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The Incorporation of ICTs into Task-Based
                                  Language Learning

                                      SUGGESTED BEST PRACTICES:
                                       WEB TASK –BASED LESSON PLAN


Subject: Reading
Grade: 9th year


Context:
Students have just finished reading “Of Mice and Men” by
John Steinbeck in their Reading class. During the reading
process, the teacher has been working, chapter by chapter,
with vocabulary, plot, main ideas, character analysis etc. She
has been using several technological resources as support:
audio recording, movie and students´ blog ( Expression) where they have
posted the answers to different mandatory and optional questions derived from
the analysis and feelings towards the novel.


Task presentation:
OF MICE AND MEN… AND OF SCHOOL LIFE
Students in groups of three will be asked to choose one of the themes ideas in
John Steinbeck´s Of Mice and Men and design posters promoting a school
awareness campaign to make students reflect upon those ideas taken to school
context.


Pre-task phase:
Students are given a worksheet where they have to supply eight theme ideas in
John Steinbeck´s book, “Of Mice and Men”.
   o   a supporting example;
   o   a supporting quote w/page number and;
   o   an explanation; (appendix 1)

                                                                                 1
Students complete the pre-task activity working in groups of three.


Task phase:
1. Students are asked to choose one of the theme ideas they feel identified
   with and form groups of three with other classmates who have made the
   same choice.

2. The teacher presents the task and tells students to have a 15 minutes´
   discussion and come up with a paper draft of how their poster might look
   like. They should include not only the theme idea, but also how it can be
   related to school or to a teenagers’ life.

3. Students go to the computer lab and design their final version of the poster
   in GLOGSTER, a website that allows designing posters online, inserting
   photos, images, text, videos, music and whichever resource they find useful
   for their campaign.

4. Students print the posters and stick them in different places of school inviting
   students to leave comments in a blog created for that purpose, where the
   different posters can also be seen.

Post-task phase:
Students discuss the steps to be followed when designing an awareness
campaign.
Teacher guides a discussion on the effectiveness of different persuasive
poster writing characteristics, techniques as compared to the ones used by
students.
Teacher can supply some teaching materials on the topic if necessary.


Evaluation:
After a period of two weeks, students read the blog comments, and self-
evaluate both: the whole process of designing an awareness campaign and the
final product –the posters- criticizing how successful their campaigns have
been.


                                                                                  2
Students use persuasive poster evaluation rubrics to help them go through the
process of evaluation. (Appendix 2)




                                          SUGGESTED BEST PRACTICES:
                                         PHOTO-BLOG EXCHANGE PROJECT


   o   Conceptual Framework

       Though officially the word blog refers to a Web-log, or online journal
where people make chronological comments about events related to an
experience; lately, they are being also commonly thought of as a means of
expressing opinions and reflections upon general issues, such as politics,
ethics, education.


       In this area precisely, blogs are the web 2.0 tools which has proved to be
more widely accepted by teachers which are an attractive addition to their new
technologies toolbox. Firstly it is a constructivist tool for learning since the
content is being created by teachers and students while the blog develops;
secondly they are a way of expanding the walls of the classroom as Richardson
(2010) describes, providing the possibility of connecting students with others
outside the classroom, their town, their country in a relatively cheap accessible
manner.
       It is also important to add that blogs archives allow teachers and students
to revisit their learning experiences with a reflective sight over a wide variety of
features that range from: students´ own productions, views, opinions providing a
fertile land for cultural awareness and understanding.


   o Description of the project

       o   The key element of this proposal is to engage groups of students from
           different countries and origins in making guesses, research, discuss
           and comment on others culture and experience world just out of a set
           of pictures put together. Communication conventions varies from
                                                                                   3
culture to culture and this is a concept our students will have the
         opportunity to experience comparing and contrasting texts.
      o The teachers in charge of the project will create a blog in which
         students from the different classes will alternatively publish a collage
         of photos related to a topic. This topic will be previously agreed by
         teachers who will take into account not only students’ world of
         interest; but also the most relevant global awareness issues, such as
         environment, health etc.




