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Esol blogging & podcasting: 1 example

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Atesol Presentation

  1. 1. ESOL blogging & podcasting Reading & Writing Listening & Speaking T E A C H E R S T U D E N T S
  2. 2. Why Blogging & Podcasting? <ul><li>natural progression from computer lessons (Word, WordArt, search the net) </li></ul><ul><li>enables students to use their English in an authentic context </li></ul><ul><li>Enables students to communicate with the online community in English. </li></ul><ul><li>to assist students with continuous independent learning outside the classroom. </li></ul>
  3. 3. Class blog content <ul><li>Course related </li></ul><ul><li>Units of Competency: Read and respond to simple/routine English texts; Use English to write simple/routine texts. Draft edit & publish; Develop literacy using technology; Operate in a diverse study environment </li></ul><ul><li>Topics: chosen by students in needs analysis sessions </li></ul><ul><ul><ul><li>Report Writing: Reports: Information Texts </li></ul></ul></ul><ul><ul><ul><li>Postcard writing: Writing postcards Topics elicited from needs analysis: car </li></ul></ul></ul><ul><ul><ul><li>Read simple English texts: Walk Run Swim , WRS worksheet , Obesity & Skin Cancer </li></ul></ul></ul><ul><li>Something around us </li></ul><ul><ul><li>Health Expo : students create Surveys, quiz, article for St Ass newsletter </li></ul></ul><ul><ul><li>Harmony Day </li></ul></ul><ul><li>Facilitate communication with other bloggers </li></ul><ul><ul><li>P2p X EFL/ESL X (Dekita) </li></ul></ul><ul><ul><li>Oz quiz created by the students for a Portuguese P.S. class </li></ul></ul><ul><ul><li>Comments from teachers around the world, like Teresa D’Almeida from Portugal </li></ul></ul><ul><li>Competitions, quizzes, games </li></ul><ul><ul><li>Webquest </li></ul></ul><ul><ul><li>What country is this? </li></ul></ul>
  4. 4. Student Blogs Content <ul><li>Teacher Directed posts </li></ul><ul><ul><li>Related to Units of Competency as before </li></ul></ul><ul><ul><ul><li>Report Writing: Aborigines </li></ul></ul></ul><ul><ul><ul><li>Postcard writing: Jie’s </li></ul></ul></ul><ul><ul><ul><li>Giving your opinion: forum (next slide) or response to podcasts ( Helen’s response to Emile’s podcast) </li></ul></ul></ul><ul><ul><ul><li>Respond to readings set up in class blog or handed out in class ( Twins ) </li></ul></ul></ul><ul><ul><ul><li>Cultural differences (operate in a diverse study environment) </li></ul></ul></ul><ul><ul><li>Something around us: </li></ul></ul><ul><ul><ul><li>Harmony Day </li></ul></ul></ul><ul><ul><ul><li>Health Expo Surveys,e.g. Alternative Medicine & Alternative Medicine Results </li></ul></ul></ul><ul><ul><ul><li>Sculptures by the Sea & How to get to Bondi Beach </li></ul></ul></ul><ul><li>Personal posts: </li></ul><ul><ul><li>Voicethread slideshows, like Winnie’s visit to the zoo </li></ul></ul><ul><ul><li>Personal texts, Sharon </li></ul></ul><ul><ul><li>Personal digital stories or podcasts, Robert </li></ul></ul><ul><ul><li>Communicating with others Comments in classmates’ blogs </li></ul></ul><ul><ul><li>Global contacts comments from and for ESL teachers and students from Australia and all over the world </li></ul></ul><ul><ul><li>Project exchanges: Kogarah & Liverpool wiki with Ana Koorey’s class (beginning stages) </li></ul></ul><ul><ul><li>Participating in forum: classroom forum, forum shared with another St George Class, forum shared with Liverpool TAFE class </li></ul></ul>
  5. 6. Class Podcast Content <ul><li>Related to TAFE/ course syllabus </li></ul><ul><li>Units of Competency : </li></ul><ul><li>Listen and respond to simple/routine English texts </li></ul><ul><li>Develop literacy using technology </li></ul><ul><li>Operate in a diverse study environment </li></ul><ul><ul><li>Teachers: </li></ul></ul><ul><ul><ul><li>Orientation to TAFE: Patricia , Jennifer </li></ul></ul></ul><ul><ul><ul><li>Teachers’ personal stories: Liz in Afghanistan , Emile around the world , Andrew: Nut & Nun </li></ul></ul></ul><ul><li>OutsideTAFE </li></ul><ul><ul><li>Sydney People </li></ul></ul><ul><ul><ul><li>Carole: Constant Movement </li></ul></ul></ul><ul><ul><ul><li>Nikki: Creativity </li></ul></ul></ul>
