Blog Post # 8 - Concept I Learned in this Course

A concept that I learned in class that will be very useful is the SAMR Model. Four weeks ago and before this course started, I gave my two conversation classes a group presentation project as their final assignment . They must work with a partner - technology is optional - and present something that was inspired from the course. (With the exception of noraebang-style performances of English language songs, it's an open field regarding what they can do and how they choose to present it). Each student was also given a marking rubric the day the assignment was handed out. My hope is that they will be as creative as possible with their final presentation projects.

Now imagine if I were to put this same assignment into the SAMR model directly. Students could choose from a variety of media: use their smartphones (and boy do they LOVE their smartphones!); create a power point with embedded videos of their own work; do a screen cast or an audio cast, etc. I could extend the group dynamic from two to four people, which would increase the collaborative aspect even further, and make my assessments with large classes of 40-plus students run more smoothly!

This means I could be using the SAMR Model numbers 2 and 3 to augment the student learning experience, but also to transform it by allowing students to modify and re-interpret key learning concepts. It's a fact that my students' knowledge of media exceeds my own, so I think I should encourage them to find ways they can express themselves in the English language through media they enjoy using. For example: using certain kinds of tech would give my students the opportunity to share their work in class, receive feedback and encouragement, and provide them with greater accountability for their work because of the inherent nature of technology and its wider audience.  

Website for Interview English course

Here's the link to my website on Wix

1:1 Classroom Expectations

100% of my students have smart phones, so it's natural that I would choose this digital device for classroom activities and assignments. 

Here are my classroom expectations:

1. Teacher must pre-test any applications to be used on a student device for compatibility/troubleshooting issues.
2. All phones must be fully charged before class.
3. All students must refrain from sending or responding to personal texts, social media, etc. during class time, unless allowed by the teacher. 
4. All students must have earphones with them for listening/pronunciation exercises.
5. All students must open a Youtube account for uploading video course assignments and projects.
6. All students must have pre-tested that they can access teacher required/recommended sites, such as online ESL dictionaries, You tube, and any other teaching/learning platforms that will be used in class and for assignments. 
7. All students must notify the teacher immediately if they are having problems uploading files, using platforms or any other digital tools required for class/assignments/projects. 

Audiocast Assignment - ESL Tongue Twister Exercise

Movie Assignment - Tongue Twisters for ESL Freshmen Conversation Class (Video Assignment)

Movie Assignment - Supplementary Teaching Materials

Here are the supplementary teaching materials for the movie assignment:

Video Assignment

Names: Danae Lambros, Esther du Plessis, Esther Eun Young Kim.

Target Audience: Freshman University students

Project Title: Tongue twister video

1. From the ‘Tongue Twister List’ choose: a) Two single line tongue twisters OR

 b) One tongue twister poem

 2. You and your partner must practice saying the tongue twister correctly.

 (ask your teacher if you are not sure of the pronunciation) 

3. Make a video where you both say (not read) the tongue twisters in an interesting

way. (remember to introduce yourselves first – say your names)

4. Your video should be between 30 – 60 seconds.

5. Post your video on YouTube and paste the URL in the shared ‘Tongue Twister’ 

5 4 3 2

Student meets 

all requirements 

in an exceptional 

manner.

Student’s 

pronunciation 

is exceptionally 

Student speaks 

clearly and at a 

sustained and 

suitable volume.

Energetic 

and engaging 

delivery; makes 

sustained eye 

contact.

Student is 

proficient 

in meeting 

requirements.

Student’s 

pronunciation is 

proficient.

Student’s volume 

is adequate 

throughout.

Adequate 

and sustained 

delivery. 

Student meets 

most but not all 

requirements.

Student has some 

inconsistencies in 

pronunciation.

Student’s volume 

is adequate 

but has minor 

inconsistencies.

Adequate but 

sometimes 

lacking in 

consistency and 

eye contact.

Student fails to 

meet most or all 

guidelines.

Student has poor 

pronunciation 

and is difficult to 

understand.

Student cannot 

be heard/ failed 

to adjust video 

volume/vocal 

volume.

Inadequate: needs 

more energy, 

engagement and 

eye contact.

