young learners elt - innovations in technology

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Graham Stanley [email protected]

YL ELTInnovations in learning technologies

09/18/14109/18/141Innovations in Learning Technologies with Young Learners

Many teachers in classrooms around the world are now innovating with technology on a regular basis. Taking case studies as a starting point, I will examine how and to what extent primary and secondary teachers innovate with a number of different technologies and how they can be used as examples to stimulate innovation in your own particular contexts.

Graham Stanley is the British Councils Country Director, Uruguay. Working in partnership with Plan Ceibal, the British Council are managing a project to teach English via video-conferencing to primary school children, using teachers based in Montevideo, the UK, Argentina, and the Philippines. Graham is author of the handbook for teachers Language Learning with Technology (CUP, 2013), which wasawarded the English Speaking Unions HRH Duke of Edinburgh award for ELT book of the year, and co-author of Digital Play: Computer games and language aims (Delta publishing, 2011), winner of an ELT Innovation (ELTon) award for teacher resources.

BRITISH COUNCIL

The British Council is the UKs official organisation for cultural and educational relationsWe are a not-for-profit organisation. We are present on six continents and over 100 countries, bringing international opportunity to life, every dayEnglish & Exams, Education & Society, and ArtsWe promote constant, consistent policy dialogue initiatives, investing in research, events and publications that enable policy makers to make informed decisions across the world.

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http://www.teachingenglish.org.uk/article/innovations-learning-technologies-english-language-teaching

Case studiesInnovations in learning technologies for ELThttp://tinyurl.com/nn26re5

3Reading about how others use technology in their classrooms can be inspiring I recommend looking at this book of case studies and reflections on the use of technology in language teaching around the world and across the board, from the primary classroom to secondary, teens, university and adults.

CASE STUDY

Plan Ceibal English for PrimaryAges 9-11 (4th, 5th, 6th grade)Uruguay

Video conferencing or tele-presence equipment


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Why not use Skype?

BACKGROUND

Started 2007 with distribution of XO-1 laptops (ceibalitas) By 2009 Uruguay became first country in world to have given one laptop to every primary school student No cost wireless Internet connection in all state schools Fiber optic connections progressively replacing wi-fiI n 2012 the British Council was selected by Plan Ceibal to project manage Ceibal en Ingls, delivering remote teaching via video conferencing in Uruguayan primary schools. Because of a lack of trained/qualified English teachers, Ceibal English uses remote teachers (RTs) via video conferencing After progressive expansions, in 2015 most schools reached 3,500 remote classes a week to 85,000 children

http://www.ceibal.edu.uy

Plan Ceibal

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Philippines

Uruguaythe experience of being a remote teacherArgentinaUK

New ways of working

Remote Teaching CentreBritish CouncilBuenos AiresNew teaching spaces

https://vimeo.com/126996354

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Challenge of team teaching at a distance

Coordination

Weekly meeting betweenRT and CT in Spanish

Both need to agree on what is going to happen in classes A, B and C

CT reports on progress

Teachers coordinate via:-VCSkypeTelephoneGoogle hangoutsWhatsapp, SMS, Email

The importance of camera presence

RT Maria EugeniaNew skillset for teachers


RT Daisy & CT OmarThe importance of teamwork

CT Maria Ines Cuadrado CT Andres AmiliviaRT Mariela Masuyama

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Intercultural communication

YL ELTInnovations in learning technologiesSupporting teachers

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YL ELTInnovations in learning technologiesSupporting CTs and RTs: face-to-face and online training

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Getting the parents involved

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Sharing student work

Between classes

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YL ELTInnovations in learning technologiesResults: Assessment and Evaluation: Adaptive Test 201456% of the Ceibal en Ingls students reached A1 compared to 57% of Segundas Lenguas. 43% of students in both programmes reached A2.

