Pin on Back

Standard

This is an activity I made up having been inspired by another activity using strips of paper. I have always been interested in catering for the kinesthetic learner and this activity suits them perfectly. I called the activity “pin on back” because it requires the use of pins. This may sound strange and also pins can be dangerous so especially with young learners it’s better to use blue tack or sellotape instead. With adult learners, I have never encountered a problem. Pins are used merely as a tool to attach the strips of paper on the back of a student and an opportunity to joke saying “we’re going to play a game where you’ll pin your classmate when they get an answer wrong”. OK, let me take you through the activity now.

Context

Pin on back is suitable for all sorts of contexts. That is to say, it can be used for any age groups, at any level, and for any skill (I have used it mostly for reading, grammar, vocabulary but I’m almost sure that all skills can be practiced). Pin on back is also suitable to use in general English, EAP, ESP, and YL.

Preparation

Basically, you need a task either in soft or hard copy. Whether it’s soft or hard copy, you can edit it in a way so that you can cut strips of paper after printing. The idea is that there should be enough space for margins. The task could be multiple choice, T/F, gap fill, sentence completion, sentence/word transformation, or open ended questions, etc. Here is an example:

  1. Lisa and I ……….. to a match last night.

a) go          b) went         c) will go

 Videos

Here are some videos where students and teachers enjoy my “pin on back” activity.

Gazi University ELT conference participants enjoying my “pin on back” activity

 

Terakki ELT conference participants

 

SLTEP participants

 

My students

 

Considerations

  1. You need to be very careful with the instructions. You can use the instructions below as an example:
instructions-pinonback

instructions-pinonback

2. Your music should be ready to start the activity.

3. You need to have the answer key ready.

4. It’s a good idea to ask the participants to ready a piece of paper and pen/pencil before the activity starts.

5. You must emphasize that the participants must write the number of the items as they answer. Also, you can tell them that they do not need to answer the one on their back. (Alternatively, you can give them numbered paper.)

Goal Setting With Students

Standard

At the beginning of each semester, Foundations Year Program students at Sabanci University School of Languages have to attend a goal setting tutorial, which is among many other tutorials such as Learning Portfolio and writing. In this tutorial, as the name suggests, students are expected to come up with their goals and talk about them with their tutors.

I developed my own approach to goal setting in addition to the standard task sheet provided for the instructors. In a nutshell, I make a contract with my students. I give them a piece of paper and explain that I want them to write some sentences that start with “I will”. They need to know that the duration for fulfilling these goals. In my case, this is two months. I let them know that their statements can be considered as promises they make and that I would check in the middle and at the end of the allocated time period whether they keep their promises. To make it look serious I ask them to write their full name, date, and to sign the paper. We call it a “contract”.

Here are some points to consider:

  • Students need to know that they should only write attainable goals that they think they can manage, in other words, they should not promise anything they can’t keep.
  • Students need to be aware of the fact that their goals should be as realistic as possible.(For instance, one of my students today wanted to write that he would learn 200 words in one week. I told him that it makes 40 words a day. He agreed that it’s too much and accepted my suggestion to keep a vocabulary notebook instead.)
  • Students are not allowed to write sentences starting with “I will try…” as it doesn’t suggest a promise.
  • Students’ goals should be as specific as possible. Examples could be “I will watch 4-5 episodes of English series every week” or “I will read two intermediate level books in one month”.
  • Students are asked to take a photo of the “contract” (using their smart phones) so that they can keep their copy.

Here are a few examples from my “Route 2” students who are pre-intermediate level.

IMG_3341IMG_3343IMG_3344

Web Based Activity on Common Cold

Standard

I’d like to share a web based material in this post. It’s best suitable for intermediate and above levels. Students will need to use, ideally, a laptop with the Internet connection. They can, however, use their mobile devices and in that case you may advice them to download one of these browser apps since the websites they will surf during the activity require flash player.

You can email the material or share it on a platform such as padlet, moodle, google drive, etc. Instructions are included in the material; however, you may inform your students that they will do a series of reading and some quizzes on the knowledge of common cold. Ask them to take notes because they will use their notes when preparing their posters as a follow-up activity.

web activity common cold (MS Word format – docx)

web activity common cold (PDF format)

snapshot

Follow-up Activity

The follow-up activity is basically a poster presentation. I ask them to do it using their notes and MS PowerPoint; however, as well as paper poster you may ask them to use tools such as tackk, canva to prepare their posters. I show them the poster sample below and ask them to design their poster in a way that it should attract passing students/instructors that they would stop and look at the poster on the walls of the corridors of School of Languages. The fact that their posters are being displayed motivates them.

poster presentation sample

I also ask students to “save as” their PowerPoint files as “jpg, jpeg, or gif” file so that they can be color printed in A3 (preferably) or A4 format. The print outs then go on the corridor walls to be displayed.