  6. 7. Student Podcasts <ul><li>Units of Competency: </li></ul><ul><ul><li>Use English to participate in simple/routine spoken texts </li></ul></ul><ul><ul><li>Develop literacy using technology </li></ul></ul><ul><ul><li>Operate in a diverse study environment </li></ul></ul><ul><li>Something around us: </li></ul><ul><ul><li>Health Expo: Interviews with health providers and Student Association staff </li></ul></ul><ul><ul><li>Steve Irving’s death </li></ul></ul><ul><ul><li>Robert’s Interview with Djimi (digital story) </li></ul></ul><ul><li>Connecting with others: </li></ul><ul><ul><li>Questions and answers for High School Portuguese students: Hideki’s </li></ul></ul><ul><ul><li>Hello from Down Under </li></ul></ul><ul><ul><li>Oz Quiz created for New Zealand ESOL students </li></ul></ul><ul><li>Radio programs: </li></ul><ul><ul><li>Anna: Movies </li></ul></ul><ul><ul><li>Sharon: Dreams </li></ul></ul><ul><ul><li>Harjit : Cultural Differences </li></ul></ul><ul><ul><li>Marcela: Love and Marriage </li></ul></ul>
  7. 8. Assessment & Evaluation <ul><li>Assessment: </li></ul><ul><ul><li>Individual events (e.g. writing a report; giving opinion in writing or speaking) are assessed following normal class assessment tools: </li></ul></ul><ul><ul><ul><li>cover sheet </li></ul></ul></ul><ul><ul><ul><li>class marking grid </li></ul></ul></ul><ul><ul><ul><li>student assessment task </li></ul></ul></ul><ul><ul><ul><li>feedback to reflect on their performance </li></ul></ul></ul><ul><ul><li>Blog rubric to assess progress in a more holistic way (e-portfolio) </li></ul></ul><ul><li>Evaluation: </li></ul><ul><ul><li>student feedback forms </li></ul></ul><ul><ul><li>Student feedback on blogs (comments) & emails </li></ul></ul><ul><ul><li>Student feedback on their assessment </li></ul></ul><ul><ul><li>Colleagues feedback (also ongoing team work) </li></ul></ul>
  8. 9. Results <ul><li>Extend students learning: English and computer skills </li></ul><ul><li>Extend teacher’s learning </li></ul><ul><li>Shift of roles: teacher becomes more of a collaborator, facilitator and mentor </li></ul><ul><li>Students become mentors </li></ul><ul><li>Students create own content & learning </li></ul><ul><li>Extend context of learning </li></ul><ul><li>Facilitate contact and dialogue with others </li></ul>
  9. 10. What would you recommend? <ul><li>Elicit content from students as much as you can </li></ul><ul><li>Relate content to curriculum, classroom activities & local events </li></ul><ul><li>Explicitly address OH&S, copyright and privacy issues </li></ul><ul><li>Get signed permission from students to use their photos </li></ul><ul><li>Be creative </li></ul><ul><li>Be flexible </li></ul><ul><li>Be patient </li></ul><ul><li>Be explicit & clear </li></ul><ul><li>Be ready to learn from the process and the students </li></ul><ul><li>Join networks like Webheads and Edna groups </li></ul>
  10. 11. Tools used Check this post from my blog: Making this blog <ul><li>Blogger </li></ul><ul><li>Word processor </li></ul><ul><li>Paint or Adobe </li></ul><ul><li>Podomatic </li></ul><ul><li>Audacity </li></ul><ul><li>Ourmedia and SpinXpress </li></ul><ul><li>Wikis (pbwiki, wikispaces) </li></ul><ul><li>Time4English </li></ul><ul><li>Quicktopic </li></ul><ul><li>CaptureCAM-PRO </li></ul><ul><li>Mpe3 player </li></ul><ul><li>Photos: digital camera,flickr, picasa </li></ul><ul><li>Slides (with voice recording facilities): </li></ul><ul><ul><li>Bubbleshare, Frappr </li></ul></ul><ul><ul><li>Voicethread </li></ul></ul><ul><li>Digital strories: </li></ul><ul><ul><li>Movie maker </li></ul></ul><ul><ul><li>Photostory3 </li></ul></ul><ul><ul><li>Photobucket </li></ul></ul>

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