Podcasting Potential

For the purpose of this entry I explored various podcasts to consider the value they hold for classroom use. I particularly enjoyed Absolutely Intercultural which included a podcast from a woman who went to a meeting with the Society for Intercultural Education Training and Research (SIETAR). She shared her experiences as well as clips from various presenters from the conference.

Podcasts such as this one are incredibly useful in the classroom because they allow students to access resources outside of the school environment. They can experience an abridged version of conferences, such as the SIETAR one, from their own computer. This is also the case for teachers looking for professional development opportunities. These podcasts contribute to a wealth of resources for teachers who want to learn more within their field. Because they are often highly specified they offer a great deal of insight into particular topics from a variety of perspectives. Utilizing this tool in the classroom is beneficial to students and teachers alike!

Using ePals to bridge classrooms around the world

     The website ePals is an excellent online resource for teachers looking to broaden the scope of their classroom instruction and connect with students across the globe. The primary goal of ePals is to help teachers find a classroom abroad with whom their own class can exchange messages, like pen pals. The site offers a very easy to navigate search engine that can be altered based on language, country, age, etc. It is also a wealth of information on other relevant materials, such as connecting the Common Core Learning Standards to support teaching and learning and offering numerous forums on anything from technology to mentoring.

     One resource I found to be particularly interesting is the online field trip option offered through the Smithsonian on ePals site. There are many topics from the museum that are covered in depth through a virtual "field trip" for students. The multimedia aspect of this resource is excellent for helping students build context through the use of visuals while simultaneously exercising aural comprehension skills. I know I will certainly be taking advantage of this website's wide array of invaluable information for use in my future classroom!

Comic Strip Strategies for Education

My comic strip, entitled Knock Knock, depicts two characters on a deserted island. Within this simple dialogue students are given a glimpse into the humor of something that is unique to English humor, known as the knock knock joke. Although, small and seemingly trivial, it is a part of our culture that assumes and expected response that is unknown to an English language learner. This comic puts the joke into context and helps learners understand its purpose as a communicative device. Comics in general can be used in the classroom for clips like this to promote sociocultural competence through linguistic play. This is highly beneficial for ELLs who must not only understand the content of language but also its value within context.

Photo Stories as Classroom Tools

When first asked to create a photo story for my classroom, I was concerned that my lack of technological skill would leave me struggling to create something I could use with students. As it turns out, this was one of the most enjoyable experiences I have had in this course so far.

I chose to create a first day of school video about classroom rules using photos from my preschool class last year. Of course with this age group it would be important to read the captions aloud, but this is just meant to serve as an example of how this could be used as a fun introduction to school. It was simple to navigate the production process by using Stupeflix and allows for anyone to make a video either for instructional purposes or as a learning tool. This could be used for vocabulary review with visuals to add context or an end of year graduation type video. 

The Impact of Digital Storytelling

In the modern age we are given the opportunity to share ourselves with the world through many different mediums. We can Instagram our lunches, Tweet at celebrities, video ourselves for Vine, update our status on Facebook, promote our professionalism on LinkedIn and so on and so forth. The list goes on with so many pieces of our social media puzzle it can be hard to keep track. One method that streamlines all these resources into one powerful medium is through digital storytelling. Educause defines this term as “the practice of combining narrative with digi­tal content, including images, sound, and video, to create a short movie, typically with a strong emotional component.” In other words, we can create a “story” to define ourselves using a multimedia source of output.

Within a classroom of culturally and linguistically diverse students defining one’s own identity in the classroom is an integral part of the learning process. It can be challenging for a student who is not yet proficient in English when the teacher asks them to write a personal narrative and expect that the student will feel capable of accurately sharing him or herself within the constraints of a limited language ability. Digital storytelling offers a fresh perspective on learning about how our students define themselves. A student may not yet be able to share stories from their home country but instead could post simple captions over photos that speak a thousand words. They may also feel more comfortable with an oral narration rather than a written assignment which focuses heavily on mechanics and can be quite daunting. One example is taken from a list provided by the Center for Digital Storytelling of a series of stories by refugees, the first told by Iftin Iftin about his experience as a refugee from Somalia in the United States. His powerful story is enhanced by his use of maps and images that all evoke an emotional response from the viewer. Providing ESL students with this outlet for their stories is both empowering and engaging and builds classroom community by giving them the opportunity to share their identity with their teacher and peers.

Serious games bring serious results to the classroom

For this exercise I chose to play 3rd World Farmer, a game that simulates the harsh realities and poor conditions of many farmers around the world. I played this game three times and each time ended abruptly due to external circumstances such as a corrupt government or environmental disasters. My family kept leaving to make a meager living elsewhere and eventually my farm always fell apart.

If I were to use this in a classroom I would only use it with advanced English Language Learners as the vocabulary is elevated and complex, while the task is intricate and multifaceted. My objective would be to analyze strategies that worked best and for students to provide cause and effect scenarios. They must play at least three times and each time provide their strategy, intended outcome and rationale, followed by the results and cause of failure or success. After these analyses they must reflect on how this game portrays the greater issue of survival for many individuals in the world. This would challenge students to approach the topic using the scientific method but then round it out to establish relativity to their own lives. Assessment of their writing and analysis would be sufficient for demonstrating comprehension. However, I would be very cautious in the group I chose to use this so as not to trivialize their own experiences in their home country. I recognize that this game could mirror their home life before Buffalo and I think would thus be inappropriate to use with some students. This game certainly has a valuable place in the classroom but as the case is with many activities, teachers must be aware of their students and tailor instruction to their individual needs and circumstances.

Gamification for Real-Life Skill Development

    Gamification is a teaching technique used to develop real-life skills  through the implementation of classroom games that mimic relevant situations. Games are engaging for students particularly in a language learning environment because they are stimulating and utilize a multimedia approach to education. Students are provided a visual stimulus, often supported by sound, in which they must read, write, analyze, and navigate their way through a game’s simulation of reality. This exercises the brain in an authentic manner that develops critical thinking skills while reinforcing the basics at a pace that is appropriate for each individual.

        For my own gaming introduction I chose to play Phantasy Quest. I only played twice, however both rounds took me a very long time because I had to adjust to the simulated world and try and understand my ultimate goal in this “escape the room” game. The goal of the game is to use the resources on an island you've been shipwrecked on to survive and find the girl you supposedly lost. Both times I was deemed a “Fledgling Moron” but I did advance a bit the second time around. If I were playing this game with a class my language learning objective would be to use directional descriptions and exploration for the purpose of creating a map of the island with descriptive language of the available resources at each area. Hopefully this would help students to develop spatial awareness of their virtual surroundings which practicing descriptive words based on their observations. As the teacher, I would give them a word bank that they must include in their drawing and have students present in groups to compare and contrast each concept of the Phantasy Island. I don’t feel that a walkthrough is necessary for this game because it is more about exploration than the ultimate goal of winning or defeating the surroundings. Instead of using images from the game, students would be creating their own mental images and producing them on paper to demonstrate their idea of what the entire gameworld looks like. Their presentation would be an assessment of their understanding because it would affirm their exploration of the game and the level of detail would variably demonstrate their level of understanding.