Google Docs as Writing Portfolios

Google docs is part of the Google Apps  for Education  and it has been on the market for a while. Lately it has been through a lot of improvements. As an educator, I have used a lot of tools for writing. Blogs or blogging portals are very useful for this task. However, sometimes we do have some problems with these platforms because they require an e-mail. Young learners do have e-mails, but they never use it for nothing other than logging into social networks. The problem is that their passwords are attached to their home pcs or devices and they never remember it. Besides that, they also do not have the habit of checking e-mails.

A solution for solving this problem is getting rid of e-mails. Google docs is just the tool to allow you to do that. So, what I have been doing in some of my groups of young learners is to create docs for each individual student. I make these docs editable by anyone with the link. Next, I use bit.ly to shorten and customize the url. Once I am done with that process, I give them the url and teach then how to work in the document. The final result is a portfolio in which I can keep all their paragraphs for the whole semester. It is paperless, it is free of the hassle of losing first drafts, and gets the correction phase smoother. Finally, you add colors to the docs and kids love wrting on such neat digital stationary. Here is sample document from a project I am working on. Click here  to browse it.

Gagne and the Nine Events of Instruction in an English Lesson

After years and years of teaching and planning, it is common to think that we know everything. During this teaching journey we also discover that our craft is everywhere we look around. I recognize this might sound like I am a bit obssessed about teaching. But, think with me, don't sports stars and actors also seem a bit obssessed about what they do? So, why shouldn't we? Anyway, obsessed or not, we see a lesson and an opportunity for teaching in a film we watch, on a flyer handed out in traffic light, in a science podcast. Being that enthusiastic about what I do, I have always thought that this is a wonderful job. It extends throughout your life and the older you get the better you become. It might not be so, but thinking like this makes me more comfortable about getting older and having chosen such a career. This pervasiveness is true especially for those who teach language once our subject matter is everywhere. We have a drive to communicate and spoken, written, and even sign language is everywhere. This way, we language teachers, are never at a loss for teaching materials and and the instruction ideas that spring out from them. In this matter, I would like to share with you what I have learned in the course I took at UMBC about Gagné and the Nine Events of instruction. In this post, I will try to connect each of the nine events to the way most teachers teach language.

Gain attention in the first event of instruction according to Gagné. It is true that if we want to engage our students in the learning process, the first thing we should do is to find a way of having, if not all, at least ninety percent of them, focused on what we have planned for a given class. So, this is the moment in which we announce that there will be discoveries. It is that " hey you " moment in which you stop any parallel conversations without asking your students to shut up. To gain attention, you share something that is in way connected to the lesson you are about to start.

Inform learner is the second event of instruction proposed. This is an opportunity to tell your class what your objectives are. I know many teachers are against doing it explicitly (especially if it is a grammar lesson), however we can always come up with implicit/inductive ways of doing it. Informing learners make them realize that we care about their intake of the content ahead and also helps building autonomy. Besides that, it is helpful in the wrap up process at the end of every lesson. Once informed about what lies ahead, learners can access what they have really achieved once the lesson comes to an end.

Stimulate recall of prior learning is the third event in a language class. It is during this event that we show students that we want to learn a bit from them, that what they already know is extremely important for us and for that specific learning community. When we do this, we allow them to share their knowledge and give the first steps in the direction of building a tapestry in which their contributions start being woven into the fabric of collaboration that emerges in class. This event sets the foundations to build the rest of our teaching event. It tells students that they are active participants in the learning process and not mere passive, blank slates.

Present stimulus material is the fourth event on Gagné's list. This one refers to the moment we show learners the content that needs to be retained. For retention to occur, Gange points out, we need to organize the material in meaningful chunks. That is exactly what language teachers do: we divide the content in bite sized morsels so that our students can slowly swallow, digest, and later use it. I like this analogy with food because it helps language learners and teachers realize that it is not possible to speed up the process.

Provide learner guidance is the fith event of instruction. This step has to do with how the instructor communicates with the learner and is intertwined with the previous one. This communication, in case of language teaching is very specific. The teacher tailors the language and instruction to guide the learner and help him or her stay on track. This guidance comes not only in verbal discourse, but also through images and any other media that assists the learner in retaining and encoding information. Such precise and guided communication allows learners to understand content and process it in a way that they gradually feel capable of using it later.