                                                                       Once the
collage has been posted the group of students from the other country will make
                                                                                4
comments of the photos, trying to make inferences and negotiating with their
partner as regards the meaning beyond the image.


       Finally, the group who has posted the images, will give feedback to their
partner class, as regards their inferences, correcting the once that are wrong
and enlarging and giving more support on the correct ones.

       During the evaluation period, both teachers and students will post
comments assessing their experience, focusing both on the positive aspects of
the experience as well as on the aspects that might need revision for future
replication of the project.


    o Objectives

•   Students will negotiate meaning and use language purposefully.
•   Students will use technology in socially and cross-cultural appropriate and
    ethical ways.
•   Students will make research about other cultures and contexts so as to
    make meaningful contributions in their blog.




    o Teachers in Charge

•   Ms Erin.Conley, teacher of English Language and Arts in 9th Year
       Ms Michelle Williams, teacher of English Language and Arts in 10th Year
•   Ms Adriana Castagnino, teacher of English as FL in 9th, 10th year.
       Ms Aurelia Garcia, teacher of English as FL in 7th , 8th and 9th year.



    o Participants

•   English Language and Arts class from Montgomery Blair High School,
    Montgomery County, Maryland, USA.
•   English as a Foreign Language class from COLUNLPam in Santa Rosa, La
    Pampa, Argentina.
                                                                                 5
o Suggested Topics

•   Typical Food
•   Favorite artists
•   Town & cities
•   Houses
•   School culture
•   Free time activities


    o Timeline



                 AUGUST              SEPTEMBER               OCTOBER              NOVEMBER

             Presentation of the    exchange of photo     Exchange of photo     Exchange of photo
             blog: objectives and   collage on a          collage on proposed   collage on topic
Weeks 1-2
             possible contents      proposed topic by     topic by teacher in   suggested by
             areas                  teacher in USA.       Argentina.            students. Comment
                                    Comment and           Comment and           and feedback.
                                    feedback.             feedback.

             Exchange of photo      Exchange of photo     Exchange of photo     Students and
             collage on different   collage on proposed   collage on proposed   teachers evaluation
Weeks 3-4
             topics. Comment        topic by teacher in   topic by teacher in   of experience.
             and feedback.          Argentina.            USA. Comment and      Publication of
                                    Comment and           feedback.             experience
                                    feedback.




                                                                                             6
o   Evaluation



    Teachers will design instruments to evaluate the experience before, during
and after it has finished. These instruments will focus on both: students’
performance and commitment all through the experience on the one hand (rubric
table 1);   and blog efficiency as a learning tool on the other (rubric table 2).




    Rubric table 1: assessing writing in a collaborative tool: blog


  CATEGORY                    4                    3                     2                     1

                    Student accessed      Student accessed      Student accessed      Student was
                    site and made         site and made         site but made         erratic in

Content of          meaningful            sometimes             poor                  accessing site and

contributions       contributions.        meaningful            contributions.        made
                                          contributions.                              meaningless
                                                                                      contributions.


                    There are no          There are minimal     There are some        There several
Spelling,           errors in spelling,   errors in spelling,   errors in spelling,   errors in spelling,
punctuation,        punctuation,          punctuation,          punctuation,          punctuation,
grammar and         grammar and           grammar and           grammar and           grammar and
vocabulary          vocabulary.           vocabulary.           vocabulary.           vocabulary.


                    Student always        Student almost        Student shows         Student argues or
                    shows respect for     always shows          little evidence of    is disrespectful of
Cooperative         others' ideas, and    respect for others    a commitment          others' idea.
work                shows a               ideas and commit      toward quality        Criticism is not
                    commitment to         to quality work.      work.                 constructive.
                    quality work.



                                                                                                       7
Rubric table 2: assessing blog as a collaborative writing tool


    o     CRITERIA                                          ACHIEVEMENTS   SUGGESTIONS

Navigability:
Is this blog easy to navigate? Does it take too long to
load? Are links working correctly? Do titles show
contents clearly? Is the URL easy to remember? Are
contents of the blog easy to identify?

