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Hacking the communicative modes... (1)

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Hacking the communicative modes... (1)

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A framework for achieving all 3 communicative modes in written assignments. A series of example assignments which can help instructors integrate technology tools to enhance the opportunities for interpersonal, interpretive, and presentational modes of communication.

A framework for achieving all 3 communicative modes in written assignments. A series of example assignments which can help instructors integrate technology tools to enhance the opportunities for interpersonal, interpretive, and presentational modes of communication.

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Hacking the communicative modes... (1)

  1. 1. Hacking the Communicative Modes in a Blended Classroom ACTFL 2017
  2. 2. Who we are; who you are Gina Wrobel, The Ohio State University Jennifer Quinlan, Brigham Young University Yevgenya Strakovsky, Georgia Institute of Technology Raise your hand if... You teach in higher ed You teach in secondary ed You work for the government or a non-profit organization You’re a course or curriculum designer You do something else related to languages You don’t know what you do
  3. 3. Today’s objectives… I can... By the end of this session, you should be able to… ● understand TPACK and ways to use it in F2F, blended, and online platforms. ● identify ways to adapt and use technological resources for L2 writing programs. ● identify ways to migrate writing assignments from F2F to blended or online. ● Use data to evaluate student proficiency Think about your own level and what your goals are for integrating communication.
  4. 4. Pedagogical Approaches TPACK (Koehler and Mishra, 2006) https://commons.wikimedia.org/wiki/File:TPACK- new.png ACTFL World Readiness Standards
  5. 5. Proficiency Framework The ACTFL Performance Descriptors for Language Learners https://www.actfl.org/sites/default/files/CAEP/AppendixN- ACTFLPerformanceDescriptorsLanguageLearners.pdf https://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements_2015.pdf
  6. 6. How do you use all three communicative modes in a writing assignment?
  7. 7. Our Toolbox Affordances: ● Reading ● Discussion (Comments, Chat) ● Peer Feedback / Review ● Posting (Text, Image, Video) ● Reacting (upvote, like) ● Tagging ● Annotation ● Curation (Crowdsourcing) ● Revision ● Design Parameters: ● Privacy ● Accessibility ● Authenticity ● Flexibility ● Institutional Identity ● WYSIWYG/Devices
  8. 8. Discussion Boards with a Twist Login: byuMasterCourses.BrainHoney.com Username: ACTFLdemo Password: ACTFLdemo Unit 1, Lesson 8 - Sentence modeling
  9. 9. Discussion Boards Modes: interpretive, interpersonal, presentational Tools: LMS, GoReact, VoiceThread Activity: sentence structure & style
  10. 10. Discussion Boards with Source Texts Schreiben Sie Ihren Blog über eine Seite/Aspekt auf der Seite von ProAsyl https://www.proasyl.de/thema/eu-asylpolitik Reagieren Sie auf den Blogpost von jemand anderem Write a blog post reacting to one page/aspect on the “ProAsyl” website. React to someone else’s blog post.
  11. 11. Padlet Interactive Web-page Generator and Mini-social media platform, where anonymous users can make and react to posts (including video, images, audio files, attachments). Exportable to PDF for printing. Uses: ● Social Media: Curate and discuss readings ● Collective Vocabulary ● Guided interactive homework ● Brainstorming for Group Projects ● Blogs for individual students ● Grading (like, upvote, 1-5 points)
  12. 12. Padlet
  13. 13. Guided Interactive Homework Read one of six articles on a theme. Write a post with 4 new vocab words. 1. Explain one of the case studies. 2. Propose a new case study. 3. Respond to someone else’s post.
  14. 14. Guided Interactive Homework Exported to PDF
  15. 15. Student-Driven Debate
  16. 16. Student-Driven Debate
  17. 17. Student-Driven Debate
  18. 18. Student-Driven Debate
  19. 19. Source-based Writing: Reading Blogs with Wix Intermediate low - intermediate mid level
  20. 20. Source-based & Interactive Writing https://www.klett-sprachen.de/einmal-freunde-immer-freunde/t-1/9783126051132 Rusch, P. (2013). Einmal Freunde, immer Freunde. Leicht & logisch A1. München: Klett-Langenscheidt.
  21. 21. Chapter 4
  22. 22. Source-based & Interactive Writing Assignment Part I “Nadja ist traurig. Sie weiß nicht was sie machen soll. Sie schreibt eine E-Mail and ihre Freundin Pia.“ (Nadja is sad. She doesn’t know what to do. She writes an email to her friend Pia) Please write the email (50-60) words. Part II “Pia antwortet Nadja. Geben Sie Tipps. Was soll Nadja machen?“ (Pia responds to Nadja. Give some advice. What should Nadja do?)
