Presentation on web 2.0 tools that can be used in the class for motivation, creating vocabulary activities, speaking and writing.
Includes a list of useful web resources.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://www.pearltrees.com/shellyterrell/exam-prep/id12653288
Presentation on web 2.0 tools that can be used in the class for motivation, creating vocabulary activities, speaking and writing.
Includes a list of useful web resources.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://www.pearltrees.com/shellyterrell/exam-prep/id12653288
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/graphicorganizers
This presentation was given at the Outdoor Recreation Industry Council Conference in August 2008. It is an overview of the presentation! Many of the slides led to practical demonstrations of software like Google Earth, Picasa, Panaromio and other web 2.0 technologies. Contact Ian Boyle for futher information.
A guide to finding digital resources to use on your interactive whiteboard.
As presented at the Teacher2Teacher Conference, Bow Island, Alberta March 2011
www.whiteboardblog.co.uk
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://www.pearltrees.com/shellyterrell/teacher-zen/id12262771
What is it? http://digitalstorytelling.coe.uh.edu/index.html
Use of media
Text, TEXT, Text
Visuals
Music
Video
Voice
Digital method shares with a wider audience
The storytelling format makes the case
more convincing
sway an audience
increase donations
create a connection to the audience
bed time stories
The purpose of this professional development is to increase teacher knowledge and skills in order to better equip students with 21st Century knowledge and skills.
Remote teaching, distance learning or team teaching?
Webinar hosted by TeachingEnglish
Monday, December 15, 2014
Due to a lack of of qualified and experienced teachers in Uruguay, English is being taught in 2000+ primary classes all across the country via video conferencing, using teachers from elsewhere (including Argentina, the Philippines and Mexico). Because there are two teachers, a classroom teacher (CT) and a remote (RT), a new type of methodology is being developed that combines elements of distance learning, team teaching and blended learning, but which also requires a unique approach.
http://bit.ly/1BE4e1X
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/graphicorganizers
This presentation was given at the Outdoor Recreation Industry Council Conference in August 2008. It is an overview of the presentation! Many of the slides led to practical demonstrations of software like Google Earth, Picasa, Panaromio and other web 2.0 technologies. Contact Ian Boyle for futher information.
A guide to finding digital resources to use on your interactive whiteboard.
As presented at the Teacher2Teacher Conference, Bow Island, Alberta March 2011
www.whiteboardblog.co.uk
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://www.pearltrees.com/shellyterrell/teacher-zen/id12262771
What is it? http://digitalstorytelling.coe.uh.edu/index.html
Use of media
Text, TEXT, Text
Visuals
Music
Video
Voice
Digital method shares with a wider audience
The storytelling format makes the case
more convincing
sway an audience
increase donations
create a connection to the audience
bed time stories
The purpose of this professional development is to increase teacher knowledge and skills in order to better equip students with 21st Century knowledge and skills.
Remote teaching, distance learning or team teaching?
Webinar hosted by TeachingEnglish
Monday, December 15, 2014
Due to a lack of of qualified and experienced teachers in Uruguay, English is being taught in 2000+ primary classes all across the country via video conferencing, using teachers from elsewhere (including Argentina, the Philippines and Mexico). Because there are two teachers, a classroom teacher (CT) and a remote (RT), a new type of methodology is being developed that combines elements of distance learning, team teaching and blended learning, but which also requires a unique approach.
http://bit.ly/1BE4e1X
Remotely Speaking: English language through video conferencing in UruguayGraham Stanley
Talk given at:
- IATEFL LT SIG webinar - December 15 2013 (http://ltsig.org.uk/)
-3rd annual symposium - Washington DC, US http://www.meducationalliance.org/page/2013-meducation-alliance-international-symposium - October 2013
Web 2.0 Technologies: Tools for Teaching EnglishAimee Maron
This presentation provides an introduction to Web 2.0 technologies and examples of how these tools can support Teaching English as a Foreign Language, with specific examples.
Technology Driven Differentiated Instruction #KCDTTLVicki Davis
Differentiating Instruction with Technology - build a framework and consider all learners in your plans. Shared with the audience at the Kentucky Country Day School in Louisville Kentucky at Teach, Tech, Learn 2014
Fostering Critical and Creative Thinking Literacy Skills using iPads in Prima...Joanne Villis
This slide share is a copy of a presentation which I am presenting at the Oz Tech 2014 Conference at Firbank Grammar School during September. I have provided iPad apps to use with Primary school students in order to foster critical and creative literacy skills.