Design:
Are colors and template adequate? Can it be read
easily? Are colors distractive? Is font size and style
suitable?

Content:
Do titles of posts express content? Are there grammar
or spelling mistakes? Are contents clearly related to
class activities? Is the blog free? Can anyone have
access to it; is this an advantage or a disadvantage? Are
there multimedia resource?

Other considerations:
What kind of learning is the blog fostering? (Individual?
Group? Collaborative? A combination?)Analyze
comments made by students: are they all relevant to
the task? How frequently do students post a comment?
Are there links to other sites? What are these sites
about?




                                                                                     8
SUGGESTED BEST PRACTICES:
                                  EMBEDDED TEACHERS TRAINING



Conceptual framework

Teachers who have earlier engaged in computer-assisted and technology-
enhanced language learning have multiple roles. (Peters, M. et.al. 2007). Apart
from developing materials and integrating technologies in our own practices, our
new findings and demonstrations should serve as inspiring models for current
and future teachers. Our projects, experiences, products and research should
definitely help other colleagues and advanced students to initiate their own way
to teaching practice transformation.


Although there are many ways in which teachers can become expertise in
embedded Task-Based Teaching, we have to admit that these changes can be
challenging and frightening for some teachers. With this teachers training
proposal, I am trying not only to introduce teachers to new Web 2.0 tools and
resources, but also to provide a supportive online professional development
network that can foster mutual collaboration between trainer and trainees
throughout the training process and beyond.


Objectives: teachers will…

   •   Become aware of web2.0 technologies and analyze their impact in
       education and their teaching practices.
   •   Design and implement embedded lesson plans with the incorporation of
       suitable web2.0 tools.
   •   Evaluate this new embedded approach to language teaching.


Calendar plan



                                                                                  9
The workshop will be implemented in four traditional classroom setting sessions
of six hours each. Three of them will be delivered in subsequent Saturdays,
while the last evaluative session will be delivered within a month from the last
meeting. During all this time teachers will receive online support through a wiki
platform, where they will also be able to share concerns, classroom experiences
and lesson plans with other teachers in the group.


Description of the Resources and Activities:

First session:
1- Through a cooperative learning technique called jigsaw, teachers work in
   groups of four with four different papers related to web 2.0 technologies and
   their impact in education. They will complete a Google doc spreadsheet to
   be shared by the whole group later.
2- Teachers will be introduced to one of the key technological resources in this
   teachers´ training proposal: wiki. They will navigate through different
   students, class, institutional and professional development wikis, completing
   a checklist with the particular tools and differences they find among them, so
   as to evaluate all the possibilities a wiki offers to educators. They will be
   introduced to this course wiki and allowed to “play” and practise inserting
   pages, videos, images, widgets, discussion threads as well as editing and
   contributing to somebody´s work.


Second session:
1- Through a jigsaw technique teaches´ work in groups with different papers
   related to Task-Based Teaching methodology (TBL) and its application in
   different educational contexts. They will complete presentation using one of
   the following tools according to their preference: Glogster, Mind Map, Prezi
   to be shared by the whole group later.
2- Some web 2.0 foundational concepts such as RSS, Third-party site –
   YouTube, SlideShare, Scribbd, Flickr will be developed and teachers will
   have the opportunity of experimenting with them.
3- Teachers will be introduced to another technological highlight in this
   teachers´ training proposal: blog. They will navigate through different
                                                                                   10
students, class and institutional and professional development blogs, so as
   to evaluate all the possibilities a blog offers to educators as well as compare
   it with wiki as an educational aid. They will be creating a blog for one of their
   classes and practise inserting text, videos, images, widgets as well as
   making comments in somebody´s else´s posts.


Third session:
1- Teachers will be introduced to more sophisticated technological innovations
   in this teachers´ training proposal: video and podcasting. They become
   familiar with different podcasting alternatives and evaluate how these could
   become part of their embedded lesson plans.
2- Teachers will finally be introduced to the concept of social networking as a
   valuable pedagogical incorporation looking into different tools, such as
   Google groups and Grouply.


Forth session: evaluation
During this session teachers are going to be carrying out their evaluation of the
course, their productions and their students reactions though different
methodologies and techniques.

