Presentation to the eLearning Strategies Symposium; December 7, 2012. Please email for PPT version of this file.

2.  Research
 Second language
acquisition
▪ Fluency
▪ Vocabulary
▪ Syntax
▪ Discourse
 Common Core link
 Web 2.0Tools
 Voxopop
 Fotobabble
 Voki
 Blabberize
 Thinglink
 Little BirdTales
 Story Jumper
 VoiceThread
 Google Docs

3.  Who you are
 Why you are here
 What appealed to you in the session
description?
 What do you hope to get out of this
session?

4. 50% of courses will be online or
blended environments by 2019
Disrupting Class authors Clayton Christensen
and Michael Horn

5. All students have a “right to rigor.”
College Board president David Coleman

6.  Comprehensible Input
 Nonlinguistic representations
 Images, video, audio
 Collaboration / cooperative learning
 Homogenous and heterogeneous grouping
 Low affective filter environment
 Multiple attempts before grading
 Low risk
 Enjoyable

7.  Interacting in meaningful ways
 Collaborative
 Interpretive
 Productive
 Learning how English works
 Structuring texts
 Expanding and enriching ideas
 Connecting and condensing ideas

8.  Use a select number of general academic
words (e.g., author, chart) and
domain‐specific words (e.g., scene, cell,
fraction) to create some precision while
speaking and writing.
 Plan and deliver brief oral presentations on a
variety of topics and content areas.

9.  Contribute to class, group, and partner
discussions by following turn‐taking rules,
asking relevant questions, affirming others,
adding relevant information, and
paraphrasing key ideas.
 Adjust language choices according to
purpose (e.g., explaining, persuading,
entertaining), task, and audience.

10.  Types of writing
 Narrative
 Argument / opinion
 Informative / explanatory
 Production and distribution of writing
 Research to build and present knowledge

11. 6. Use technology, including the Internet, to
produce and publish writing and to interact
and collaborate with others.
11

12. 8. Gather relevant information from multiple
print and digital sources, assess the credibility
and accuracy of each source, and integrate
the information while avoiding plagiarism.
12

13.  Those who read more read better.They also
write better, spell better, have larger
vocabularies, and have better control of
complex grammatical constructions
Stephen Krashen

14. 7. Integrate and evaluate content presented in
diverse media and formats, including visually
and quantitatively, as well as in words.
14

15. 2. Interpret information presented in diverse
media and formats (e.g., visually,
quantitatively, orally) and explain how it
contributes to a topic, text, or issue under
study.
15

16. 5. Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations.
16

17. Language Development
Oral
Fluency Vocabulary
Written
Syntax Discourse

18.  Well-developed oral
language proficiency is
associated with well-
developed reading and
writing skills
 Building oral language
in academic context is
most beneficial

19.  Upload image
 Record your voice

20.  Free service
 Customizable avatar
 People
 Animals
 Historical figures
 Voice
 Text-to-speech
 Microphone
 Uploaded file

21.  Makes a still picture “talk”
 Requires microphone

22.  Students learn better from words and pictures than
from words alone
 Text embedded within or near images is most
effective for vocabulary acquisition
 We have better recall of visual information

28. NARRATIVE
 Tells a story
 Familiar structure
 Recounting events,
invention, retelling
 Informal language
EXPOSITORY
 Explanation of facts
and concepts
 Formal structure
 Inform, persuade,
explain
 Academic language

29.  Upload or draw
images
 Add text to annotate
 Record voice
 Embed or share link

30.  Collection of scenes
and props
 Ability to upload
images
 Student account
creation and
management
 No audio
 Can be read online or
purchased as print

32.  Web-based system
 Upload images or presentations
 Comment
 Oral
▪ Multiple revisions
 Text
 Draw
 Meta-cognition
 Point out key elements

33.  Gather facts
 Make connections
 Ask questions
 Give opinions
Bill Ferriter, Center forTeaching Quality

36.  Expand oral language development into
online environment
 Increase oral and written discourse through
online environments
 Design for vocabulary and syntax acquisition
 Make it meaningful!

37. Molly Large mlarge@ctap10.org

38.  American Psychological Association. Monitor on Psychology.
April 2002. <http://apa.org/ monitor/apr02/tech.html >.
 Doolittle, P. (2001). Multimedia Learning: Empirical Results
and Practical Applications.
<http://www.ipfw.edu/as/tohe/2001/Papers/ doo.htm>
 Ginsberg, M. &Wlodkowski, R. (2000). Creating highly
motivating classrooms for all students. San Francisco: Jossey-
Bass.
 Tony Erben, Ph.D. University ofTampa, ELL Success in
Content-area Subjects throughTechnology. Presentation April
2010.

39.  Prensky, Marc. (2001). Digital Natives, Digital Immigrants.
<http://www.marcprensky.com/ writing>.
 Silver, H., Strong, R., &Perini, M. (2000). So Each May Learn.
Alexandria: ASCD.
 Wolfe, P. (2001). Brain Matters:Translating Research into
Classroom Practice. Alexandria: ASCD.