2014-07-21_1254

3 Tools to Explore This May

Standard

In this post, I wanted to share some of the tools I made a shortlist of during May with a brief description and ideas for implementing in my teaching.


SpellUp

1. Spellup: This was introduced on May 13th as a new word game and Chrome experiment. I first tried it on my iPhone and I had to type instead of spell and some letters were behind some icons inaccessible. When I tried it on my laptop with Chrome, it worked best as it was described (also on Android and tablets.)

Ideas: I’m planning to first demonstrate it in class. After some time, I might devote one lesson for a spellup competition. I’ll use 3-4 laptops, placed in front of the class, with groups of three students. I’ll have to plug in and out the sound cable whenever it’s a groups turn. Each time one person from the group will come to the front and use their laptop to compete.

I’m not planning to use this game in class for individual work or for early finishers. Instead, I will recommend students to play this game outside the class.


quill_logo2. Quill: This is another tool I heard of in May. I think it’s not about writing skills but more to do with practicing grammar through typing. At first, I got excited presuming that I could upload students’ long writing assignments and get them correct their mistakes and get feedback. In reality, there are some Quill worksheets that you can assign to your students. Yet, this is extremely useful, because you can monitor students progress from your dashboard. You give your students a code so that they do not need to sign up.

Ideas: I think I will use quill for homework. Students can do these worksheets on their own and I can monitor their progress. In fact, I assigned them some worksheets to be finished in two days time about subject-verb agreement, which is a common problem amongst my students.


chalkup_logo

3. Chalkup: This is a nice tool to create and assign written tasks; check students’ papers and give them feedback and numerical grades. This is similar to Edmodo, which I personally don’t feel the need to use since we can assign written tasks and run them through turn-it-in using Moodle, which is more than enough. What really attracted me about this tool is the integration with Google Drive. We use Gmail at school so all teachers and students have easy access to Drive all the time. Plus, the annotator for feedback is something that Moodle lacks.

Ideas: I am planning to use chalkup for setting regular short writing tasks for my students.

Update for Chalkup: When I tried to sign up, I was asked to choose my school. There’s an “international” option but my school name was not listed. Send them an email and be patient, because the next day it’ll be there.

Scheduling emails to be sent later

Standard

Recently, I had a situation where I needed to attend to some official paper work the appointment of which was at the time I was teaching. I couldn’t estimate how long it would take so I was not sure whether to postpone the lesson, or ask my teaching partner to take over, or simply give them a task and return to class as soon as I am done. Since I thought it would not take long and maybe after the first lesson I could continue with teaching, I decided to go with the last option.

However, the problem was informing the students. If they were informed before the lesson, there’s a chance that they wouldn’t turn up. I had asked them to bring their laptops and the task I prepared for them was perfect for self-study individually or in pairs/groups. So, I started to search for sending scheduled emails. The first thing came up was “boomerang”. I didn’t have much time, so instead of exploring more, I installed the extension immediately. This gives you one month pro trial.

Soon, I found out that my school account on Gmail does not support this extension, so I had to use my alternative Gmail account. I copied and pasted the contacts and composed an email to be sent at 8:30 am, which is 10 minutes before the lesson starts. The email explained the situation and asked them to start working on the task attached. The task required them to search on the Internet about some endangered species, choose one from the list and prepare a PowerPoint presentation based on an outline provided. They had a lesson time to do the task which I assumed wouldn’t be enough for a proper task completion. Yet, keeping in mind that there could be early finishers, I composed another email scheduled to be sent at 9:30 am, which is the end of the first lesson. In the email, I asked them to first go to “geddit” and check in there, and to state whether they finished. I could see their check ins from my phone while dealing with the paper work. An early finisher task was also attached in the email scheduled to be sent at 9:40, which is after the break, and students were informed that this email would come in the previous email. This was preparing “kahoot” questions for the vocabulary for that lesson’s input. To take the attendance, in the email I asked them to go to the chat room I had opened in our section “moodle” and type that they were there. I also set the chat room to be visible at the end of the first lesson. My final email scheduled to be sent later at 10:30 am was just in case I was still not there. Since I arrived before that I deleted it.