1- Peer observation: teachers will assess a partner’s blog or wiki, following a
   given rubric and will provide useful feedback to him/her.
2- Self-evaluations: through an online survey teachers will evaluate their
   performance, involvement and productions throughout the teachers training
   workshop.
3- Workshop assessment: Teachers in groups of four will discuss certain
   aspects of the teachers training workshop and share their opinions with the
   rest of the groups in a final round table providing a graphic organizer or mind
   map which summarizes. These impressions will become a meaningful and
   constructive input for future implementations of the workshop.




                                                                                 11

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CSE from UNESCOCSE from UNESCO
CSE from UNESCO
 

Best practices

  • 1. The Incorporation of ICTs into Task-Based Language Learning SUGGESTED BEST PRACTICES: WEB TASK –BASED LESSON PLAN Subject: Reading Grade: 9th year Context: Students have just finished reading “Of Mice and Men” by John Steinbeck in their Reading class. During the reading process, the teacher has been working, chapter by chapter, with vocabulary, plot, main ideas, character analysis etc. She has been using several technological resources as support: audio recording, movie and students´ blog ( Expression) where they have posted the answers to different mandatory and optional questions derived from the analysis and feelings towards the novel. Task presentation: OF MICE AND MEN… AND OF SCHOOL LIFE Students in groups of three will be asked to choose one of the themes ideas in John Steinbeck´s Of Mice and Men and design posters promoting a school awareness campaign to make students reflect upon those ideas taken to school context. Pre-task phase: Students are given a worksheet where they have to supply eight theme ideas in John Steinbeck´s book, “Of Mice and Men”. o a supporting example; o a supporting quote w/page number and; o an explanation; (appendix 1) 1
  • 2. Students complete the pre-task activity working in groups of three. Task phase: 1. Students are asked to choose one of the theme ideas they feel identified with and form groups of three with other classmates who have made the same choice. 2. The teacher presents the task and tells students to have a 15 minutes´ discussion and come up with a paper draft of how their poster might look like. They should include not only the theme idea, but also how it can be related to school or to a teenagers’ life. 3. Students go to the computer lab and design their final version of the poster in GLOGSTER, a website that allows designing posters online, inserting photos, images, text, videos, music and whichever resource they find useful for their campaign. 4. Students print the posters and stick them in different places of school inviting students to leave comments in a blog created for that purpose, where the different posters can also be seen. Post-task phase: Students discuss the steps to be followed when designing an awareness campaign. Teacher guides a discussion on the effectiveness of different persuasive poster writing characteristics, techniques as compared to the ones used by students. Teacher can supply some teaching materials on the topic if necessary. Evaluation: After a period of two weeks, students read the blog comments, and self- evaluate both: the whole process of designing an awareness campaign and the final product –the posters- criticizing how successful their campaigns have been. 2
  • 3. Students use persuasive poster evaluation rubrics to help them go through the process of evaluation. (Appendix 2) SUGGESTED BEST PRACTICES: PHOTO-BLOG EXCHANGE PROJECT o Conceptual Framework Though officially the word blog refers to a Web-log, or online journal where people make chronological comments about events related to an experience; lately, they are being also commonly thought of as a means of expressing opinions and reflections upon general issues, such as politics, ethics, education. In this area precisely, blogs are the web 2.0 tools which has proved to be more widely accepted by teachers which are an attractive addition to their new technologies toolbox. Firstly it is a constructivist tool for learning since the content is being created by teachers and students while the blog develops; secondly they are a way of expanding the walls of the classroom as Richardson (2010) describes, providing the possibility of connecting students with others outside the classroom, their town, their country in a relatively cheap accessible manner. It is also important to add that blogs archives allow teachers and students to revisit their learning experiences with a reflective sight over a wide variety of features that range from: students´ own productions, views, opinions providing a fertile land for cultural awareness and understanding. o Description of the project o The key element of this proposal is to engage groups of students from different countries and origins in making guesses, research, discuss and comment on others culture and experience world just out of a set of pictures put together. Communication conventions varies from 3