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Improvised tele-collaboration

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Ayat Al-Tawel EgyptMaria Bossa Argentina

Lower secondary learners28-30 students

2011 own laptopguest in each others classfollowed by student-studentinterviews

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Quick response reading race

Singh, J (2011) AsiaCALL,Gujarat, India

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http://www.qr-code-generator.com/

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Technologies to support oral skillsVoice recordersVideo recordersMobile phones

Recording songsKaraoke Story-tellingSelf-correction

Rehearsal beforepublication


http://www.videojug.com /how to videos

for teens

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IWB Definition ExampleSubstitution-Tech. used to perform same task (least effective)as done before using computers T. writes on IWB

Augmentation-Tech. used to add value to taskT. prepares own IWB flipchartModification-Tech. has functional improvementT. integrates audio/videoRedefinition-Tech. allows for new tasks that T. makes full use of all(most effective)were previously inconceivableinteractive features

Model developed by Dr. Ruben Puentedura: http://www.hippasus.com/rrpweblog/archives/2014/01/31/SAMRAnAppliedIntroduction.pdf

SAMR model for tech. integrationhttps://www.youtube.com/watch?t=86&v=us0w823KY0g

Project work

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IWB island

http://www.prometheanplanet.com/

363636The first involves a project which has been used in ELT for many years. It involves asking the learners to work in groups and design an island, which is then used as the setting for subsequent classroom activities.

1) learners create islands in groups 2) scan copies of learners drawings3) trace over the scanned drawings using IWB software

Procedure

3737In my classroom oif teenagers (13-14 year-olds), I asked them to work in groups and decide on the shape of their island. Then I asked them to add natural features (lakes, mountains, forests, etc) and then man-made features (cities, etc).

I then scanned their drawings and traced over them on the IWB. Doing this allowed me to manipulate the islands very easily I can make them bigger or smaller, duplicate elements of thei island (trees, mountains, etc).

3838I placed the four student created islands together on a map and added an island that I created, which is the one I use for the students' adventures some of the classroom activities take place on this mysterious islands. This way, I can add a narrative element to different activities I do in class.

3939One of the first activities I asked the learners to do was to write descriptions of the islands and some of the places on the islands. These became part of a growing 'Tourist Guide' to the islands.

4040One of the first activities I asked the learners to do was to write descriptions of the islands and some of the places on the islands. These became part of a growing 'Tourist Guide' to the islands.

414141One of the activities I've recently done with my learners as part of the island project is to play a game called 'Werewolves of Miller's Hollow' this is absed on a popular game called 'Mafia', which originated in a Psychology classroom at a university in Russia during the 1980's

Werewolves of Millers HollowGoal of the game:

For the villagers: eliminate the werewolves

For the werewolves: eat the villagers

4242This is the goal of the game. On eof the interesting things about the game is that it is scaleable you can play with as few as 5 players and as many as 30. It's also adaptable to different levels and ages.

Werewolves of Millers HollowEach night, one villager is devoured by the werewolves

During the day they try to hide their identities to avoid being hanged.

Each morning the surviving villagers come together and try to discover who the werewolves are.

4343The game has 2 different turns. Each night, the werewolves claim another victim. During the day, the villagers gather and after finding out who died, they talk about what they heard, etc. and try to figure out who the werewolves are.

One of the most important things about the game is the role of the storyteller (narrator), a role that should be taken (at least at first) by the teacher. It's your job to animate the villagers into talking. As this is a fluency activity, I suggest not spending too much attention on errors, although it's useful to tke note of any language your learners produce thast could be improved the errors can be dealt with after you've played the game.

Werewolves of Millers HollowIts night and the entire village is sleeping.

All players close your eyes

The werewolves wake up,Recognise each other andchoose a new victim

4444The best way of understanding how this might work in the classroom is to play the game, so if it's alright with you, that's what I'd like to do now.

Werewolves of Millers HollowIts morning and the village wakes up

All players open your eyes

The Narrator points out any victims the werewolves ateduring the night

4545The game continues. Some ideas for improving on the game in the classroom may be: asking the learners to write role-cards for their characters (who they are, what they do, where they live, etc.)

You could also get them to write rumours (on a grafitti wall, etc.)

http://www.digitalplay.info/blog/2011/11/04/reward-or-punishment-gamification-with-class-dojo/ Visual Class ListClass Dojohttp://www.classdojo.com/

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Real world grammar

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Learningtogetheronlinehttp://www.edmodo.com/

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Word associationshttp://www.visuwords.com /

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Developing a storyhttp://www.scholastic.com/teachers/story-starters

5050Just if we have time, let's look at some cretive writing prompts, which can help learners get started with writing stories, etc.

Instant streaming video - https://www.periscope.tv/

Thank you!

Graham [email protected]

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