Elicit performance is the sixth event. This one is in a way much anticipated by educators. After crafting a good attention getter, informing the learner, and grading the language used to present content, we do look forward to the moment of having our students perform a task that demonstrates we are doing a good job. Performace at this stage, is still a controlled practice and limited to the repetitions of examples we have given. It is a moment for repetition of a model provided by the instructor. Nevertheless, it is much awaited because it gives us feedback on how much progress is being made by students in retaining the target content.

Provide feedback is the seventh event. This is the one in which we prune or praise the controlled practice. Here lies an opportunity we have correct the course of the learning journey. This correction can be done in many ways. The istructor can give explicit and direct feedback or use strategies that allow students to notice what needs to be corrected and do it by themselves. Here teachers give opportunity for students to review and improve performance.

Assess performance is the eight event. It is at this moment that the teacher checks whether learners have fully understood the lesson. Different from the previous one which involved controlled practice, this one involves a larger degree of freedom because the goal is to assess, not to correct or give feedback. This event is the coronation of a lesson and might indicate the need for change of methodology in the future. An attentive instructor might discover during this event that one of the previous events need to be re-evaluated.

Enhance retention and transfer is the last event. Once assessment has been carried out, learners must feel they have learned the content and are ready to apply it to other situations. So, teachers should plan activities that expand students' knowledge and make them confident in using what they have learned. This is the moment in which students produce language that goes beyond what has been drilled or modeled by the instructor. It is a moment for exercising creativity and transferring what has been learned to a variety of situations. This event is an occasion for free production of language.

As you could see, the nine events proposed by Gagné are a good way of revisiting what we know about teaching. Besides that, they also offer some insights into steps we should consider taking when planning our lessons. For me, the breaking down of the standard lesson plan into more discrete units seems to be helpful for instructors trying to better understand the dynamics of teaching and learning. Finally, it is good exercise to read the steps and compare them to our prior knowledge, and also, a way of enhancing retention and transferring our skills.

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Classroom Interaction

Foldable for reading activity

Techniques and behaviors for increasing student participation and practice in class.

On July 25 Dr. Ron Schwartz came back to teach and entertain us a little bit. This time we also had the pleasure to have Madeleine Schwartz as a lecture. The topic of the day was classroom interaction and here is a summary to myself and my readers.

When we teach English, we do not just teach a language, we teach communication. If communication is the goal of our teaching, then classroom interactions are really a vital part of our classes. Therefore, this workshop made us reflect on our practices and gave some ideas on how to promote classroom interactions that help our students learn. This reflection, however, was coupled with experiential learning. Such feat was achieved because the techniques and behaviors discussed were role played during the entire workshop having participants act as teachers or students.

One of the tips shared by Dr. Schartz was a chart in which we could mark the kinds of interactions happening in class. As Dr. Schwartz proceeded with the lecture, participants marked on the hand out the equivalent interaction pattern (teacher asks question, student answers question, student volunteers, etc). This exercise reminded us of the importance of guaranteeing even participation and monitoring the quality of language produced by our students. Although the procedure demonstrated seemed to some of us a little challenging to be execute, it could be used by a peer teacher to observe our classroom and later feedback. A chart like this could also serve as check list to keep on the back of our minds, as a reference to remind us of promoting good exchange and real communication.

As we discussed interaction, the theoretical discussion came to the foreground. This gave us an opportunity to reexamine our, beliefs, methods, and approaches to language teaching in the light of our experince as teachers and the context of our institutions and countries. This was good exercise because it allowed us to share our perspective and reminded us that there is no such a thing as one size fits all method or approach. The ideal method or approach is the one that takes students needs into consideration and is flexible and not restrained by theoretical limitations.

Still related to classroom interaction, we discussed techniques and behaviors that conduct to effective leaning. At this point, Madeleine Schwartz gave us a sample class for teaching very young learners (eleme notary students). We played the role of students and she conducted a very instructive reading activity. The used of foldables together with reading strategies such as predicting, clarifying, asking questions, and summarizing gave us precious tips on ways to engage young learners in reading activities.

On a cultural note, we were reminded that culture affects one interaction style. Although this is little stereotypical, but is helpful to understand the way people interact. Americans are monochronic/linear and when answering to a question go straight to the point and do not give much extra information on the topic. Latins, on their turn, are polychronic and tend to zig zag as they answer a question or tell a story. So being aware of these differences between our culture and the target culture is helpful in making our spoken (and even written - essays) interactions more successful.

