Getting Your Students Speaking Harnessing the Giving power of Students A blended learning Voice and new technologies From Input To Uptake Online Resources What’s On Tap • • • • • • • Potential Why get students speaking online? Types of delivery options Best practices Blended ideas / activities Websites / Tools Overview Q and A New Possibilities What If? Why? Why the need for students to speak online? Rationale Merrill Swain Output reinforces fluency by 1.Practice 2.Noticing + CF 3.Hypothesizing 4.Habituation Rationale More Reasons Motivation Repetition Feedback / Monitoring Evaluation Self Directed Learning Efficacy / Fairness Low Affective Filter Rationale What options are available? What types of blended learning can teachers implement ? Options What options are available? Synchronous Asynchronous Options What options are available? Audio / Video Video only Audio only Websites Devices Lab / Class / Home Options Standards What is the Gold standard? Best Practices Standards Make it official Give Ss choice Demo in class Provide a model Hardware Set standards Best Practices Lesson Planning How can teachers make this part of their online learning? Activities & Ideas Lesson Planning Performances / Role plays Record the Textbook Reading for the class Picture Prompts / Response Mimicking | Singing Skype in the Classroom Opinions / Presentations Student Feedback Activities & Ideas Online Resources EnglishCentral Top 3 Voicethread Top 3 Voxopop Top 3 Bubblejoy Video Postcards Eyejot Video email Audioboo Audio Only Chirbit Audio Sharing Evoca Audio Drop Box Vocaroo No Frills Audio Fotobabble Speaking Photos Mailvu Video Email Intervue Video Convo Lingt LMS Courses Present.me Flipped Curriculum Screenr Website SingSnap Songs Singing Woices Location Based Wetoku Duo Interviews Scribblar Real Time Whiteboard Skype in the Classroom Record! Real Time Convo Tutorials PD Further Thoughts Discussion Q and A on technology Let’s Talk http://eltandtech.pbworks.com ddeubel@gmail.com http://bit.ly/h4geqP Contact More.... Further Reading 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. Research Further Reading 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 References