Chop, knead, slice getting the multi function blend right iatefl manchester 12 april 2015
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Apr. 16, 2015•0 likes•169 views
Chop, knead, slice getting the multi function blend right iatefl manchester 12 april 2015
Apr. 16, 2015•0 likes•169 views
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Now creating a whole range of courses or lesson activities is easy with all these web tools, publisher platforms, new apps and online resources. But are we chopping and slicing things effectively? What’s in our blended mixing jug? How satisfied are students? Come a long to share approaches and create joint guidelines.
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Chop, knead, slice getting the multi function blend right iatefl manchester 12 april 2015
- 1. Chop, knead and slice: getting the multi-function blend “right” IATEFL Manchester 12th April 2015 swapshop
- 4. 11th April 2015 tweet by Fiona Thomas
- 5. Flipped learning? Blended learning?
- 7. Case studies
- 9. Case Study 2 Allergens
- 11. Case Study 4 Today’s special
- 12. Case Study 5 Zero miles
- 13. Case Study 6 - Weaning walls
- 14. Shared ownership Additional exposure User-generated content Feedback - forward Own pace Fast finishers Organic growth
- 15. What blended learning tools are you using? Why do they enrich the learning experience?
- 16. Future blends
- 17. So, what’s your recipe?
- 22. Find out more? Manchester IATEFL
Editor's Notes
- What is your classroom? A kitchen? An experiment? Something delicious? A place where delicious things are created. Where mistakes are made, aprons stained, mild burning happens, things are prepared but nothing is ever the same as the ingredients change. Using technology helps cater to all taste buds
- LMS, VLE, F2F, FB, eBook, flipped,
- What do students take away from our lessons? Photo of the whiteboard. An audio or video recording of a student speaking. LMS supports busy life style and bridges class with home life. Offers greater flexibility. Before teacher’s book, class CD, student’s book, file - now shared ownership. Business people miss lessons but can access files, share ideas, catch up, feel included.
- ESP course in the medical field. In this case, gathering prior information on workplace experience was key in making the f2f training more successful and exposing students to language prior to f2f lessons made time with teacher more beneficial. So having an online space allowed opportunities to share experiences of workplace issues for students in remote areas or for shift workers
- Academic writing course with use of a wiki - developed over time, capture versions, allow for more collaborative peer-review, range of correction strategies and techniques
- Use of tablets with young adults - their own devices brought in and used to supplement face to face lesson to change pace, to allow own pace for fast finishers or learners who want to find definitions e.g. double click. Students familiar with tools, they have these devices in their pockets so expect to use them. They can carry on using at home. Today’s lesson can offer something new – teacher can deal with multi-ability groups and different interests.
- Localised solution, just-in-time learning , performance based before going to trade fair to sell pasta, user-generated, created learning activities around student’s own mistakes e.g. MyGrammarBook / My Murphy
- From spoon feeding to autonomy, technology allows students to track progress over time, self-score and re-do. Candidates can get more exam info before doing an exam. E.g. with a group of students used facebook to share useful exam links and preparation material e.g. YT videos of Speaking exams, Dominic Cole’s IeLTS blog, Flo-Joe exam practice , this ended with students managing the updates, interacting and “social learning”
- Think about shared spaces. What would a blog, wiki, LMS, FB group offer? Experiment. Ask students. Provide choice. Start small.
- USE SLIDE IF NEEDED Involve the people stakeholders managers teachers learners be prepared to get messy intersperse , mix things up What are the stages in the implementation? Most important steps: EXPECTATIONS, NEEDS ANALYSIS and PLANNING
- USE SLIDE IF NEEDEDMixture - leads to new shapes Manage - massage bearing in mind student expectations, stakeholder expectations, your own skills Consider logistical concerns Timeframe Roles Get feedback and RESHAPE
- DANGERS: jump in too much too fast too soon. Don’t be scared. Take small steps. Read the manual. Share tricks. Progress from uni-function to multi-function
- Add fun. Personalise.
- P