Posts Tagged 'Speaking'

90 Mobile Learning Modern Language Activities ebook

90MobileLearning.SHaving been both a  technology integration teacher and a district technology administrator, I realize that teachers accept and implement a technology when they feel that the technology will help their students to learn and it is easy to implement. Often times, teachers have no idea of how to to use the technology in their classrooms.  Frequently, professional development gives general examples such as those from the technology company but it does not provide examples specific to a subject area. As I thought of how to help more teachers integrate mobile learning into their classes and, particularly, their modern language classroom, I decided to create a book which shows a wide variety of mobile learning activities.

I focused on a book  to improve  to students’ modern language communication and culture awareness through mobile learning tools and apps. I developed  in-class and out-of-class learning in fourteen different categories of mobile learning (mobile pictures, internet search, internet image search, timer, poll and survey, QR code, voice and video recording, phone, video chat, media, apps, texting, twitter, Facebook, Wikis and Websites).

Over 70% of these interactive mobile activities help develop students’ speaking skill; other language activities include listening, reading, writing and assessment.  The students participate in authentic culture through these mobile activities.

I developed mobile activities  that are easy to integrate.

Please share this ebook link (http://bit.ly/90mlact) with your modern language teachers, modern language chair,  professional development person, and technology integration person to help them see the many ways to use mobile learning in modern languages.

My three formative assessment books, Formative Assessment: Responding to Your Students,  Improving Foreign Language Speaking Through Formative Assessment, and Successful Student Writing Through Formative Assessment, are available at   http://is.gd/tbook

My modern language blogs are  now at  http://bit.ly/imprml

I have developed 25  Spanish activities  and 4 Modern Language Visual activities that allow students to begin to express themselves in the modern language and to begin to move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

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Scaffolding Modern Language Speaking For Fluency Through Questions

In the Modern Language / Foreign Language  class, speaking is the least developed skill .  Teachers may spend much time in teaching a new grammar concept but they usually do not spend that same amount of time in helping students to become better at speaking. One way to help students improve their oral communication involves scaffolding their speaking from very structured speaking to  spontaneous speaking.

Students can start off by  looking at a sheet  of questions and asking one of  the written basic target language question such as “How are you?” and   “Where do you live?”to their partner who answers. Then, the partner  asks them a different question from the sheet. They continue asking and answering for many questions.   A next baby step incorporates the students modifying these basic questions.  I have included  italicized words  for  Spanish students to change (http://bit.ly/squestc).  For example students might change ¿Cuántas clases tienes? to  ¿Cuántos libros tienes?

After students have reviewed question words, they can ask question words about   randomly given common topics such as school and home.  Their partner checks to see which question words they used and tells them which they did not use.  As students develop their ability to ask questions about a topic, their partners answer these questions (http://bit.ly/squestw).

Next,  the students move on to asking and answering questions about a  common topic as presented through a graphic such as clip art picture of a girl at a birthday party or  a family at a beach. The  students randomly select the topic to speak about and begin to have their conversation about the topic (http://bit.ly/scontop)

As students become proficient at asking a wide variety of questions and answering those questions, they increase in their ability to speak. They become more fluent; they begin to speak spontaneously.

I have 20 Spanish spontaneous speaking activities at Teacherspayteachers:  http://bit.ly/tpthtuttle

My formative assessment books:   http://is.gd/tbook  including Improving Foreign Language Speaking Through Formative Assessment

Intensity of Learning

People enjoy  intensity such as the intensity of a ski run, an amusement ride, diving into a lake, a round of Jeopardy, or a Soduku puzzle.

Students enjoy and benefit from class when we provide them with intensity of learning  We can give them short  activities that  are highly focused on critical learning.  As we move our students from talking about learning to  using what they are learning, many opportunities exist for intense learning.

In my Spanish class, I have my students do many one to two minute speaking activities. Each activity focuses on a specific language function such as asking for information or  persuading.   For example, in groups of two, one student looks at a picture such as a people in a mall and asks his/her partner questions while the partner answers the questions.  They do not prepare for this activity, they just dive into it. They have to combine their already learned vocabulary and grammar from previous lessons to do this activity. After this intense activity, they debrief by going over what they could do better next time and then practicing to show that they can improve. This formative assessment activity provides a intense experience for students.

In my English comp0sition class, my student write essays but they write them intense part by intense  part.  After my students have selected a topic, narrowed it down, written a thesis, and generated ideas, they spend a few minutes in organizing the ideas into a graphic organizer.  They complete the graphic organizer if any parts are missing.  One student described this as putting together a giant puzzle with a clock ticking.  He also commented that sometimes he has to create a missing puzzle piece.  When the students finish, they feel a sense of satisfaction.  A writing partner looks over their graphic organizer for the logical flow of ideas and the support of those ideas in this formative writing activity.

These intense activities require the students to use higher level thinking and to perform on the spot. Students like a challenge and that   students can climb higher academically if we give  them the opportunity.

How do you provide intense higher level learning for your students?

I have Spanish spontaneous speaking activities at Teacherspayteachers:  http://bit.ly/tpthtuttle

My formative assessment books:   http://is.gd/tbook

Spontaneous Speaking in Foreign Language/Modern Language: Contrasting Spontaneous Speaking to Structured Speaking

There are two very different types of speaking in the modern language  or foreign language classroom.

