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Save time with writing essay basics: Use photography and video

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How many times have you explained the basics of writing academic essays, business letters, and memos? You can save time explaining by using free web tools, photography and video to show students the basics of writing successful academic and workplace tasks.
Drawing on research and classroom instruction, the facilitator will present theory as well as free web tools to support effective writing for academic and workplace tasks.

Participant outcomes include:

• Identify theory that supports technology-enhanced writing instruction.
• Identify three time-saving techniques to introduce and practice basic writing structure, including indent, margins, skip a line, and quotes.
• Discuss the role of web-based tools in writing instruction.

Publicado en: Educación, Tecnología
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Save time with writing essay basics: Use photography and video

  1. 1. Save time with writing lessons: Use photography and video By Ingrid Greenberg TESOL 2014 Portland, Oregon 2
  2. 2. Save time with writing basics • Use video and photography to teach writing structure basics – Margins – Center title – Double-space or skip-a-line – Indent – Date placement 3
  3. 3. Cognitive Theory of Multimedia Learning Pre-Training Principle • Beginners can manage processing of complex materials • Can reduce the amount of essential processing learners do at time of presentation and activity in classroom. • Learners can devote cognitive processing to building a mental model. • Flipped classroom 4
  4. 4. Mental Model 5
  5. 5. Cognitive Theory of Multimedia Learning Borrow and Reorganize Principle • Build knowledge in long-term memory by imitating others. • Borrow knowledge that others have acquired and reorganize it into workable knowledge into long-term memory. • Studying an example may be more effective than problem-solving. • Video and photography 6
  6. 6. Writing models • Workplace: Workers need to know writing models. (Greenberg, 2012) • College & Career Readiness Standards for Adult Education (Pimentel, 2013)Three shifts: – Complexity – Evidence – Knowledge 7
  7. 7. Common Writing Tasks Academic • Academic essay • 1 paragraph • 3 paragraph • 5 paragraph • Summary • Report : book Career • Email • Memo • Business letter • Log shift activity • Report accident 8
  8. 8. Hospitality Communications and Computer Basics Portfolio Checklist ____ MS Word Business Letter ____ MS Word Memo ____ MS Word Memo with inserted table: schedule ____ MS Word Memo with inserted table: addition ____ MS Excel Alphabetize ____ MS Excel Addition ____ Internet Professional/Business Email ____ Speaking Interview supervisor/manager about a department ____ Journal: Taking Initiative at Work 9
  9. 9. Discussion • How do you use video and/or photography in your classroom? • If so, what are some challenges? • And what are some best practices? 10
  10. 10. Video YouTube: ESLClips • How to use college ruled lined paper (1:56) • • How to start an essay (6:30) • 11
  11. 11. Testimonial “I really like the videos. I watched them several times. They helped me with my writing.” Amanda (B.S. Business, Brazil) Advanced ESL level 7 Transition to College, Continuing Education, San Diego Community College District 12
  12. 12. Steps to make instructional video 1. Identify learning objective(s) 2. Videotape 2-6 minutes of model and think-aloud 3. Use tripod to record video, or ask a friend 4. Upload to iMovie 5. Insert title slides into iMovie 6. Upload to YouTube 7. Edit “captions” in YouTube 8. Keep it simple 13
  13. 13. Photos Snapguide • Web tool to create “How-to” guides. • Arts & crafts, technology, cooking, gardening • Use iPhone or iPad to make guides. • Fast and easy. • iOS/Apple App to develop. • Available cross platforms. • letter/ • Assignment: Ask students to make Snapguides. 14
  14. 14. Discussion – Ask your partner. • How can videos and photos improve learning? • What length is recommended for video in instructions? Minutes? Seconds? • How can close captioning in video be used in your classroom? 15
  15. 15. Conclusion Video • 2-6 minutes • Avoid cognitive overload by adding text/slides before and after video, not during. • Subtitles, captions Photos • Captions, vocabulary 16
  16. 16. Bibliography • Clark, R. C., & Mayer, R. E. (2011). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (3rd ed.). San Francisco: Pfeiffer. • Colvin, G. (2008). Talent is overrated: What really separates world-class performers from everybody else. New York, NY: Penguin Group. • Greenberg, I. (2012). ESL Needs Analysis and Assessment in the Workplace. In Coombe, C. et al (Eds.), The Cambridge Guide to Second Language Assessment (pp. 178-186). New York, NY: Cambridge University Press. 17
  17. 17. Bibliography • Johns, A. M. (1993). Written argumentation for real audiences: Suggestions for teacher research and classroom practice. TESOL Quarterly, 27, 75-90. • Pimental, S. (April 2013). College and career seadiness standards in adult education. MPR Associates, Inc. Berkeley, CA. Retrieved on Oct. 22, 2013 at d.pdf • Swales, J. M. (1990). Genre analysis: English in academic and research settings. New York, NY: Cambridge University Press. 18
  18. 18. Resources • Lynn, S. et al. (2014). Project success: Preparing for success in the 21st century. New York, NY: Pearson Publishing. Six-level, four skills series. Geared toward adults and young adults, this highly engaging video-based program teaches English by involving students in real- life professional situations. See: • course.html 19