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

Blog Post # 7 - My Favorite Tech Tool from This Class....

There have been several great tools I've learned in this course, and I plan on using some of them to enhance my teaching content and student learning experience, but I'd have to say that my favourite tech tool that I've learned so far would be making Power Point slide shows with embedded videos, because this is very well suited to teaching a large ESL class. (I often have in excess of 40 students in a typical freshmen class, and a minimum of 25 students for most levels and courses). One of many challenges working with sleep-deprived students who often feel insecure about their English language abilities  is sustaining their focus and interest in the teaching material. That's one of the reasons I enjoy using visuals, including pictures and short videos, as they translate well into an ESL context. I use them independently but also as supplementary methods to explore various topics and issues, mainly in my conversation and discussion classes. 

I also think videos and images give me more flexibility in how I can interpret the teaching material in terms of what I can do with them. For example, I could use images  to stimulate prior knowledge, as well as for brainstorming and working in collaborative groups to generate ideas and implement topic-related vocabulary. (I already use short videos but wasn't using Power Point or other slide software, primarily because I've never been "pushed" to use this technology, and also because my employer doesn't adequately fund our department for tech equipment, and what we do have is often outdated, old or incompatible with current trends).

After viewing a particular video, students can work in pairs or small groups, to extend the activity into a short class presentation of their ideas (listening, speaking and some basic presentation skills). I can also extend the lesson into an individual or group assignment, such as creating their own short video response to a clip or short film we watched in class. I can further reinforce concepts learned in class by including a small writing exercise on an exam. (They also work on learning and using opinion vocabulary, which they must use in a written or spoken assessment).

Danae's Screen cast Assignment

Here is a short tutorial on how to use Office Word's basic text functions:

Here's the link for my Syllabus Assignment:
Danae's Syllabus

Blog Post # 6 - Comments on an article from Beyond Laptops Essential Readings list

 "I'm So Totally, Digitally Close to You" by Clive Thompson is a fascinating article on the social ramifications of blogging and micro-blogging trends since Facebook to the present. Thompson begins his article by citing Facebook and Zuckerberg's decision to create a news-feed feature that went from being demonized to raved over in a matter of one month. All of a sudden, people started tuning in to peoples' lives by the hour, and a thirst for knowing what people were doing in real time became a trend that is now the norm. In fact, the transition from social network blogging to micro-blogging with the arrival of Twitter (“What are you doing?”) has refined this need to know what one's friends and contacts are doing even further. This phenomenon is known as "ambient awareness". 

While ambient awareness has its detractors, some social behaviorists say it actually serves a positive role for people to know themselves better, and to develop greater social intimacy in the lives of others. The bulk of the article comments on both positive and negative aspects of ambient awareness as a new social phenomenon, but overall Thompson takes a positive view.

Detractors of social media say the biggest issues are privacy control, and an inflated sense of self-importance and narcissism, especially among young people. Frankly speaking, I do agree with both of these points and I can’t relate to the need to constantly photograph and broadcast oneself on a daily basis.

I believe social media's good points outweigh the bad; however, my biggest issue is privacy control, particularly because I find Facebook seems to be constantly changing and updating its privacy features and policies. I don't use certain features that I think could compromise my privacy or security such as Google find or allowing myself to be tagged in photos I don't want to be seen in. I also think that social media's original purpose was for bringing people closer together and it's doing that in exciting and relevant ways. In the final analysis, I think social media tools are great!

Blog Post # 5 - Intellectual Property "Everything is a Remix - Part 4"

I agree with the notion that intellectual property serves a beneficial purpose, or at least that was its original intention, as described in "Everything is a Remix". However, I also happen to agree with the premise of this film that the market economy has overtaken and subverted our social evolution purely for greed and personal gain, which are counter-intuitive to the social good inherent in the creation of copyright laws some two hundred years ago. The real question is: where is this leading us as a society when we reward greed over the common good. In that sense, I'm all for the message behind this film! 

Let's look at hypothetical multiple-choice answers to the question, "What is the number one reason people sue others?" If you asked most of these individuals and corporations why they sued do you think it would be A) "because of the common good", B) "because they stole my idea", or C) "because I saw an opportunity to make a lot of money and the laws were in my favor, so I took advantage of it".  


Personally speaking, I think that this trait is an expression of individualism pushed to the extreme, and instead of reining it in, the legal, social, economic and political systems we currently have in the West reward this trait. In my opinion, this is one reason why westerners - rightly or wrongly - are often perceived by non-westerners to be so self-absorbed and self-serving.