Very structured speaking- mechanical speaking

…. Focuses more on the correctness of vocabulary and grammar than on the actual content. “What did you buy on Monday? I bought shoes. What did you buy on Tuesday? I bought a blouse.”

…. Uses the same vocabulary and grammar of the question in the answer. “Does she go to the store? Yes, she goes to the store.”

… Uses convergent questions (When? Where? Who?) which only have a few limited answers. Each answer is highly predictable.

… Often has different forms of the same verb in subsequent statements/questions. “I go to the store. My father goes to the store. My brothers go to the store.”

… Limits the questions/ statements to one topic such as places such as in the following fill-in-the-blank exercise. “I go to the store. I go to the mall. I go to the park.”

… Does not follow the logical order of a conversation in subsequent sentences/ questions but these sentences/ questions exist only to practice the indicated grammar or vocabulary. “Where is the bed? It is in the bedroom. Where is the stove. It is in the kitchen.”
… Is not interactive except in that the partner asks a predetermined question which the person answers.

… Is not personal. Usually a student does not express his/ her own opinion but follows the prescribed format.

… Most like a textbook/ workbook exercise

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Spontaneous speaking / free speaking

… Focuses on the actual meaning/content of the answer, not on the form (grammar or vocabulary). “Do you like winter? No, I hate it.”

… Uses different words in the answer or subsequent statements. “How was class? I took a test.”

…Uses divergent questions (Why? How? which leads to a huge array of possible answers. The answers probably are unpredictable. “Why do you think the team will win”?
… Moves the conversation/ monologue forward through subsequent statements/questions “After I left school, I went to my favorite restaurant. I had two hamburgers with fries.”

… Guides the conversation /monologue through many related topics. Students may start talking about school, then talk about sports, and then talk about things they will do this weekend.

… Requires the partner to react with the conversation. There is give and take during the conversation. “I thinking of going to a horror movie. How does that sound to you?”

… Is very personal. The speaker offers his/her opinions and views and tells how he/she does something. “ I never order onions on my pizza. I do have double cheese.”

… Most like a real conversation.

Do your  modern language/ foreign language students do more spontaneous speaking or structured speaking?

I have Spanish activities that lead to spontaneous speaking at Teacherspayteachers:  http://bit.ly/tpthtuttle

My formative assessment books:   http://is.gd/tbook

Using Modern Language (FL) Apps Even When …

I have written a blog about identifying and categorizing Spanish apps. As I’ve been thinking about the present state of modern language /foreign language apps, I’ve realized that the inadequacies of these language apps present great learning opportunities for our students.

Students can look at and do a vocabulary or phrase modern language app /foreign language app such as Learn Spanish ((Droid) or Hola (Droid)

Then

– Students can analyze what important vocabulary is missing from the topic and make a supplementary list. For example, the housing category may have tableware but not bed or chair.

– If the app only presents individual words, the students can create a meaningful target language sentence or question for each word. For example, for the word “lake”, the students may ask “What is your favorite lake?”

– Students can analyze what important phrases or questions are missing and can create those lists. They may see look at a “time”category but they find that the question “When?” is missing. They make up a question using that question word.

– They can analyze what important topics are missing from the app. Perhaps the app has housing and animals but does not have occupations and city places.

– They can see how many meaningful sentences they can create from the present vocabulary list.

– They can answer any questions given in the app. For example, they can answer “How much does this cost?” with the price of a shirt.

– They can rearrange the questions or statements to create a logical conversation about the topic.

– They can think of a typical language task for a topic such as having a dirty spoon on the restaurant table and use the existing sentences and add others to be able to get a clean spoon.

In this way, students go from consumers to producers. They analyze what they are doing to see what is missing. They think about critical vocabulary, phrases, and topics instead of simply doing a drill program. They do not just repeat but they answer or comment on. They build on. The students become language users!

How do your students deal with modern language apps that do not do everything  well?

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

Creating Formative Feedback “I can” sheets

One way to help students and to help ourselves is to create “I Can” sheets which also list the formative feedback strategies so that we do not have to list them each time. We can use a student’s “I can” sheet and circle which formative feedback we feel will be most appropriate or have the student select. We have to verify that each activity will lead to improved learning.

For example, this partial “I can” list can be expanded to include formative feedback

___I can identify items in a topic/situation.

–I can make statements about a topic/situation.

___I can ask questions about a topic/situation

For a Spanish student who has trouble with talking and particularly talking about a topic with a visual, the “I can” statement can be expanded:

–I can make statements about a topic/situation from a visual
by describing
each person by clothing (shirt, shoes) and/or by personal description (tall, thin…),
each object by its description (color- red, shape-round) and what it is used for (There is water in the glass).
what actions are in the picture (shop, buy, sell, walk)
the nature (tree, bird) and the weather (sunny)
by saying as much as I can about any object or person before I go to the next person or object.
by listening to other students as they describe a visual and them imitating them or listening to sample speaking podcast.
by watching the “Spanish speaking” YouTube video where the instructor shows how to speak about a visual as you “read” it

By creating formative assessment “I can” sheets, we already have numerous possible formative feedback from which to select.

Do you do “I can” sheets with formative assessments so your students “Can”?


RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
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  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
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  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
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  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
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  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
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  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
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  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
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  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
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  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
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  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
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