Webinar given to launch the IATEFL LTSIG Monthly series on 25th July 2020. Storytelling ideas for language teaching online. The pre-task for the webinar is in the notes and here: https://ltsig.iatefl.org/ltsig-monthly
Interactive storytelling games (July 2020)Graham Stanley
Presentation about interactive storytelling games to promote speaking by language learners. Workshop given at the Trendy English games fest on 5th July 20020 - https://trendyenglish.ru/gamefest
Remote Teaching - Engaging students when teaching onlineGraham Stanley
Webinar given for the IATEFL LTSIG Fridays event on 10th April 2020. After a brief introduction to teaching online (remote teaching), the presentation looks at the challenges for keeping students engaged; what CPD is necessary for remote teachers (based on observations/surveys); what makes a good remote teacher; and it ends with a look at using virtual backgrounds in Zoom.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. http://www.languagelearningtechnology.com
Language Learning with WebtoolsLanguage Learning with Webtools
Graham Stanley, September 2015Graham Stanley, September 2015
http://the9988.deviantart.com/art/Map-of-the-Internet-1-0-427143215
http://www.slideshare.net/bcgstanley/
http://tinyurl.com/nn26re5
27. IWB
Definition Example
Substitution - Tech. used to perform same task
(least effective) as done before using computers T. writes on IWB
Augmentation - Tech. used to add value to task T. prepares own IWB
flipchart
Modification - Tech. has functional improvement T. integrates
audio/video
Redefinition - Tech. allows for new tasks that T. makes full use of all
(most effective) were previously inconceivable interactive features
Model developed by Dr. Ruben Puentedura:
http://www.hippasus.com/rrpweblog/archives/2014/01/31/SAMRAnAppliedIntroduction.pdf
SAMR model for tech. integration
https://www.youtube.com/watch?t=86&v=us0w823KY0g
28. 10. Project work10. Project work
Language Learning with WebtoolsLanguage Learning with Webtools
30. 1) learners create islands in groups1) learners create islands in groups
2) scan copies of learners’ drawings2) scan copies of learners’ drawings
3) trace over the scanned drawings using IWB software3) trace over the scanned drawings using IWB software
ProcedureProcedure
36. Werewolves of Miller’s Hollow
Goal of the game:
For the villagers:
eliminate the werewolves
For the werewolves:
eat the villagers
37. Werewolves of Miller’s Hollow
Each night, one villager is devoured by the
werewolves
During the day they try to hide their identities to
avoid being hanged.
Each morning the surviving villagers come
together and try to discover who the werewolves
are.
38. Werewolves of Miller’s Hollow
It’s night and the entire village is sleeping.
All players close your eyes
The werewolves wake up,
Recognise each other and
choose a new victim
39. Werewolves of Miller’s Hollow
It’s morning and the village wakes up
All players open your eyes
The Narrator points out any
victims the werewolves ate
during the night
43. References
Graham Stanley,
Language Learning withTechnology,CUP, 2013
Diane Phillips, Sarah Burwood & Helen Dunford
Projects with Young Learners
OUP, 1999
Matt Wicks,
Imaginative Projects
CUP, 2000
Kyle Mawer & Graham Stanley,
Digital Play, Delta, 2011
Gary Motteram (Ed.)
Innovation in learning technologies for ELT
British Council, 2013 -
http://www.slideshare.net/bcgstanley/
http://tinyurl.com/nn26re5
Editor's Notes
Language learning with Webtools
Language Learning with Webtools
So, you want to use technology in class? But, what comes first: the language or the webtool? Rather than finding a use in the classroom for technology, the teacher should consider the language being taught first and then consider what technology can be used for which purposes inside and outside of the classroom. Based on ideas presented in the book Language Learning with Technology (Stanley, 2013) and Innovations in Learning Technologies for English Language Teaching (Ed. by Motteram, 2013 and available for download here: http://tinyurl.com/nn26re5), participants will hopefully have a better idea of how to approach using technology/webtools in their teaching as well as seeing examples of how others have used them in their practice
Bio:
Graham Stanley is Country Director for the British Council in Uruguay, working principally on the Plan Ceibal English project, teaching primary school children English in Uruguay via video-conferencing. He has an M.Ed in ELT & Educational Technology and his latest handbook for teachers, 'Learning Languages with Technology' (CUP, 2013) was overall winner in the English Speaking Union HRH Duke of Edinburgh Award English Language Book Awards and his previous book, 'Digital Play: Computer games and language aims' won the British Council ELT Innovation award (ELTon) for teacher resources in 2012.
