How to use technology to get more out of graded readers (and to make them more exciting to language learners!)
Presentation by Tom Walton for Macmillan at various Teachers Days in Spain, 2012
Xerrada per a la Xarxa d'Intercanvi de Coneixements de Begues. Repassada per les òperes bufes més importants: "Il barbiere di Siviglia", "La Cenerentola", "L'italiana in Algeri", "Il turco in Italia"
PROJECTE DE PORTAFOLI ELECTRÒNIC AMB EINES DE LA WEB 2.0 ALS ESTUDIS DE GRAU D’EDUCACIÓ INFANTIL DE LA UNIVERSITAT DE LES ILLES BALEARS A LA SEU D’EIVISSA. ESTUDI DE CAS
TESI DOCTORAL.
DEFENSA 21 DE MARÇ DE 2013
Rúbrica utilizada en los proyectos #ForNom15 y #ForNom17 con fotos con nombre y fórmula de productos químicos de uso habitual y subidas, comentadas, favoritos etc. en la red social Flickr
Interactive Fiction and Game Design Using Inform7Douglas Kiang
Designing a good game involves sketching and storyboarding, storytelling and testing. Inform7 is a free tool that allows kids to create text-based adventure games using a programming language that is easy to learn and understand. Discover how we used Inform7 with fourth graders and high schoolers, implementing a game design framework modeled after the real world, to engage them in a rich design process that promoted deep learning and understanding.
Xerrada per a la Xarxa d'Intercanvi de Coneixements de Begues. Repassada per les òperes bufes més importants: "Il barbiere di Siviglia", "La Cenerentola", "L'italiana in Algeri", "Il turco in Italia"
PROJECTE DE PORTAFOLI ELECTRÒNIC AMB EINES DE LA WEB 2.0 ALS ESTUDIS DE GRAU D’EDUCACIÓ INFANTIL DE LA UNIVERSITAT DE LES ILLES BALEARS A LA SEU D’EIVISSA. ESTUDI DE CAS
TESI DOCTORAL.
DEFENSA 21 DE MARÇ DE 2013
Rúbrica utilizada en los proyectos #ForNom15 y #ForNom17 con fotos con nombre y fórmula de productos químicos de uso habitual y subidas, comentadas, favoritos etc. en la red social Flickr
Interactive Fiction and Game Design Using Inform7Douglas Kiang
Designing a good game involves sketching and storyboarding, storytelling and testing. Inform7 is a free tool that allows kids to create text-based adventure games using a programming language that is easy to learn and understand. Discover how we used Inform7 with fourth graders and high schoolers, implementing a game design framework modeled after the real world, to engage them in a rich design process that promoted deep learning and understanding.
Latest version of the slides which will go with my Sept. 5 webinar.
You are all welcome to attend it! Here is the link to learn more about it: https://www.dropbox.com/s/1ft1yvy0ld6aden/Fasquel_Lets_study_lit.pdf?dl=0
The Senior Literacy Writing Handbook 1 is a workbook for students undertaking Units 1&2 VM Literacy or VPC Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts, social media posts and online campaigns through to pamphlets and street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the texts through prior knowledge activities, note taking, writing, speaking and research activities. Students will also be scaffolded to develop their own ideas and create their own versions of texts they study throughout the workbook.
Digital storytelling for language classroomsTom Walton
Creative, collaborative, process writing using simple Web 2.0 tools (=digital storytelling) makes for great, fun language learning activities.
Presentation given at Macmillan Teachers Day in Bilbao, May 2012.
A simple powerpoint story, and its sequel, written in the English class by a 13 (?) year old and then in a Catalan class by a different learner, example only. In class, we had a single powerpoint with ALL the learners stories on a series of slides.
Panel presentado por Tom Walton en Encuentro Práctico ELE Barelona 2010
Más información:
http://www.encuentro-practico.com/
Blog Formación ELE
http://blogs.ihes.com/formacion-ele/
Tom Walton
https://twitter.com/Tom_IHBCN
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2. the challenge
• take any one book to 25 kids*
• who never normally read
• who say they hatehate reading
• and make them read it (¡¿qué?!)
• and LIKELIKE it!
*or 12 adults – or any group of learners
3. what you get from books
• better vocabulary
• better reading comprehension skills
• a subject to talk and write about
• an enjoyable, shared experience
• success with English
When I talk with a friend I can be proud of me
because I have read a book of Stephen King in
English
4. what to do with a reader
• read it
• teach reading skills
• listen to it
• talk about it
• write about it
BUT most
important
is to…
BUT most
important
is to…
5. bring it alive!
The door of number 13 opened
suddenly and an arm came out.
The arm was thin and covered in
grey hairs. The fingernails were
long and dirty.
Anderson shouted and pulled
Jensen away from the door. The
arm disappeared and the door
closed. The sound of mad
laughter came from number 13.
6. assumptions about ICT
• we don't need any more exercises
• the learners, not the teacher using it
• NO kid needs your technical “help”!
• a digital space to share things in
More on how we should use technology
More on task design
10. Speed reading
TASK #1
Read whatever you like (first page, chapter, cover
notes, the cover illustration, other illustrations…),
in 2 minutes
Decide whether or not the book looks interesting*
Note title and opinion, then switch books
Compare notes with a partner/group after 10-12
mins. (5-6 books)
Optionally Test each other on what you read
Source: http://ilearntechnology.com/?p=4484
Google Docs forms or Edmodo polls to collect data*
11. photos people reading
TASK #2
Take photos of people reading
things
(anything, it doesn’t have to be books!)