  • 4. culture to culture and this is a concept our students will have the opportunity to experience comparing and contrasting texts. o The teachers in charge of the project will create a blog in which students from the different classes will alternatively publish a collage of photos related to a topic. This topic will be previously agreed by teachers who will take into account not only students’ world of interest; but also the most relevant global awareness issues, such as environment, health etc. Once the collage has been posted the group of students from the other country will make 4
  • 5. comments of the photos, trying to make inferences and negotiating with their partner as regards the meaning beyond the image. Finally, the group who has posted the images, will give feedback to their partner class, as regards their inferences, correcting the once that are wrong and enlarging and giving more support on the correct ones. During the evaluation period, both teachers and students will post comments assessing their experience, focusing both on the positive aspects of the experience as well as on the aspects that might need revision for future replication of the project. o Objectives • Students will negotiate meaning and use language purposefully. • Students will use technology in socially and cross-cultural appropriate and ethical ways. • Students will make research about other cultures and contexts so as to make meaningful contributions in their blog. o Teachers in Charge • Ms Erin.Conley, teacher of English Language and Arts in 9th Year Ms Michelle Williams, teacher of English Language and Arts in 10th Year • Ms Adriana Castagnino, teacher of English as FL in 9th, 10th year. Ms Aurelia Garcia, teacher of English as FL in 7th , 8th and 9th year. o Participants • English Language and Arts class from Montgomery Blair High School, Montgomery County, Maryland, USA. • English as a Foreign Language class from COLUNLPam in Santa Rosa, La Pampa, Argentina. 5
  • 6. o Suggested Topics • Typical Food • Favorite artists • Town & cities • Houses • School culture • Free time activities o Timeline AUGUST SEPTEMBER OCTOBER NOVEMBER Presentation of the exchange of photo Exchange of photo Exchange of photo blog: objectives and collage on a collage on proposed collage on topic Weeks 1-2 possible contents proposed topic by topic by teacher in suggested by areas teacher in USA. Argentina. students. Comment Comment and Comment and and feedback. feedback. feedback. Exchange of photo Exchange of photo Exchange of photo Students and collage on different collage on proposed collage on proposed teachers evaluation Weeks 3-4 topics. Comment topic by teacher in topic by teacher in of experience. and feedback. Argentina. USA. Comment and Publication of Comment and feedback. experience feedback. 6
  • 7. o Evaluation Teachers will design instruments to evaluate the experience before, during and after it has finished. These instruments will focus on both: students’ performance and commitment all through the experience on the one hand (rubric table 1); and blog efficiency as a learning tool on the other (rubric table 2). Rubric table 1: assessing writing in a collaborative tool: blog CATEGORY 4 3 2 1 Student accessed Student accessed Student accessed Student was site and made site and made site but made erratic in Content of meaningful sometimes poor accessing site and contributions contributions. meaningful contributions. made contributions. meaningless contributions. There are no There are minimal There are some There several Spelling, errors in spelling, errors in spelling, errors in spelling, errors in spelling, punctuation, punctuation, punctuation, punctuation, punctuation, grammar and grammar and grammar and grammar and grammar and vocabulary vocabulary. vocabulary. vocabulary. vocabulary. Student always Student almost Student shows Student argues or shows respect for always shows little evidence of is disrespectful of Cooperative others' ideas, and respect for others a commitment others' idea. work shows a ideas and commit toward quality Criticism is not commitment to to quality work. work. constructive. quality work. 7
  • 8. Rubric table 2: assessing blog as a collaborative writing tool o CRITERIA ACHIEVEMENTS SUGGESTIONS Navigability: Is this blog easy to navigate? Does it take too long to load? Are links working correctly? Do titles show contents clearly? Is the URL easy to remember? Are contents of the blog easy to identify? Design: Are colors and template adequate? Can it be read easily? Are colors distractive? Is font size and style suitable? Content: Do titles of posts express content? Are there grammar or spelling mistakes? Are contents clearly related to class activities? Is the blog free? Can anyone have access to it; is this an advantage or a disadvantage? Are there multimedia resource? Other considerations: What kind of learning is the blog fostering? (Individual? Group? Collaborative? A combination?)Analyze comments made by students: are they all relevant to the task? How frequently do students post a comment? Are there links to other sites? What are these sites about? 8
