MOSAIC Language Centre ELSA English Language Services for Adults: - - PowerPoint PPT Presentation

M O O D L E & S M A R T B O A R D

BLDA presentation:

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Using technology to support Reading for Low Level ELSA Students

MOSAIC Language Centre

 ELSA – English Language Services for Adults: Pre-Literacy to Level 5  Free English classes – government-funded, newcomers to Canada, ages 17+  My Role: Team Leader for Literacy to Level 3

• Progress test – Ss must show CLB4 skills at L3 to progress to L4
• Facilitate greater use of technology in/outside the classroom
• Encourage extended learning activities outside of class
• Create opportunity for review of lessons at home
• Increase digital literacy for lower level students

Puzzling Issues

 Student reading ability – not passing progress tests

 Instructors ask for more reading materials  Ss would benefit from outside of class supported learning

 Photostory readers – http://www.grassrootsbooks.net/ca/grass-roots-readers

 Currently purchased, but not being used  Online activities in pdf, but not SB friendly or accessible to Ss

 Computer lab

 Under-utilized – Ss need to develop digital literacy  Ss require safe & secure online access

 SMART Boards (Interactive/electronic whiteboards)

 Purchased over a year ago but not being fully utilized  Not all instructors adept at designing materials

PEDAGOGICAL APPROACH

Associative  Situative  Behaviourist  Constructivist  “…rehearsing skills and concepts in a highly structured way…”

(Beetham, 2007, p.27)

“… emphasize active learning-by-doing with immediate feedback on success…”

(Mayes & de Frietas, 2007, p.16)

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“…models learning as the gradual building of patterns

• f associations and skill

components”

(Mayes & de Frietas, 2007, p.15)

“…the essence […] the learners’ search for meaning through activity is central”

(Mayes & de Frietas, 2007, p.17)

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“…aggregates at the level of groups of learners, describing activity systems in which individuals participate as members of communities”

(Mayes & de Frietas, 2007, p.20)

“Individual discovery of principles is heavily scaffolded by social environment”

(Beetham, 2007, p.27)

SITUATED Begins with learner motivated by peers in community of practice COGNITIVE Continues with learner deriving meaning through understanding, engaged in learning activities ASSOCIATIVE Mastery of task through scaffolded/sequenced activities SITUATED Checking with peers and engaging in dialogue

Differing perspectives…

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Analysing learning at different levels of aggregation in the learning cycle: Mayes & de Frietas 2007, p.21

Design Principles for the Blend

“Central to learning is the creation of an environment particularly conducive to the area involved” (Bork 1980, p.606).

Consolidation Practice Integration across activities Flexibility

SMART Board

• In-class activities

MOODLE

• Out-of-class activities

 Pre-reading activities

 Introduction

 Preview book  Predict the story

 Post-reading activities

 Remembering details

 Comprehension check  Group discussion  SB games

 Scrambled sentences  Ordering sentences  Word/picture matching

 Listen to the story  Record their own reading  Vocabulary

 Review

 Vocabulary linked to Miriam Webster

Learner’s Dictionary

www.learnersdictionary.com/

 Vocabulary bank

 Extended activities

 Worksheets  Online discussion

 Giving/receiving advice

Blend

SMART Board – Introduction to the Story

MOODLE

Sample Worksheet Ss would have access to the answer key to check their answers.

MOODLE – Outside of class activities

References

Beetham, H. (2007) ‘An approach to learning activity design’, in Beetham, H. and Sharpe, R. (Eds) Rethinking Pedagogy for a Digital Age, Oxford: Routledge. Bork, A. (1980). Interactive learning. In R. Taylor (Ed.) The computer in school: Tutor, tool, tutee (pp. 53-66). New York: Teachers College Press. Available from: http://www.citejournal.org/vol2/iss4/seminal/article1.cfm [Accessed 14th December 2012] Mayes & De Freitas.(2007) ‘Learning and E-Learning: the role of theory’, in Beetham, H. and Sharpe, R. (Eds) Rethinking Pedagogy for a Digital Age, Oxford: RoutledgeFalmer. Sharma, P. & Barrett, B. (2007) Blended Learning: Using technology in and beyond the language classroom, Macmillian Education.