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Teaching English to Young Learners

 

 

Today, July 24, Dr. Joan Shin conducted a very interesting workshop on Teaching English to Young Learners (TEYL). As usual, in the lines below, I will try to summarize what I learned from her and from my colleagues in this workshop.

 

English has become a lingua franca and in the globalized world we live in. In many countries it has also become a symbol of status and prestige. Besides that, there is a belief that starting learningn thenlanguage earlier is better. As a result of these facts, governments in many countries have implemented policies that oblige schools to make the teaching of English mandatory at younger and younger ages. In addition, parents also feel the need to give their offsprings a lead in the competition for better jobs, and as a consequence, are placing their children in language institutes at earlier ages. 

This demand for an earlier exposure to English places an extra resposibility on school admisnistrators and on teachers' shoulders: they need to come up with best practices for teaching taking into account all the peculiar chacteristics of young learners. Such practices .involve, among other things, designing a curriculum that is appropriate to their age, training teachers in methodology that caters to young learners emotional and psychological development, and building an atmosphere that makes students life long learners. In this respect, Dr Shin's workshop was really helpful once she conducted a series of activities that were practical, enjoyable, purposeful, and meaningful. Besides that, she also gave us hints on adapting these activities to our context.

To those not familiar with the field of teaching, the task of teaching young learners might an easy one. However, as participants pointed out, there are many challenges to be addressed. Among those problems are: the number of hours dedicated to instruction, the lack of support from parents for exposure to target language outside the classroom, and limited linguistic competence of teachers. Some of these problems require a dramatic change in policies at the government level and there is not much we teachers can do about them. However, all of us believe in the power we have as multipliers. Change that is lasting has to be a bottom up process. So, while governments do not change policies, we can try to reach our peers. And that was exactly what we started doing in the afternoon session: try to come with ideas that promote professional development in our local teaching communities.

 

 

 

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A Little on Intercultural Communication

On July 23rd, continuing the UMBC E-Teacher Scholarship Program, we formally started our workshops. I say formally because all of us in the program realized that in the last three days we have been part of a big informal workshop. In the lines below I will try to integrate my perceptions of this whole experience and how the situations we have been through and the interactions we had illustrate concepts related to Intercultural communication.

First, one of the things that Dr. Schwartz showed on his entertaining lecture was that when it comes to communication, we are not any different from our students, and as such we have a drive to communicate and make the uniqueness of our identities perceived. So, as we strolled down streets, went shopping, ate together at The Grits and in restaurants, we were having conversations and expressing our cultural identities through communication. Communication is not restricted to words only, it includes our gestures, the way we dress, and even our silences and pauses. Although we all might claim we teach English, what we really teach is communication.

Once we realize how important communication is, we have to start reflecting on the role that culture plays in communication to be aware of two very important aspects of culture: macro and micro culture. In our interactions with the scholars in the program, the coordinators, and program assistants, while we were striving to memorize names and countries the most salient aspect of their and our identities was the macro culture. Every time we introduced ourselves to the cafeteria staff we tried to snow our macro culture badge. Our macro culture IDs work as an ice breaker and makes communication flow. Macro culture is helpful for small talks and to help us to place people on a map (as we did when we were introducing ourselves and pinning the world map with colored post it notes).

While our macro culture is an important badge or hat to identify us and put a pin in the world map, our micro culture is the one that differentiates and defines us in a unique way. In these three days we have been here we were all lucky to have more meaningful interactions with som e of our peers and express a bit of our uniqueness. In these occasions we talked about our ethnic groups, our marital status, our preferences concerning food and dressing. These were moments that we treasured because they gave us a chance to stop being just a pin on the world map. Our micro culture is what helps us to form more meaningful relationships and break the mold of stereotypes that are many times attributed to our macro culture identities.

Although it seems fascinating to think, talk, and write about this dance of cultural identities, we should take into account that conflicts arise. When different cultures meet, at first everything seems to be a bed of roses. This is true especially if it is long awaited encounter, as is our case. This cultural honeymoon also lasts longer when you already know a lot about the target culture or are otherwise under the spell of the fascination of discovery. However, as time goes by and you start experiencing frustrations due to unmet expectations, difficulties to achieve very basic goals, and other difficulties. As a result of such frustrations a relationship with a person or country (a culture) goes stale - culture shock. Symptoms of culture shock can be subtle such as criticism of aspects of host culture such as food or way of dressing. Other times culture shock can cause depression and a total refusal of further interaction with the target culture. Hopefully all of us are just in this minor state of culture shock (the fun crab feast) and under the spell of discovery. So, let's hope it continues like that, but if we happen to be victims of such cultural experience we know there are friends we can count on.