As a teacher, how do you feel about educational technology in your own classroom? Talk to your partner and tell them if you use it much and if so, how you use it.
Do you or do any of your colleagues feel uncomfortable about educational technology? Do you know anyone who refuses to use it?
One of the reasons why language learning technology has got a bad name with some teachers is when technology is used without much thought for the pedagogy or language aims of the class – to be effective, LLT needs always to be used to support the aims of the lesson and assist in helping the learners practice or learn the language better than if technology was not used. We need to make sure that technology is not being used for the sake of it – Avoid the Everest Syndrome: i.e. Why use Technology? Because it’s there!
Here are some wrong ways to approach using LLT
Reading about how others use technology in their classrooms can be inspiring – I recommend looking at this book of case studies and reflections on the use of technology in language teaching around the world and across the board, from the primary classroom to secondary, teens, university and adults.
I also recommend looking for ideas in handbooks specially written for teachers, such as this one which I wrote (Cambridge, 2013), which was overall winner in the 2014 HRH English Language Book Award presented by the English Speaking Union. Differing from other handbooks for teachers, Language Learning with Technology looks at different language skills and areas and gives ideas how the use of technology can help teachers. For the rest of this workshop, I am going to look at examples from each of these areas, using webtools to support the language areas.
Just if we have time, let's look at some cretive writing prompts, which can help learners get started with writing stories, etc.
The first involves a project which has been used in ELT for many years. It involves asking the learners to work in groups and design an island, which is then used as the setting for subsequent classroom activities.
In my classroom oif teenagers (13-14 year-olds), I asked them to work in groups and decide on the shape of their island. Then I asked them to add natural features (lakes, mountains, forests, etc) and then man-made features (cities, etc).
I then scanned their drawings and traced over them on the IWB. Doing this allowed me to manipulate the islands very easily – I can make them bigger or smaller, duplicate elements of thei island (trees, mountains, etc).
I placed the four student created islands together on a map and added an island that I created, which is the one I use for the students' adventures – some of the classroom activities take place on this mysterious islands. This way, I can add a narrative element to different activities I do in class.
One of the first activities I asked the learners to do was to write descriptions of the islands and some of the places on the islands. These became part of a growing 'Tourist Guide' to the islands.
One of the first activities I asked the learners to do was to write descriptions of the islands and some of the places on the islands. These became part of a growing 'Tourist Guide' to the islands.
There are lots of activities that you can do with the island. These are some sources of information that I know of that can be used.
One of the activities I've recently done with my learners as part of the island project is to play a game called 'Werewolves of Miller's Hollow' – this is absed on a popular game called 'Mafia', which originated in a Psychology classroom at a university in Russia during the 1980's
This is the goal of the game. On eof the interesting things about the game is that it is scaleable – you can play with as few as 5 players and as many as 30. It's also adaptable to different levels and ages.
The game has 2 different turns. Each night, the werewolves claim another victim. During the day, the villagers gather and after finding out who died, they talk about what they heard, etc. and try to figure out who the werewolves are.
One of the most important things about the game is the role of the storyteller (narrator), a role that should be taken (at least at first) by the teacher. It's your job to animate the villagers into talking. As this is a fluency activity, I suggest not spending too much attention on errors, although it's useful to tke note of any language your learners produce thast could be improved – the errors can be dealt with after you've played the game.
The best way of understanding how this might work in the classroom is to play the game, so if it's alright with you, that's what I'd like to do now.
The game continues. Some ideas for improving on the game in the classroom may be: asking the learners to write role-cards for their characters (who they are, what they do, where they live, etc.)
You could also get them to write rumours (on a grafitti wall, etc.)
Thanks for your attention – please let me know if you try out any of these activities or if you have any comments ro questions about anything in the presentation.
Here are the references to the books I mentioned in the presentation, and the image I used here too.