Response Process: Blog

Blog address: http://esl.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=esl&cdn=education&tm=1779&f=00&tt=14&bt=0&bts=0&zu=http%3A//www.listen-to-english.com/

Grade: Secondary Cycle 2 Subject: Podcasts

Activity: In this blog, students are required to listen to Podcasts. This blog features a great amount of interesting podcasts to use with student in class. Students can be paired-up with a partner. Both students listen to the same podcast and share their ideas and understanding of it through the use of a blog of even through oral interaction. It could be used by the teacher for in-class activities, homework or even for students to improve their listening and understanding of oral texts skills. Another great idea for using podcast is to have students from the same level but from different class share about the podcast in a non-synchronous way. When doing this, the use of blogs is a great idea to have them keeping record and traces of their work. A good way to assess their participation in the process of the activity.

Relevance for ESL students: The podcasts are a great tools to help student to improve their C2 (Reinvest Understanding of Text). Podcasts are good to use for potential reinvestment tasks. Podcasts featured on this blog are authentic and help students to improve their listening skills. The podcasts are narrated by native speakers so they can feel very proud of understanding native speech, consequently increasing their motivation level. It is very user friendly as each podcast is accompanied of a series of ways to download the podcast; they can even download them for their smart phones. There is a brief description of each of the podcast to ensure their understanding and to provide students fairly good background knowledge to avoid miscomprehension due to a lack of knowledge on the topic. They can even download a PDF form of the podcast to read it afterwards to make sure they understood it well or to look-up words they did not understand orally. Grade: Advanced

Blog address: http://www.proticblog.net/profs//index.php?op=ViewArticle&articleId=6022&blogId=13

Grade: Secondary Cycle 2 Subject: E-book making

Activity: In this blog, the teacher creates an e-book for Christmas with her students. She asks the parents to help their child to download the application “IBook Authors” which is available on the Apple Store, and this for free. This application allows creating e-books with a multiple set of tools and interactive features. It is easy to use and the application provides a lot of templates so that students do not have to spend too much time trying to elaborate a complicated layout.  Through the use of this application students can create a book which they can be very proud of, consequently increasing their motivation.

Relevance for ESL students: This idea of using e-books is a particularly good idea for end of cycle projects or to develop C3 (Writes and Produces Texts), this, in a very creative fashion. This is a very motivating way to having the students to write. It could be like the teacher suggests in her blog; to write a Christmas related story. But it can also be used for any even or reason, for instance: Halloween, Easter, Valentine’s day etc. I believe that is a relevant activity to use in class as it combines their development and acquisition of skills in the use of information and communications technologies (ICT). A skill required by the MELS and which is increasingly being used with the expansion of technologies in today’s education. The works created by the students could be presented in a very creative manner, using smart boards or Ipads, tools which are being more common and very often available in schools. Grade: Any

Blog address: http://deborahharris.edublogs.org/

Grade: Secondary (or very advanced readers)

Activity: This teacher seems to put a lot of emphasis on the importance of reading. Her blog is well equipped of a virtual library where students look for a novel, short story, or any kind of book she would recommend to her students. This type of blog could be useful for any type of reading activity. It could be for independent individual reading where students have to choose a book themselves, based on their personal interest, and for instance they can summarize it orally to their classmates. It could be also interesting to use this blog to have students working in teams, choose a novel as a team and do literature circles just like we did in this class. It could be discussion sheets, body biographies, logs, journals, anything to get them to read and share their reading experience with their fellow classmates. Reading activities are a good way to evaluate student’s competencies in reinvesting their understanding of written text (C2) and the team readings are excellent ways to evaluate their oral interaction skills (C1) when they share with their teammates.

Relevance for ESL students: I believe this blog and the way the teacher uses is as a virtual library helps to develop various competencies and has a lot of advantages in the classroom. It is motivating for students to browse through books which are rated by their classmates and which the teacher has chosen so that the content is appropriate for them. I think that it is a good way to enhance student’s motivation towards reading. They have the responsibility to write a review and to grade the books after they have read it, the review and rating could be viewed as rewards and self –accomplishment from reading an authentic text. Grade: Advanced

Homework week 6: Writing Groups and the Less Proficient ESL Student

The first point of interest that I found in the text was the big line “Most students need to be taught the social skills needed for effective peer collaboration.” I think this is relevant in the sense that some young learners are not all used to work in group. Some of them are probably the only child in their family, so someone, the teacher, must, most of the time, teach his or her students how to work with others. Not every student is able to do this right, but if they learn how to work well with their peers, it will result in better work, better cooperation and therefore better grades.

The second point of interest is that they write that “L1 studies provide a persuasive argument in favor of writing groups by suggesting that students develop critical thinking skills…” along with many other skills that they improve with writing groups. I agree to the fact that they improve their critical thinking skills because they have to work with their peers, so they see how their team members work and write and they can develop their own writing techniques. They can judge if the techniques of their peers are good and how they write.