  23. 23. Let’s try it! Nadja is sad. She doesn’t know what to do. She wrote an email to her friend Pia. You are Pia, and you want to respond to Nadja. Give some advice. What should Nadja do? Reply as Pia to Nadja’s email on Padlet. You can respond in English or in another language. https://padlet.com/G3011/ACTFLHack
  24. 24. What do you think? So far, you’ve seen discussion-based activities using source texts ● Imitating Sentences ● Source-based role-play ● Responding to an individual source ● Curating sources on a topic ● Maintaining an individual blog What is one assignment you can adapt to a blended format? How would you do it? Which of your assignments would you like to try?
  25. 25. Peer-based, collaborative projects Multi-modal creativity with the language... ● Highly collaborative project using annotation ● Peer feedback culminating in creative project ● Multimedia & mixed forms of literacy
  26. 26. Collective Annotation in Source-based Text Google Docs
  27. 27. Building a Collective Vocabulary In-class PowerPointHomework in Google Docs
  28. 28. Think/Pair/Share
  29. 29. Hypothesis and Argument The first time I heard of this monument, the article was about kids that played on the stones... Do you think it is disrespectful, or just the innocence of a child? Why or why not? I have visited there and--although I climbed on the stones-- I found that the place was very quiet. The behavior of people...fit with the topic of the monument. It really works very well-- it is not a playground. In my opinion, it is more disrespectful. To let children treat it like a playground lessens its meaning….Parents can make sure, that kids don’t treat it like a playground. In my opinion, it is not disrespectful. If kids learn about the memorial, then they can play. They must know what happens, but then they can use it the way they want.
  30. 30. Hypothesis and Argument ● Kids will be kids. ● Kids having fun will make this into a symbol of hope. ● When kids play, they respect the memorial using their language. ● It is an opportunity to teach them what it means and why playing might not be correct. ● It might also be symbolic for a better future. ● People can play in a playground, but it is not appropriate to play in a monument. ● Parents shouldn’t allow it. Do kids play in an office or on the street? ● I think kids should respect the importance of the monument. ● For many people, the monument has personal meaning, and when kids play, this can be disturbed. ● It is a place of mourning. ● You wouldn’t play in a cemetery.
  31. 31. Individual Writing Projects
  32. 32. Multimodal Website Creation Project Description For your final project, you will create a website about a recent topic (last 3 years) in Germany (Austria, Switzerland). You will present your topic and website in a video and during a gallerywalk in class. You can work alone, with a partner or in a group of 3. Multimodal?! - Different modes of presentation & - Different kinds of text (written, oral, visual)
  33. 33. Peer Feedback / Peer Review?! - Encourage collaborative learning - Promote learner autonomy - Empower students - Enrich their learning experience
  34. 34. Peer Feedback with https://web.hypothes.is/
  35. 35. Peer Review Modes: Interpretive & presentational Tools: YouTube, LMS, VoiceThread Activity: video adaptations
  36. 36. I can! Can you… ● understand TPACK and ways to use it in F2F, blended, and online platforms. ● identify ways to adapt and use technological resources for L2 writing programs. ● identify ways to migrate writing assignments from F2F to blended or online. ● use data to evaluate student proficiency. What is one assignment you can adapt to a blended format? How would you do it? Which of your assignments would you like to try?
  37. 37. You can do it! © Flikr, 2007.
  38. 38. Tools & Resources ● Meaningful discussion boards (LMS) ● Peer review (YouTube, Hypothesis) ● Group journaling (GoogleDocs) ● Group Annotation (Lacuna & Genius) ● Curating materials (Padlet) ● Website builder (Wix, Strikingly, Google) ● Blogs/forums (Canvas & GroupMe) Yevgenya Strakovsky: strakovsky@gatech.edu Gina Wrobel: wrobel.31@osu.edu Jennifer Quinlan: jennifer.quinlan@byu.edu
  39. 39. References Brandl, K. (2008). Communicative Language Teaching in Action. Putting Principles to Work. New Jersey: Pearson Education. Chen, T. (2016). Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis. Computer Assisted Language Learning, 29(2), 365-397. Cho, K., Schunn, C. D., & Wilson, R. W. (2006). Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives. Journal of Educational Psychology, 98(4), 891–901. Hirvela, A. (2016). Connecting reading & writing in second language writing instruction (2nd ed.). Ann Arbor: University of Michigan Press Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39, 83-101. Rusch, P. (2013). Einmal Freunde, immer Freunde. Leicht & logisch A1. München: Klett-Langenscheidt. Sackstein, S. (2016). Peer Feedback in the Classroom: Empowering Students to be the Experts. Alexandria, VA: ASCD. .