Finally, we have also learned from Dr. Schwartz culture shocks are not a privilege of those traveling abroad. Culture shocks happen within the walls of our schools and classerooms and we have to be aware of them. However, awareness only is not enough. As educators, we should design activities that do not only allow students to express their macro and micro cultures, but that also makes them aware of differences and conflict and teach them strategies to deal with them.

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UMBC Day 03 - Baltimore Art Festival, Baltimore Aquarium, and Mezze Restaurant

July 22nd was another surprising day of activities for e-teacher scholars. We started the day with breakfast at The Grits. Next we got into the bus to go to the Baltimore Art Festival. As usual, the bus dropped us at our first destination - the Baltimore Art Festival - and we were told it would pick us up in about three hours. From then on we were on our own. I really like the configuration these group strolls take. We generally depart with a group of friends and change our strolling peers as we walk and get called by someone else or get distracted by our uniqueness of interests. This unintended group arrangement provides an opportunity for a bigger variety of interaction and is itself a very enriching personal and cultural experience.

The Art Festival

                                          

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Apart from the human and interactional side of this excursion, the Art Festival in itself is fantastic. The festival is one the biggest of this kind in The U.S. Part of the downtown area streets are blocked for the event. As you walk up and down you can see lots of interesting works of art. Works of art range from paintings to handcraft and from glass miniatures to installation art. There was even an impressive collection of insect replicas. Besides that, there were food stands with a great assortment of choices in case visitors got hungry. I did and I got myself some smoothie and a gyros. Really a great choice for a Sunday morning.

The Aquarium

After the art festival we got the bus and headed to the Baltimore Aquarium. Sitting at the harbor area, this is a four-story building displaying a fascinating collection of water creatures in their different habitats, some rain forest insects and frogs and tropical botanic garden. Again we constantly changed our walking, chatting, picturing peers. I personally found it a very enriching educational experience. As I walked with Valentina, she shared very interesting stories related to animals and the discoveries one can make while closely observing animals in general. We talked about how kids and adults as well can benefit of such experiences and develop a deep respect for all species of life surrounding them. I kept wishing I had my English Access students and my nephews with me. It was so interesting that we had to rush to mange to get a glimpse of everything before our bus arrived. The aquarium showed some of us a world that some of us had only seen on television and it allowed us to share our personal stories about the ones that were familiar to us.

Dinner

After so much walk, we felt tired and hungry. So, the next stop was the Mezze Restaurant. For this early dinner we sat in parties of five, six, or seven. On my table we talked about so many things. Some of the topics were: food (of course), our students and schools, vacations, what we watch on television, our native languages and their peculiarities and similarities. Needless to say the food was delicious, and being such an unskilled cook, I could not name all the dishes that we were served. The conversation was fantastic, and to be honest, with such wonderful conversation and conversationalists, I could probably go hungry for another two hours. My roommate Chauki and Hisham, who were fasting, would probably agree with that. This reminds of a scene of one of my favorite movies AI (a project of Stanley Kubrick directed by Steven Spielberg). In this scene the mother is taking the now unwanted boy robot to disposal ground on the woods. The boy robot, unaware of his "adoptive mother's" intentions strikes a conversation. The mother is extremely sad and really does not want to abandon him because she has grown to love the robot boy. It goes more or less like this.

" What will we have for dinner today? " asks the boy robot.
" You never eat." the mother says. He is robot and he can't eat. If he does, he is seriously damaged.
" But I like to sit at the table." Replies the boy robot.

Where to Publish Students' Work?

Since I started using the web in my classes I have become a big fan of publishing and I have always been proud of some of mine and my students' accomplishments in this arena. In the beginning I started blogging. At first, I wrote blog posts myself and asked students to post comments. I could see that this seemed to be a nice and interesting way of engaging students. It elicited a given structure or lexicon, and got their opinion on a given subject. However, it lacked initiative from the part of learners. I felt that I could not limit blogging to comments from the part of students only. Besides that, I found my posts a little predictable and missing the desirable originally.  To be honest, I started getting tired of listening too much of my own of voice as the conversation initiator.  

photo credit: Βethan via photo pin cc

Once I realized that reducing blogging to students comment was not enough, I moved on to the second stage of my publishing efforts. This stage involved getting my students to create blogging entries themselves. As a result, my class blogs blossomed with creativity. Students used their own drawings and images to illustrate posts. Besides that, I could see that they were more interested in reading and commenting on what their friends had written. Comments were not always written, but they always checked and browsed their peers’ posts. Therefore, there was a change on the cyber landscape. At this point, I also could change my role and started being the one  reacting, giving feedback on my their work. Not only that but I also got some of my online friends to give feedback on my students published content.

