Personalising English language teaching in secondary schools through technology
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4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong
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Personalising English language teaching in secondary schools through technology
- 1. Personalising English Language Teaching in Secondary Schools through Technology3 Teaching Cases
- 2. Why Personalising? The higher the students move up the grade level spectrum, the bigger will be the gap of achievement in English. Students become more mature thinkers. Differences in learning styles.
- 3. Using Sound Editing Software and a Class Blog to Enhance Students’ Oral Presentation SkillsYeung Li Wa, Jenny,Sha Tin Government Secondary School
- 4. Personalising and Rekindling Interest in English Language Learning through Digital StorytellingWong Sze Long, ArmstrongHo Fung College
- 5. Blogfolios for the Professional Development of English Language TeachersPaul SzeDepartment of Curriculum and Instruction, CUHK
- 6. Using Adacity and Weblog to enhance students’ speaking skillsJenny YeungSha Tin Government Secondary School
- 7. OverviewRationaleObjectivesThe Design BenefitsReminders and AdviceFurther exploration Questions and Answers
- 8. Why using CALL?A class size of 35 – minimal individual attention to students’ performanceIneffective peer and self assessment in previous lessons
- 9. ObjectivesTo enhance learning effectivenessTo conduct effective self and peer assessment To help learners become active participants in the learning processTo offer a platform for students to learn from each other To provide an authentic environment for students to do reflections and express their views in the target language
- 10. CALL lessons – the design (1)Sound recording AudacityWeblog Wordpress.com
- 11. CALL lessons – the design (2)Before the lesson Created a class blog – Wordpress.comWrote a post -- stated the purposes of the class blog -- laid down the regulationsPrepared a lesson outline -- learning objectives, tools needed, proceduresIn the lesson Explained the goals and introduced the tasks Did a demo of how to record a sound file using AudacityIntroduced the class blog -- the requirements and steps of uploading a file and writing a postWent through the self and peer assessment form Recording and uploadingConducted peer assessment
- 12. Students’ Work
- 13. BenefitsLearning effectiveness -- allows feedback to all -- conducts self and peer assessment meaningfully Learner autonomy -- involves students in procedural and learning choices A stress-free environment -- minimizes anxiety Focused practice in speakingSustaining interest in language learning
- 14. Reminders and Advice‘Aim less’ - time constraint - task design Maintaining the class blog - appropriate use of language & the blog itself - file types, storage space
- 15. Exploring the other uses of a class blogDictationsAnnouncementsA forum for discussing current affairsAn archive for essays and speeches for public competitions Sharing and recommending teaching resources Other focused practice e.g. pronunciation, intonation, pace, grammatical accuracy
- 16. ‘Computers are basically an attractive nuisance.’ (Healey, 2000) Healey. Deborah (2000) Changing Teaching with Technology. ELI, Oregon State University
- 17. Time for Professional ExchangeThe End
- 18. Digital StorytellingMotivating Remedial StudentsWong Sze Long, ArmstrongHo Fung College (Sponsored by Sik Sik Yuen)
- 19. Digital StorytellingEnhances learner engagement (through a highly personalized task)
- 20. Subject and SchoolSubjects 36 S. 2 students All of them were from classes School EMI Government-aided Secondary school
- 21. Teaching ProceduresIntroducing DST and relevant language features (Lesson 1) Developing ideas for the digital storiesScript/ Storyboard writingProducing a digital story
- 22. ProsMeaning focus More than a language taskPassive learners became active learnersPersonalizing language tasks
- 23. ConsManaging a DST classroomLimited language input and outputPracticality
- 24. All these should have been eliminatedthere were not enough headsetssome of the microphones available did not workthe students’ pictures could not be importedthe Internet connection went down the MMLC was occupied
- 26. BackgroundA professional development course for 33 serving teachers of English in primary and secondary schools interested in using technology in English language teaching
- 27. My concernsHow can I put together a convenient platform for the teachers’ ongoing displaying of the teaching ideas and resources that they will be creating?How can I encourage them to inspire and learn from each other?
- 28. Prof. Yang Hao’s Blogfoliohttp://edu595.wordpress.com/course-blogfolios/
- 29. My AttemptThe teachers will display the teaching ideas and resources that they will produce.
- 30. I will provide feedback, reminders, etc. through the class blogfolio.
- 31. The teachers will be put in groups, and encouraged to view and give feedback to each other’s work.
- 32. I will demonstrate to them my own ongoing project through the course. Experience gainedA useful, convenient, platform, for everyone concerned. The teachers were highly motivated to create and display their teaching ideas and resources.There was substantial mutual support and peer learning.