Notas del editor

  • Students have multiple assignments to practice writing sentences; toward end of unit, they rewrite paragraphs
  • Students read an authentic newspaper article about themes in Germany’s national election. In small-group conversation, they interpret the text combining L1 literacy with L2 intermediate speaking skills -- they generate debatable questions on different topics. These questions serve as the starting point for a class debate project, which will combine online tools with in-class speaking to help students generate an advanced-level writing product: a letter to the editor arguing a political point-of-view about a real, current issue in German politics.
  • Students are divided into Parties, and within each party, they focus on a particular theme. They find articles on their theme, which they post to Padlet, and they respond to each other’s articles. Here we see a student posting an article about the Environment, and two students responding. The poster is at Intermediate-Low, while the responders are Intermediate-High. (1) The IL student is able to move toward paragraph-level discourse. He writes “This article is about the influence of climate change on tropical storms near the USA (this was shortly after hurricane Irma). In the article, an experts says that climate change influences tropical storms, but there are not enough years to it to see in the data. He said now, which means not that climate change does not have an influence, just that we need more Data, whether we want to see the full picture” (with errors). There is a rudimentary paragraph here, with a distinct arc; but this student is not able to express himself in some areas. The two more advanced students who respond to him are (knowingly or not) modeling ways to say the things he had trouble with. For example, one rephrases: “It is important, that Professor Letchford said, that our Data do not show the whole picture. Our weather models are too old, to give a correct Prognosis.” The other adds, “This article is very interesting and I have asked myself, too, what type of influence climate change has on tropical storms. I am disappointed that we not enough (or maybe, not the correct) can be found, to come to a better understanding of the causes.” We see a mimicking of the original sentence structure, but new vocabulary and corrected grammar.
  • German 1102 - Novice High/Intermediate Low (A1.2/A2.1), Carmen Canvas, discussion forum

  • Interpretive modality (what does this mean)
    At home: Defining terms, getting a sense of the field of topics
    In class: Working with a partner to identify what the word means in context, and explain the idea of the sentence.
  • Students are asked to do one of two things.
    Highlight a passage they would like to discuss and explain why
    Ask a question about a passage.
    (At home or in partners)

    Students are then asked to respond to others’ posts (see next slide). This set of texts was about the Holocaust Memorial in Berlin.
  • The texts asked how visitors ought to interact with the monument (many passages related to this topic, which students can comment on). One example - about the idea of children playing near the monument (which comes up a few times, and is the focus of this particular text).

    Building argumentation. 1- Question, 2- Responses, 3- Discussion.
    Interpretive: what is the issue? Students ask questions.
    Interpersonal: What are the different perspectives? Students respond.
    Presentational: How do I make a case? Students build a case for one side or the other.
  • As a class, we can consider the pros and cons described by the 4 students in the comment thread. The students elaborate on their point of view orally. Then we build a case for each side as a group. (leveraging social media literacy).
  • Final culminating project - also a form of annotation, but in geographic space, not in a text.
  • - 3102: News and Views (Advanced Low (B1.2/B2.1)
    - Creation of a multimodal website about a topic (wix, strikingly, google, u.osu)
    Learning goals:
    Communicative modes: interpretive, presentational

  • Learning goals:
  • Does peer review make you think about exchanging written work in class and having student’s read each other’s work? Why stop at writing?
    Describe film assignment 2. Students submit written script for approval/feedback 3. Students perform script (in lesson 13)
    Show student examples in 1.7 assignment; https://byuis.brainhoney.com/Frame/Component/CoursePlayer?enrollmentid=21549167
  • 4. As part of culmination of the unit, students post the final product
    5. Students watch each other’s posts and provide feedback
  • Videos are submitted to a private class YouTube channel
    Students give overall feedback (thumbs up/down)
    Students can give specific feedback via rubric (comments)
    Instructor grades assignment according to rubric

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