Teaching Languages Online Janet Eckerson, Ed.D. Anticipating - - PowerPoint PPT Presentation
Teaching Languages Online Janet Eckerson, Ed.D. Anticipating challenges and planning for more effective instruction Hola! I am Dr. Janet Eckerson, Ed.D Assistant Professor of Spanish Modern Languages UNK eck cker ersonjm njm@unk
Janet Eckerson, Ed.D.
Anticipating challenges and planning for more effective instruction
I am Dr. Janet Eckerson, Ed.D Assistant Professor of Spanish Modern Languages UNK eck cker ersonjm njm@unk nk.ed edu
2
Credits
Language Acquisition (CARLA) – Transition to teaching language online (TTLO)
Marlene Jo Johnsho hnshoy (CARLA TTLO Director); Ri Ritu Jay Jayak akar ar (U (UPENN) NN); Fr Fran ance ces M Mat atos ( (UofM fMN), ), Sh Shannon Sp Spasova (Mi MichSt State)
3
Objectives
We We can: use effective strategies for planning and
language learning. We We can: “transition” face-to- face instruction
appropriate technology supports, within an LMS or based in the web. We We can: anticipate and respond to challenges inherent to the online environment
4
effective language instruction online
effective instruction online
Should instruction be synchronous or asynchronous?
6
Some basics
dates
types/technology tools
feedback
tools while building community and defining expectations – this IS the content
7
Example instructional sequence
DUE Tuesday: Read/view input source(s): Teacher lecture, reading, video etc. Complete comprehension activities
DUE Friday: y: Interactive or individual practice with feedback, practice “quizzes”, exercises, discussion board, Flipgrid, etc.
DUE Sunday: Individual formative/summative assessment, oral or written performance, quiz, etc.
8
It helps students to know: I will have something due every Tuesday and Friday.
ACTFL Lesson Sequence
knowledge
as necessary
9
face-to-face instruction online
OUR instructional purposes
face-to-face instruction online
OUR instructional purposes
What does a typical lesson in YOUR face-to-face classroom look like? How could you do the same
you? Which parts transition well, which don’t?
11
Example of a transitioned lesson
F2F F – Wa Warm rm – up up Do Do no now on n paper, pair-sh share On Onli line e – Pa Padlet or r my LM LMS
F2F F – Pro Provide input ut Sl Slideshow w with i imag ages i int ntroducing ng ne new v vocab abular ary – ci circl cling to pr provide de repe petition On Onli line e – Pe PearDe rDeck Or Or Ed Edpuzzle le or
MS
F2F F – Eli Elicit per erforma mance/ e/Provide e feed eedback In Info-ga gap activity On Onli line e – (S (S) Zoom breakout or (A (AS) Fl Flipgrid
F2F F – Ex Exit ticket et – fo formative assessment On Onli line e – Go Google fo forms s quiz or my LMS
12
Tools for the communicative modes
Inte terpreti tive (reading/li liste tening/viewing)
Embed questions in a video: Edpuzzle, HP5, Playposit Add questions to a text: Actively learn, Google Forms, Pear deck Your LMS?
Inte terpersonal l (spoken or writte tten exchange)
Host live conversation: Zoom, Google hangouts Asynchronous verbal exchanges – Flipgrid, Padlet, VoiceThread Asynchronous text exchanges – Padlet, Chatzy Your LMS?
Presentational (speaking/ g/writing) g)
Record speech – Flipgrid, Vocaroo, VoiceThread, Screencasitfy, Vidgrid Writing – Google Docs/slides, Edublogs, Padlet Your LMS?
13
14
respond to challenges
communication
Re Relat ationships Frequent communication from instructor Opportunities to interact with peers and be known
Engagement
Hig igh expecta tatio tions/hig igh support rt Challenging, but not
support performance at high levels (models, multiple attempts, instructor AND peer- to-peer “help”)
16
Co Cont ntent nt Quality, novelty and matched to student interest
Feedback
Au Autom
im immedia iate Provide auto feedback on practice activities an allow multiple attempts, encourages self- correction or “uptake” Pe Peer r to peer: r: Use structured peer review or gallery- style sharing to give feedbacks on drafts or steps in larger products Va Vary types Whole class, “common errors” “final thoughts” Individual Criterion referenced (language of the rubric) Small group Most effective is immediately applied
17
Plan the feedback as you plan the unit/lesson/activity
Co Cont ntext What is possible? Accessible? Feasible? Age, language level and institutional expectations
Interpersonal communication
Pla Plan Establish structure and schedule of synchronous participation and communicate in advance Keep partners/groups static longer
18
ST STRUCTURE ta tasks ks to to make ke th them purpo rposeful Student reflection rather than teacher review/grading
Assessment and Academic Honesty
Ha Hard to copy or “Go Googl gle” Reference course content, experiences, personal reflections/connections. JPEGs of text aren’t selectable, Create a time
. Pe Perfo formance ce tasks Are better measures of learning AND harder to “cheat” on – listening and speaking tasks, in particular. Cl Clarify appropriate resource us use vs. inappropriate Provide appropriate resources – word banks/lists, examples or model responses.
19
Te Teach and reteach po policies Remind students continuously about academic honesty expectations. Ha Have realis istic ic exp xpectatio ions fo for pe performance Use a rubric and make clear that perfection is not
understanding of realistic expectations. Ad Address offe ffenders swift ftly an and c clear arly - TE TEACH How you know, why the behavior doesn’t support learning and what the consequences are now and in the future.
It is possible to deliver quality language instruction online
And experiences….
20
Let’s keep talking:
Contact me: Janet Eckerson, Ed..D eckersonjm@unk.edu
21