However, as time went by, I started realizing that blogging also had some limitations of its own. For example, in a large, prolific group, one easily loses track of content. If you have too many posts, it becomes difficult to keep up with the time line. Posts that are quite recent are not visible and only the most recent ones are displayed on the first page. As result, your audience (students themselves and others) might feel a bit overwhelmed with content. To top it all, as the web evolved, blogging started losing its appeal to younger learners. Their interest moved to platforms that allowed adding peers as friends and all sorts of connections besides mere comments on posts.

It was after realizing that students needed a more connected publishing platform that I went for social networking. So, that is where I am now. I am struggling to find one that suits mine and my students need. Although I really like Facebook, I think it has the drawback of being sometimes too overwhelming for getting an audience to more reflective publishing. Facebook is good to connect a group, but it is limited if you want to teach writing or engage your group in a given activity. I might be wrong, but I think a barrage of posts and updates does not help teaching. Meanwhile I am still looking for a more suitable and "free" social netwoking platform. While I wait, I am using grou.ps. Here is what my students and I have been doing. 

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Project Based Learning - Some Challenges

In the last two years I started working with projects. It all started with online courses I took in the beginning of 2011 with UMBC called Teaching Young Learners and more to the end of the same year I took Methods II on Project\Problem-Based Learning with University of Oregon. In these courses, I developed projects for the courses themselves and tried to synchronize assigned course tasks and the ones in my teaching practice. In this post I will address some of the challenges posed by project based learning while working on some projects with my students.

In my opinion one of the greatest challenges of working with projects is the tight schedules we have in our institutions.  As a result, instructors are generally expected to teach a certain amount of content within a given time frame. In my case, most of the content is broken into units and lessons. Therefore, teachers know what lesson to cover in a given class or week. Besides that, a teacher has to keep an eye on the incoming test date which serves as a sort of time tracker that informs them that they have to squeeze content within certain deadlines. To cope with this limitation, the best approach is to work on mini projects, on something that will not take up more than two consecutive classes. A second solution would involve assigning tasks as homework. Doing so, the instructor  saves valuable class time and adds authenticity to a project.  

A second challenge has to do with the syllabus itself and the textbooks we have to use. Most of the textbooks adopted by schools are content-based. Being a teacher myself, I know that some teachers would certainly agree that task-based course books would make the perfect match for a project-based learning approach. However, we do not always have the luxury of inhabiting such perfect worlds. Besides that, I have grown to believe that a task-based syllabus has its own limitations. To win the battle between content versus task, an instructor has to carefully plan tasks that smoothly integrate the content taught into projects he or she plans to carry out.  So, for every piece of content, we should try to think of a realistic task that could be inserted into a mini project. This approach makes the content more palatable and gets learners involved into more authentic activities.

 A third challenge is the sharing of these so-called mini projects. Therefore, once you and your students have invested some precious time and effort into something such as a class project, it seems reasonable to come up with a way for displaying\sharing the work done. If schedule is a little tight, it certainly poses some limitations to the usual group by group presentation scheme. A possible solution is publishing the final result on the web. Such approach allows for the class members and its immediate community (parents and classmates)  to check the outcomes beyond the classroom walls. Besides that, when you decide for this mode of sharing you force your student and yourself to acquire twenty first century learning skills (publishing and all the skills associated with this task). Finally, sharing project outcomes on the web also makes learners aware of the importance of building and online presence and is a valuable opportunity to teaching netiquette (some basic rules for good online behavior).

As a final remark, I would like to point out that this short post is in no way a complete inventory of all the challenges an educator might face when working on projects. I have

just tried to address some of the problems I had to deal with in my specific context - the one of an EFL instructor teaching at a binational language center in Brasilia - Brazil. Nevertheless, I do recommend setting aside some of your class time to work on projects. It is really rewarding and it does change the way you and your students engage with content and learn. 

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