In sum, using “boomerang” and with some extra arrangements, I could do a distant lesson. It required some prep work. Another situation could be that you might be on the move at a time you need to send en email, such as an exam result to students.

For scheduling emails another tool is “rightinbox“. Both boomerang and rightinbox are subscription based services and allow you to send limited number of scheduled emails per month for free. Also, if you are concerned about privacy, these are not very suitable for you since you grant them access to your inbox. An alternative idea I found on the Internet is using Google Sheets, which is explained in this post.

How to use “boomerang”

Go to http://www.boomeranggmail.com/ and click on “install boomerang”. It’s explained well step-by-step. After the installation, compose and email as usual, you’ll see the following “send later” button:

2014-05-19_1209

When you are finished composing your email, click on “send later” and schedule your email:

2014-05-19_1204When you choose the time of the email and click on “confirm” you will see this message:

2014-05-19_1207_001

That’s it, you don’t need to do anything else. If you want to see and edit your scheduled emails, click on the “boomerang” icon and click on “manage scheduled messages”:

2014-05-19_1207

Appear.in An Easy Video Conferencing Tool

Standard

logo-appear.in-237x239I first read about this tool in freetech4teachers blog and I decided to use it in teaching. I recently gave a short webinar presentation introducing this tool to my colleagues at Sabanci University. Appear.in is an HTML5 video conferencing tool that is built with a technology called WebRCT. Since HTML5 does not require “flash” or “shockwave”, there is no need for plug-ins or sign-ups. This is the most appealing aspect of this tool. It’s super easy to use. All you need to do is create a room, copy and share the link and get started. Now, let me talk about how I am using this tool in teaching.

webinar

webinar

1. Guest Speaker

Once in a while, students love seeing a different face in the class. So, on one occasion, I arranged a video conference with a friend of mine who lives in London. She is a native speaker who used to be a paramedic which makes her ideal because of the topic we were studying: health – common cold. I had sent her a copy of the transcript for the listening that we were supposed to do earlier in the first two lessons. Appearing in class at 11 am was the plan as it would be 9 am in London. So I projected my screen on the wall. When we entered the room “appear.in/commoncold” she was already there. She shared her expertise for about 15 minutes in the topic and invited questions. Two students asked questions but they had to come closer to my laptop. That later gave me the idea of using a microphone extension. At the end of the day, my students loved this experience

On another occasion, I convinced a teacher friend of mine who works at another institution to appear in class for a short lecture. I thought the original lecture recording was too fast for my students so I wanted them to hear this lecture in a slower pace and most importantly ‘live on air’! Again I sent her the lecture listening file and the transcript before the lesson and arranged a time and the room – “appear.in/unit3input3”. This went very well. I turned off the microphone after my introduction during her speech and there was no problem at all in terms of the sound quality.

So the guest speaker can be anyone. Teachers: colleague(s) from the same institution, colleague(s) from another institution. Peers: a student or a group of students from the same or different school(s). Experts: friend(s), anyone with expertise.

2. Tutorials

At Sabanci University, we often have tutorials with students mainly for writing, portfolios, and about their progress. I haven’t had any tutorials using “appear.in” yet but due to my full schedule this week I’m planning to have some online tutorials. I’ll update the post once I have the experience. I arranged “appear.in/tutorial” and claimed the room. All I need to do now is to send an email to my tutees what time they should appear there. If all goes well, I can even arrange group tutorials with students who live in the dorm.

3. Online Tutoring

There are two options here. You can use “appear.in” for extra lessons or for private tutoring. Say the lesson time was not enough to dwell on some concepts, then you can ask those to appear.in/extralesson at a certain time after the lesson. This of course depends on the number of students for the reasons I will talk about below. You can also try “appear.in” for your private lessons. I think it fits perfectly with speaking and listening. Appear.in also allows you to share your desktop with a little fix:

appearin-screen-share

screensharing fix

4. Meetings

As I was trying out this new tool, I found out that it worked well with three people. At work, I tried it with four people and although we were all on the same network, we have experienced some problems with the sound most probably because of microphone adjustments. I am not sure how to overcome this echoing issue but maybe if video conference participants turn on and off their microphones as they speak, this could be a solution (or use headsets).

5. Baby Monitoring 🙂

This could be another handy use of this tool. You need to use two laptops for this.

For more information:

http://www.makeuseof.com/tag/move-google-plus-hangouts-appear-really-good/

http://www.freetech4teachers.com/2014/04/appearin-registration-free-video.html

Factsheet-appear.in (pdf)

https://appear.in/