  • 9. SUGGESTED BEST PRACTICES: EMBEDDED TEACHERS TRAINING Conceptual framework Teachers who have earlier engaged in computer-assisted and technology- enhanced language learning have multiple roles. (Peters, M. et.al. 2007). Apart from developing materials and integrating technologies in our own practices, our new findings and demonstrations should serve as inspiring models for current and future teachers. Our projects, experiences, products and research should definitely help other colleagues and advanced students to initiate their own way to teaching practice transformation. Although there are many ways in which teachers can become expertise in embedded Task-Based Teaching, we have to admit that these changes can be challenging and frightening for some teachers. With this teachers training proposal, I am trying not only to introduce teachers to new Web 2.0 tools and resources, but also to provide a supportive online professional development network that can foster mutual collaboration between trainer and trainees throughout the training process and beyond. Objectives: teachers will… • Become aware of web2.0 technologies and analyze their impact in education and their teaching practices. • Design and implement embedded lesson plans with the incorporation of suitable web2.0 tools. • Evaluate this new embedded approach to language teaching. Calendar plan 9
  • 10. The workshop will be implemented in four traditional classroom setting sessions of six hours each. Three of them will be delivered in subsequent Saturdays, while the last evaluative session will be delivered within a month from the last meeting. During all this time teachers will receive online support through a wiki platform, where they will also be able to share concerns, classroom experiences and lesson plans with other teachers in the group. Description of the Resources and Activities: First session: 1- Through a cooperative learning technique called jigsaw, teachers work in groups of four with four different papers related to web 2.0 technologies and their impact in education. They will complete a Google doc spreadsheet to be shared by the whole group later. 2- Teachers will be introduced to one of the key technological resources in this teachers´ training proposal: wiki. They will navigate through different students, class, institutional and professional development wikis, completing a checklist with the particular tools and differences they find among them, so as to evaluate all the possibilities a wiki offers to educators. They will be introduced to this course wiki and allowed to “play” and practise inserting pages, videos, images, widgets, discussion threads as well as editing and contributing to somebody´s work. Second session: 1- Through a jigsaw technique teaches´ work in groups with different papers related to Task-Based Teaching methodology (TBL) and its application in different educational contexts. They will complete presentation using one of the following tools according to their preference: Glogster, Mind Map, Prezi to be shared by the whole group later. 2- Some web 2.0 foundational concepts such as RSS, Third-party site – YouTube, SlideShare, Scribbd, Flickr will be developed and teachers will have the opportunity of experimenting with them. 3- Teachers will be introduced to another technological highlight in this teachers´ training proposal: blog. They will navigate through different 10
  • 11. students, class and institutional and professional development blogs, so as to evaluate all the possibilities a blog offers to educators as well as compare it with wiki as an educational aid. They will be creating a blog for one of their classes and practise inserting text, videos, images, widgets as well as making comments in somebody´s else´s posts. Third session: 1- Teachers will be introduced to more sophisticated technological innovations in this teachers´ training proposal: video and podcasting. They become familiar with different podcasting alternatives and evaluate how these could become part of their embedded lesson plans. 2- Teachers will finally be introduced to the concept of social networking as a valuable pedagogical incorporation looking into different tools, such as Google groups and Grouply. Forth session: evaluation During this session teachers are going to be carrying out their evaluation of the course, their productions and their students reactions though different methodologies and techniques. 1- Peer observation: teachers will assess a partner’s blog or wiki, following a given rubric and will provide useful feedback to him/her. 2- Self-evaluations: through an online survey teachers will evaluate their performance, involvement and productions throughout the teachers training workshop. 3- Workshop assessment: Teachers in groups of four will discuss certain aspects of the teachers training workshop and share their opinions with the rest of the groups in a final round table providing a graphic organizer or mind map which summarizes. These impressions will become a meaningful and constructive input for future implementations of the workshop. 11