Writing Groups and the Less Proficient ESL Student

Nelson and Murphy’s paper advocates the use of peer revision in writing with less proficient ESL students through a research that the authors conducted. Their research is interesting since along with the conclusion they came to, they also found out that it is possible to identify which type of error that students notice through peer revision. I believe this to be of great importance because I used to think that the amount of time needed to introduce peer revision and to train students for such activities maybe was not worth the result. I now realize that a teacher can greatly benefit from such a practice as peer reviewing can help to point out the recurrent errors in a given group. Moreover, the researchers mention in the conclusion that students coming from other parts of the world might need more practice, as they might not be used to collaborative work in schools. This affirmation caught my attention because I believe that the economic system in which we currently live teaches us, humans, to be competitive since being better leads to economic success. Hence, I am glad to see that research is starting to prove, or rather keeps on proving, that collaboration definitely promotes success for all. 

Reading week 6: Writing Groups and the Less Proficient ESL Student

Reading: Writing Groups and the Less Proficient ESL Student

By Gayle L. Nelson and John M. Murphy

            When I started to read this article, right in the third paragraph, there was a contradiction between what the authors say and what I have been taught in my teacher training within the BEALS so far. The authors express their uncertainty about the effectiveness of pairing up less proficient students with more advanced ones and also that they are worried about the potential problems that might occur from the students’ different cultural backgrounds. These factors (achievement level and cultural background) are in my opinion, as I was taught by Spencer Kagan and his Cooperative Learning approach, are to be integrated in the students’ daily routines so they get to know each other and gain more cultural awareness, social skills and cooperation.

            However, this is how I was taught but I do not always agree with Kagan’s theories! I am also very concerned about the fact that less proficient students might have more difficulties to identify other students’ errors and mistakes. I am wondering if these lower level students are more likely to be confused from misunderstanding sentences due to their lower proficiency and actually not noticing organization, development irrelevancies, topic sentences and cohesion errors.

Guiding Principles for Effective Peer Response Week 5 homework

1  Text by Jette G. Hansen and Jun Liu

s    Guiding Principles for Effective Peer Response

            In the text about peer response, the authors argue that peer response can be useful not only at the end of the writing process, but at all stages of it. I personally think this is true, because our peer can help us find ideas about what to write about and, in team, students can brainstorm or exchange ideas on subjects and their peer can help to find an idea that they will write about. Students can also share their knowledge about the subject that their peers have chosen and this will help them to create a better text since they can have the opinion/thoughts from an outside view.

2.      Hansen and Liu suggest that the teacher should model the peer response process. Thus will surely help students to go through this peer to peer response process. When the teacher shows exactly what he (or she) wants students to do, the teacher will not spend more time explaining to one student after the other what peer response is. The teacher should provide examples on how peer review helped other students to improve their text or how the teacher himself (or herself) is helped by peer response when writing a text. Modeling is probably one of the most important step when doing an activity with a group of students.

Reading homework week 5: Guiding principles for effective peer response

            

Guiding principles for effective peer response
by Jette G. Hansen and Jun Liu

         The authors in this article suggest that in the process of creating purposeful and appropriate peer response sheets, the teacher could, on purpose, leave some blank space on the sheet for students to fill in. The teacher should prepare some pre-established sentence starters such as: “I have difficulty in _____” etc. I think it is a very interesting way of making the students aware of their own weaknesses and it also allows the other students, the one who will be writing the peer review to focus on certain grammatical elements which might require a particular attention.

            In the introduction, the authors mention the collaborative learning theory which I do not think I have studied before. However, in the following paragraphs, in the guiding principles, I have found very interesting the idea of using peer responses not only for reviewing the final result of a writing production but to use peer-responses to write collaboratively. I think students could greatly benefit of peer reviewing right from the beginning of the writing process, from brainstorming, to plan, outline, etc. This I believe could help some lower level students and students who are avoiding failure to have some positive feedback from fellow students and maybe to increase their motivation level.

Guiding Principles for Effective Peer Response

Hansen and Liu’s text is useful in that it is really straightforward; it presents one by one the techniques that are known to foster good peer reviewing in class. I first want to point out that it is interesting to see the way in which all the principles mentioned by the authors focus on having the student at the center of the learning process. The majority of the principles they advocate are to be used before the peer response process itself, they aim at giving students all the tools they need to work on peer response by themselves; meaning that they are taught not simple facts about peer reviewing but they are rather taught the skills to peer review. I believe this to be very effective considering that these skills will be useful for a whole life. An activity which I find of particular interest is the mock peer activity. I believe that humor has its place in a class, especially in a SLA class, as one of the greater barrier to learning a second language in class is anxiety. Everybody likes humor; having students imagine sentences they should not use in such an activity would therefore be really effective because most students would listen (yes, everybody wants to laugh) and thus everyone understand and acquire skills.