Everyone loves to play, and any teacher knows that games and quizzes are a great way to engage the language learner. For the student who wants to improve their English at home online – or even on the move with their smartphone – there are lots of great sites with free games for practising English. We’ve picked out ten to get you going. Enjoy!
How can we get our teenage students to communicate in English? Is there any way in which we can motivate them to speak?
This week I will be presenting a talk for our Pearson Events for English teachers called “Secondary Students can communicate in English” which aims to present practical examples, including ICT and other traditional interactive tasks that teachers will be able to put into practice right away. Based on Next Move 3rd Edition for secondary education, a course ready for the 21st century students, I will look into different ways of exploiting speaking exercises in a fun and creative way. Continue reading
Ian Wood’s visit to Spain last week was not only a wonderful opportunity for him to get the message out about changes to the Cambridge exams. At our Madrid and Seville events he also did us the added favor of looking at teenagers, teenage brains and exams with this thought-provoking talk:
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The teen brain is a topic which I’ve written about before, and so it was great to be able to follow up his talk with one of my own, Helping students help themselves with assessment. It focused on implementing technology via the SAMR model to foster a Blended learning approach in exam preparation courses by giving students more autonomy and protagonism.
At the center of both of our talks was an emphasis on the teen learner as a doer actively constructing their own learning in a social context which is relevant to them. Voice, choice, grouping, creativity and personalization were words that really jumped out at me on slides 18 and 19 of Ian’s presentation, for example. And when he spoke about using media teens relate to, like texting for practicing writing skills, it really resonated with me as it is also similar to something I’ve been thinking about recently.
I know I speak for both of us when I say we sincerely enjoyed giving these talks and getting a chance to meet and speak to many of the teachers who came out to see us. Thank you for all the energy and good vibes!
A few days ago, I looked at why it’s important for us not only to teach our teenage students good English, but to do this while stressing higher order 21st Century skills at the same time. Because adolescents’ brains are undergoing enormous changes in the pre-frontal cortex they are particularly receptive to work done on these social skills which are so vital to their future success as confident individuals who can work well with others.
Today I want to talk about how this impacts on the way we use technology with our learners. And what I would like to suggest is that the most productive lessons on the use of technology for our teens (and maybe for us as teachers as well) actually have very little to do with technology per se, and a whole lot more with our awareness of the social context in which we use it.
A particularly interesting model for the evaluation of technology use which was developed by Ruben R. Puentedura in 2011 called the SAMR model might be instructive here. If you’re interested you can hear him speaking about it in this video, but let’s just quickly deconstruct the acronym to get an idea of what it’s all about.
Puentedura divides uses of technology into those which merely enhance the way you carry out learning tasks and those which truly transform those tasks and the learning process leading to improved outcomes.
Enhancement is represented by the letters S (Substitution) and A (Augmentation) of the acronym. An example of substituting a technological tool for an existing one might be using a word processor instead of pencil and paper, or sending your teacher your work via e-mail instead of handing it in. It’s kind of nice, but it brings little new to the table. Augmentation goes a step further and the student might start to use some of the improved functionality of the word processor to format the document differently, add media or use a spell-checker, for example. If you notice, what the students are adding to the task in both of these cases are mostly technical elements.
But ultimately I think students can do many of these things on their own. What really interests me are the M and the R – the ways we can transform learning with technology. Puentedura identifies these as Modification, where you can significantly re-design a task using technology, and Redefinition, where students are going beyond what was before possible, being empowered to employ the technology to carry out tasks which have never before been undertaken. Obviously this level of outcome is precisely what we should want our students to aspire to as it impacts not only on their individual development, but ultimately on how innovative our society as a whole can become.
Putting aside what a truly transformative task might look like for a moment ,there does seem to be a great deal of agreement about the kinds of skills that are required to make them work. In contrast to the almost purely technical skills required to carry out substitutional uses of technology, Transformation, as I read it, can only take place if higher order, 21st Century skills are thrown into the mix.
For Modification and Redefinition to occur we need to have prosumeristically-minded students who are able to collaborate with others, organizing information by applying critical-thinking , sharing it in an appropriate way which will impact positively on continued debate and stimulating future contributions by others. In short we are asking for nothing less than to have them lend a hand in building up this vast shared construct we call human knowledge.
And this is where the teacher comes in. When you think about it there is nothing particularly 21st Century about 21st Century Skills. Were Communication, Collaboration, Critical Thinking and Creativity unheard of before 2001? Of course not, but they have once again been put center-stage by a society which has seen an explosion of internet-based tools which demand a new understanding of these skills in a new context. And the role of the teacher is to help our students transfer existing analog skills to a new digital and increasingly hyper-linked landscape. But the trick is to see them more as social than technical aptitudes.
Take a Google doc. It’s a fantastic tool for pushing our students in this direction – a shared document which lends itself to collaboration, shared insight, group editing and, hopefully, sharing or publishing – the ultimate in empowerment. But when you open up a document it is still nothing more than a blank page.
Students are likely have the technical know-how to deal with all its bells and whistles, but how many really know how to work productively on a project with their colleagues? How many have the social skills to undertake a project with that level of organization? How many are prepared to give or receive criticism or correction from a classmate, turning their mistakes or someone else’s insight into a personal or collective gain? And how many are aware of the power and risks implicit in pressing the publish button in today’s day and age?
Once again, this is where the teacher comes in. When teaching with technology we are often under the impression that we need to master the tool. But what is really true is that we need to help our students master the context in which they will use the tool.