Edit the photos if necessary,
caption them and share them
(blog, Edmodo...)
Comment on other people's photos
For editing photos: Pixlr.com
More on using (and creating) images
12. lists people reading
TASK #3
Make a list of the
people you see reading
Share your list on
Edmodo
No repetition!
Examples
Man in a bar reading a text
message on his mobile
Woman reading an
unidentified novel in the
park
Man reading lottery ticket
numbers before buying one
Woman reading something
on Kindle (?)
Man reading Sport (Bayern
Munich 4, Barça 0!!!)
Woman reading a recipe in
a magazine
Student reading notes on
the Metro
13. Who was Ghandi (etc)?
Or anyone else you like… but you must speak
exclusively in English*
TASK #4
Ask your parents*, in English only
• Who was Ghandi?
• When was he born?
• When did he die?
• What did he do?
• What did he achieve?
Report back via Edmodo, quoting exactly what
they said.
14. the Lady Di story (1)
TASK #5
Talk to people, exclusively in
English, see who can give you the
most info. about Lady Di.
Fit the info. into a single
sentence.
Report back via Edmodo.
15. Wordle
TASK #6 With a partner, pick out the 15-20
most important words, phrases, dates, names etc.
from the story
Put them into Wordle, making the most
important words largest
Share it with us and describe it to us
www.wordle.net
16. !
creative writing (1)
TASK #7
Pick out the elements (and vocab) from the
text that make the story a good ghost [love etc.]
story
Pool and discuss these
Write your own stories (in pairs) using the
above
Illustrate your story in some way
Share it with us on our blog (or Edmodo)
Comment on other people's stories
17. creative writing (2)
TASK #8
Pick out all the different
“texts” in the story we’ve
read.
Write a new story made up
of a series of different texts
(letters, menus, signs,
Facebook entries, Tweets…)
Fake Facebook pages | Fake Twitter
18. creative writing (3)
TASK #9 Write an alternative ending for the story
More on creative writing
TASK #10 Write a "modern" version of the story
TASK #11 Write the sequel / prequel
19. audio
TASK #12
In a group, take a section from the story and
produce it as a radio play, including sound
effects.
For recording, soundcloud.com, vocaroo.com
Share it via Edmodo or our blog* and
comment on other people's plays.
Soundcloud also available as a brilliant app, to turn smartphones into
recording devices
20. !
video
TASK #13
Video a suitable scene from the story
Works great with mobile phones (though the
sound tends to be terrible)!
IMPORTANT The opportunities for language
practice in choosing, planning, scripting and
rehearsing
TIP Insist that audio or video is (a) well-rehearsed
and (b) short (i.e. under 2 mins)
21. imaginary film version
TASK #14
Create an imaginary
film version of the
text, including plot
outline, title, tagline,
names of actors, etc,
plus the poster
Share it with us /Sell
it to us
An example (in Spanish)
Glogster for creating posters
22. Voki
TASK #15 Pick out from the
text what we know about the
character.
Voki the character
Write (and/or record) a suitable
text.
Share and comment your Voki
via blog/Edmodo
www.voki.com
23. comic strip makers
TASK #16 Pick a suitable scene from the
book and illustrate and/or animate it
24. fantasy maps (etc)
If I ruled the world, or at least a publishing
company, all books would contain as much
supplementary information as possible (…).
Every work would have an appendix filled with
diagrams, background information,
digressions and anecdata. And of course,
maps | Victoria Johnson
TASK #17 How much of the story can you get
into a single drawing/collage/map/diagram…?
Source
25. timelines
TASK #18
Read through the text carefully, pick out
the main events and important dates and create
a timeline for it.
Share it with us.
26. oral presentations
TASK #19 Present the book you’ve read to
the class orally
• short! (90 seconds, max. 3 slides or zooms)
• stop mercilessly (but don't fail)
• NO stolen images !!!
• pairs, 3s or small groups
• reason for listening (peer assessment?)
• Q+A session (another 90 seconds)
• help with performance (nerves, good .ppts)
• short! (90 seconds, max. 3 slides or zooms)
• stop mercilessly (but don't fail)
• NO stolen images !!!
• pairs, 3s or small groups
• reason for listening (peer assessment?)
• Q+A session (another 90 seconds)
• help with performance (nerves, good .ppts)
!
27. the Lady Di story (2)
TASK #20
Summarise the story in a single sentence*
and post it on our class blog, illustrating it in some
way with your own artwork
Alternative: As above but with a limited number of
words (exactly 50?)*
30. getting feedback
“I think that coment the book in class, make me clear
more things.”
“I like read a books in class, is better than do grammar,
and in the same time you can learn vocabulary”
“(....) is easy to understand and it isn't worry.”
“Cati [the teacher] enjoy very much doing the class.”
“No I didn't recomend because I didn't liked, I prefered
the books with action, or with afraid, but the love is
always the same and it hasn't got any emotion”
This page: feedback from teenagers reading different graded readers
31. whatever you do…
• Ensure that they read it!
• Talk and write about it
• DON’T let the technology take over
• DON’T forget about the language learning
• Make it an enjoyable experience
• And above all achieve this…