1. If we chose single line tongue twisters, we should say each two times.

2. My partner and I practiced our tongue twisters before filming.

3. Our video is between 30 – 60 seconds.

4. We remembered to set the volume control on high on the recording.

5. We spoke clearly and loudly enough to be understood.

6. We were energetic and made good eye contact.

Single Line Tongue Twisters Choose 2

1. Larry sent the latter a letter later.

2. Zelda the Zebra zigzagged into the zoo.

3. A proper cup of coffee from a copper coffee pot.

4. Ten tired turtles told ten terribly tedious tales.

5. Red lorry, yellow lorry. (say it 3 times without stopping)

6. Which wristwatches are Swiss wristwatches?

7. The quack quit asking quick questions.

8. Six shy shavers sheered six shy sheep.

9. A cupcake cook in a cupcake cook’s cap cooks cupcakes.

10. The three-thirty-three train tore through the tunnel.

11. A big black bug bit a big black bear, made the big black bear bleed blood.

12. If two witches were watching two watches, which witch would watch which 

13. Fran fed Frank fresh fish for Friday. Freshly fried flying fish, freshly fried fish.

14. Any noise annoys an oyster but a noisy noise annoys an oyster more.

OR

Tongue Twister Poems Choose 1

1. I thought a thought 

But, the thought I thought wasn’t the thought I thought I thought,

If the thought I thought I thought had been the thought I thought,

I wouldn’t have thought so much.

2. How much wood would a woodchuck chuck 

if a woodchuck could chuck wood?

He would chuck, he would, as much as he could,

and chuck as much as a woodchuck would,

if a woodchuck could chuck wood.

3. She sells seashells by the seashore. 

 The shells she sells are surely seashells. 

 So if she sells shells on the seashore, 

 I'm sure she sells seashore shells.

4. A flea and a fly in a flue

 Were imprisoned, so what could they do?

 Said the flea: “Let us fly!”

 Said the fly: “Let us flee!”

 So they flew through a flaw in the flue.

Danae's Curricular Presentation Assignment - Slideshow and Supplementary Teaching Documents

FSU # 6 curricular presentation for Creativing Teaching Techniques Using Digital Media from Danae Lambros

VIDEO ASSIGNMENT AND CHECKLIST - Page 1 of 4

Assignment

1.    Watch the video “I Forgot My Phone” by Charlene DeGuzman, on Youtube.

2.    Film yourself in a 1 – 3 minute video clip using your smartphone.  Make sure to include the following in your video clip:

·      Introduce yourself and the assignment

·      Your reaction to the movie; (opinion)

·      What do you think is the filmmaker’s message? Do you agree/disagree with it? Explain your answer

·      How would you rate your smartphone use? Is it healthy or unhealthy?

·      What you learned from this video.

3.    You will have two weeks to complete your video.

4.    Upload it to Youtube and show it to the class.

5.    You must send the url from Youtube to my blog by midnight the day before class. (proof you completed the assignment on time)

My blog: http://danaelambros.blogspot.kr

CHECKLIST

1.    I answered all 5 points of the assignment.

2.    My video is 1 – 3 minutes long.

3.    I used a small enough file size that can be uploaded to Youtube and to my teacher’s blog site.

4.    I remembered to set the volume control on high on my recording.

5.    I spoke clearly and loudly enough to be understood.

6.    I was energetic and made good eye contact.

7.    I understand everything I need to do before I make my video; if I don’t understand something I will ask the teacher for help.

Four Square Activity Sheet - Page 2 of 4

Directions:  Fill in the fours squares as directed by your teacher.

Focus Question:     ____________________________________?

Sample Questions:

1.    What are some positive things about using smartphones?

2.    What are some negative things about using smartphones?

3.    How are smartphones changing human relationships? (Give an example)

My Answer	My First Friend’s Answer
My Second Friend’s Answer	Conclusion:

What I learned from this activity:

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

OPINION LANGUAGE - Page 3 of 4

Expressing Opinions

·      I think/feel/believe that (subject) is (adjective) because (state your reasons here)

·      In my opinion-------------------------------same as above

·      As far as I’m concerned-------------------same as above

Here are some more expressions you can use:

·      It’s my belief that (subject) + (verb)

·      From my perspective, same as above

·      From where I stand, same as above

·      From where I’m looking, same as above

Asking opinion questions:  

·      What’s your opinion?

·      What do you think?

·      How do you feel/about that?

·      How about you?

                                         

Video RUBRIC - Page 4 of 4

	5	4	3	2
Requirements	Student meets all requirements in exceptional manner.	Student is proficient in meeting requirements.	Material is adequate but may be sometimes unclear.	Student and materials incomplete or poorly done.
Guidelines	Student meets and sometimes surpasses guidelines.	Student meets all guidelines.	Student meets most but not all guidelines.	Student fails to meet most or all guidelines.
Pronunciation	Students speaks exceptionally clearly.	Student pronunciation is proficient.	Student has some inconsistencies in pronunciation.	Student has poor pronunciation and is difficult to understand.
Volume	Student speaks clearly and at a sustained and suitable volume.	Student’s volume is adequate throughout.	Student volume is adequate but has minor inconsistencies.	Student cannot be heard/ failed to adjust video volume/vocal volume.
Delivery	Energetic and engaging delivery; makes sustained eye contact.	Adequate and sustained delivery.	Adequate but sometimes lacking in consistency and eye contact.	Inadequate: needs more energy, engagement and eye contact.

5 = Advanced

4 = Intermediate

3 = Basic

2 = Needs Improvement