And as teachers we already have these skills, honed over years of experience in getting students to analyze print texts, think of their effect on the target reader, the register and context they are written in. It is only a question of transferring them to a new and highly public arena where titles pop-up in Google searches, footnotes have morphed into hyperlinks and even URLs can provide context.
In many ways things really haven’t changed all that much. In forming literate members of society we have always started out with the basics with younger students, gradually increasing not only the linguistic difficulty at which we expect our students to read and express themselves, but also building their awareness of the social complexity into which our cultural artifacts are woven. Known as “Digital Literacy” this is a logical extension of where our society is going and it obviously impacts very directly on how we need to see our role with our students (if you need any more proof of this – or practical examples of how to approach teaching it I suggest you check out Digital Literacies by Dudeney, Hockly and Pegrum).
Our teens are moving quickly towards a future where much of their lives will be online. We know that one of the things which can help them the most at this age is raising their awareness of social behavior, helping them to work together effectively and empowering them to make their own critiques of the world around them. If you open up a shared doc with them (or use any other tech tool for that matter) maybe you shouldn’t sweat the tech stuff so much.
Stick first and foremost to what you already know as a teacher – how to foment an understanding of communication in a broader social context. And see it as an opportunity for a project that’s going to help them ask bigger questions about their future than which tab to click on to get the chat box to come up. They’ll figure that part out for themselves. It’s how they use that chat box with their classmates which is going to make the difference.
During the last seven years , I have trained English teachers in ICT in the public, semi-private and private schools from different regions.
Almost always I start the session by asking: ” In the classroom, your pupils use ICT primarily to develop which of the following skills … writing ? Reading? Speaking? Listening? The answer is almost always the same: ICT is mainly used to develop receiving skills, (reading and listening), then writing, and… least of all, speaking.
This is not to say that reading and listening are not important skills , but there should be a better balance between receptive (more passive) and productive skills (more active) Productive skills should be at the end of any task where the student expresses through written, oral or multimedia forms their outcome learning to their peers and the world.
In addition, all the international reports show that our students can read or understand much better than speak, a result that is not surprising , since the foreign language classes are still more focused on a grammatical model than on a communicative model .
We learn to talk by talking, and we can’t expect that the student suddenly is able to communicate verbally only after a few intensive sessions of comprehension and written exercises, unless we give them the opportunity to use and practice the language.
Therefore in the classroom we have to think … what reasons will I give my students so they feel the need to communicate in English? What and who should they communicate it to ?
My students have been using microphones , blogs , videos , talking cards , avatars, audio books , animation , … all the tools that can facilitate production at the end of any learning story .
And augmented reality is the perfect tool to increase language in the classroom because it can combine all of the tools mentioned above .
We all know that students learn a lot from the materials posted on the walls … but these materials are silent , they let you read, but not hear , unless we increase your content with audiovisual materials created by themselves, would create an augmented class.
Imagine a school where flashcards, displays, drawings or research offer augmented audiovisual information created by the students themselves, in which everyday objects such as tables, chairs or blackboards are brought to life explaining who they are or present hidden secret oral messages with challenges that arouse the curiosity of the students.
Learning corners can be explained by an audio or a video tutorial QR facilitating independent work of students who do not yet possess sufficient reading skills and might need oral and visual aids to understand the task presented in each corner .
On the other hand the increasing number of bilingual schools presents new challenges when teaching science, physical education or Arts and crafts in a foreign language . Hence it is also in these areas that AR can make a significant difference.
All this opens up a world of possibilities in which the student has a real and significant reason to communicate in a foreign language with the addition of that touch of magic.
But to put this into practice here you can find some resources and ideas that can help to increase the use of language in the classroom.
Each presentation is a different and “augmented” learning story. Hope you like it!
Last week I attended and participated in the “I Jornadas de Asesoramiento sobre secciones Bilingües”, held in a series of cities around the Castilla-La Mancha region.
On this occasion the workshop was focused on why and how to introduce Inquiry-Based learning in our lessons and how to include media making in the process as an answer to the real competences that our students will need to acquire in their lives. Here is the presentation (and at the end an interview with the organisers). I hope our non-Spanish speakers reading this get the general idea.
This region has a growing bilingual project and this was the first conference organized by the Administration. As they explain here, teacher training is going to be a key element in its success.
In my travels and dealings with teachers around Spain and Portugal one of the hot topics right now, especially in relation to teaching teens, is 21st Century Skills. And many teachers are asking how we “old dogs” are supposed to be teaching all these “new tricks”? But could we be getting the question the wrong way around?
Do our digital teens really need new-fangled tricks, or just some old-fashioned wisdom to unlock, organize and make sense of a new information rich world? As with any generational shift, the new challenges the old, but time-honoured traditions can also temper and put into perspective the most radical technological developments.
This fantastic video by Pearson author Kath Stannett really hits the nail on the head. 21st Century Skills are really timeless core human values of applying logic, sharing, and being open and creative in a new digital landscape. Our students crave our experience to make sense of a quick moving and chaotic world. And they have more than a few things to teach us as well! It is all about “leading while being led.”
Video games are present in our students life, so, why not using this reality in our behalf? Why fighting if we can use it as a great source of knowledge and not just a resource?
In this video, Nick Perkins shares some interesting reflections around this question: Can Online games make a real difference for today´s learners?
And you? What is your opinion? Do you integrate or avoid online games in your classes?