • Plan well
      • Keep the scope within limits of practicality, be realistic
      • Consider creating groups and assigning collaborative projects
      • Break the project into stages, each with its own grade
      • Include project reviews in the timeline; intervene when project is off-track.
      • Stress creativity, effort, and unity of text, image, and transition.
      • Start with low stakes, fun, fluency-based storytelling activities.
      • Use a story map and storyboard; these are fun and helpful.
      • Provide links to open resources (to prevent copyright infringement).
      • Talk to relevant people at school for multimedia support.
      Celebrate with a film festival and popcorn!
    • Conclusion
      DS is a tool that can be used in L2 classrooms to
      • Promote authentic language interactions for genuine communicative needs
      Purposeful opportunities for an integrated focus on form and other aspects of language
      • Facilitate interaction among students
      Repeated opportunities for output, modified input, and negotiated meaning
      Additional opportunities for practice in all four skills
      • Promote deeper understanding of the material
      • Increase students’ motivation and autonomy
      • Learning through manageable but challenging tasks
      • Control of one’s project
    • Implementing DS
      • Take a couple of minutes and jot down ideas for at least two DS projects which can help you promote language learning in your L2 classroom(s)
      • Then turn to a person sitting next to you and share your ideas
      • Can you think of any other uses?
    • Thank you
      Do you have any questions?