getting your students speaking frominputtouptake harnessing the power of blended learning and new...
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Getting Your Students Speaking
FromFrom
Input Input
To To
UptakeUptake
Harnessing the power of
blended learning
and new technologies
Giving Students A
Voice
OnlineOnline
ResourcesResources
What’s On Tap
• Potential• Why get students speaking online?• Types of delivery options• Best practices• Blended ideas / activities• Websites / Tools• Q and A
Overview Overview
New Possibilities
What What
If? If?
Why?
Rationale Rationale
Why the need
for students to
speak online?
Rationale Rationale
Output reinforces fluency by
1.Practice
2.Noticing + CF
3.Hypothesizing
4.Habituation
Merrill Swain
Rationale Rationale
More Reasons
Motivation
Repetition
Feedback / Monitoring
Evaluation
Self Directed Learning
Efficacy / Fairness
Low Affective Filter
What options are available?
OptionsOptions
What types of
blended learning
can teachers
implement ?
What options are available?
OptionsOptions
Synchronous
Asynchronous
What options are available?
OptionsOptions
Websites
Devices
Audio / Video
Video only
Audio only
Lab / Class / Home
Standards
Best Best
PracticesPractices
What is the
Gold standard?
Standards
Best Best
PracticesPractices
Make it official
Give Ss choice
Demo in class
Provide a model
Hardware
Set standards
Lesson Planning
ActivitiesActivities
&&
IdeasIdeas
How can teachers make
this part of their online learning?
Lesson Planning
ActivitiesActivities
&&
IdeasIdeas
Performances / Role plays
Record the Textbook
Reading for the class
Picture Prompts / Response
Mimicking | Singing
Skype in the Classroom
Opinions / Presentations
Student Feedback
OnlineOnline
ResourcesResources
Mailvu
VideoVideo
EmailEmail
Intervue
VideoVideo
ConvoConvo
Lingt
LMSLMS
CoursesCourses
Present.me
Flipped Flipped
CurriculumCurriculum
Screenr
WebsiteWebsite
SingSnap
SongsSongs
SingingSinging
Woices
LocationLocation
BasedBased
Wetoku
DuoDuo
InterviewsInterviews
Scribblar
Real TimeReal Time
WhiteboardWhiteboard
Skype in the Classroom
Real TimeReal Time
ConvoConvo
Record!
Tutorials
PDPD
Further Thoughts
Let’s Let’s
TalkTalk
Discussion
Q and A
on technology
ContactContact
http://bit.ly/h4geqP
http://eltandtech.pbworks.com
Further Reading
ResearchResearch
Brown, Jeremy, Noticing: Is it a valid concept? TESL-EJ, 2002
Heift, Trude, Corrective Feedback and learner uptake in CALL, Cambridge Univ. Press, 2004.
Long, M.H., Problems in SLA, 2006
Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11, 63–90.
Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (1996). Language learners’ interaction: How does it address the input, output, and feedback needs of language learners? TESOL Quarterly, 30, 59–84.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.
Further Reading
ReferencesReferences
Schmidt, R. (1983). Interaction, acculturation, and the acquisition of communicative competence. In N. Wolfson & E. Judd (Eds.), Sociolinguistics and language acquisition (pp. 137-174). Rowley, MA: Newbury House.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics (pp. 125–144). Oxford: Oxford University Press.
Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). New York: Routledge.
Swain, M., & Lapkin, S. (1995). Problems in output and cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371–391.
Taddarth, Assma, Recasts, Uptakes and Learning: Effects and Relationships. 2010