12th week of Call (26/05)

Classroom Practice : Practical Assemssment in the Call Classroom

- Techniques and Methods
Testing
Verbal Reporting
Observation
Written and Oral Retelling
Using Graphical Organizers
Role play
Academic journals
Self-Assessment
Portfolios

Among these, personally I like portfolio. The reason why I like is teachers can evaluate student as a process, not as a result.

Portfolio :: Apple and Langer (1992) define portfolios as a cumulative collection of the work students have done. Some of the most popular forms are the following :

1. a traditional “writing folder” in which students keep their work

2. a bound notebook with separate sections kept for work in progress and final drafts

3. a loose-leaf notebook in which students keep their drafts and revisions

4. a combination folder and big brown envelope where student’s writings – exercises, tests, compositions, drafts, and so on – are kept.

5. a notebook divided into two sections : one for drafts and the other for final copies

Portfolios show a student’s work from the beginning of the term to the end, giving both teacher and student a chance to assess how much the latter’s writing has progressed. Portfolio collections may also serve as responses to student writing.

According to Farr and Lowe (1991) for portfolios to meet the goals of literacy assessment, they must be developed as follows :

 Teacher and students both add materials to the portfolio.

 Students are viewed as the owners of the portfolios.

 Conferencing between students and the teacher is an inherent activity in portfolio assessment.

 Conference notes and reflections of both the teacher and the student are kept in the portfolio.

 Portfolio need to reflect a wide range of student work and not only that which the teacher or student decides is the best.

 Samples of the student’s reading and writing activities are collected in the portfolios, including unfinished projects.

UCC for our final project (Eunhwa & Jong-chan)

Here you are.!!!

11th week of Call(19/05)

Today, we learnt Evaluation part of Call and how to make UCC.

How to design our CALL program is deeply related to how to evaluate our program.

Namely, well - knowing the features of assessment have us make good program and project.

10th week of Call(12/05) - Project Outline

Today, we had some time to present our final project.

I decided to do the project with Jong-chan teacher.

Other groups had each unique project.

We wull develop GMP materials with Skepe....it will be speaking enhanced programme as well as writing enhanced programme.

Cos, GMP focus on Input skills, so we would like to develope productive skills from our project.

9th week of call (28/04) - My presentation day!!

Today, I presented "Call Design" which is new one!

Until last week, we convered Call materials & tools....

but from this week, we will learn how to implement call in actual settings...




1. What can be the considerations/guidelines for designing Call class ?

Given the range of Call’s materials & tools, it is not surprising that language teachers are overwhelmed by the choices available to them. As Penfield rightfully notes, “Too often [media] are neglected because teachers are not always certain how to adapt these rich and complex learning materials to students’ needs and language competencies.” Clearly, guidelines for use are in order.

In fact, guidelines for the selection, adaptation, development, and implementation of Call materials do not differ radically from the kinds of guidelines we find mentioned more universally regarding lesson planning and textbook evaluation. Thus, such issues as the appropriateness of the materials for the target audience, their technical and pedagogical quality, their teaching objectives, and the pre-/post- procedures to be used all play as important a role in the selection and use of audiovisual media in the classroom as they do in those of conventional print media. Further, and this point cannot be stressed enough, Call materials should not be viewed simply as extraneous to the lesson, or as contingency plans. Rather, they should be planned as carefully as the lesson itself and should form a central component of the lesson – one that is interwoven with the other lesson components, such as the reading text, the writing assignment, or the speaking task.



 Teacher’s dimensions

- Knowing how to implement Call materials & tools properly in class

- Knowing what computers can do and can’t do.

- Providing appropriate feedback to learners

- Instructions should be minimal ; Good planning should obviate the need for elaborate and complex instructions.

- Require special hardware or software only if you’re certain your students will have easy access to it.


 Student’s dimensions

- Try to be interested in using tech for their study.


 Appearance

- Colors should be chosen carefully.

- Fonts should be simple.

- The viewable screen should not extend to the right of the viewing space on an average computer monitor.


 Navigation

- Navigating through an activity should be easy.

- Instead of using ‘Click here’ for linking, use content words for text links



 Interactivity and feedback

- Feedback should anticipate the learner’s possible wrong responses and give full explanations.

- The activity should be take advantage of interactivity.



2. Select 2 items from the list of Call materials & tools that you are likely to use in the language classroom. Draw up a list of the advantages and disadvantages of each. Can you think of specific teaching applications for these forms of Call materials or tools?


① http://www.5minuteenglish.com :


Time : 45 mins

Class : Secondary 3 English (Mixed-ability level)

Subject : Lesson1. English all around the world (Lets read part) from 천재교육

Language Focus : Reading

Topic : Many types of English in the world

Objectives : Students should be able to talk about various types of English to friends.

Needed Materials : 1. Reading materials - article from Internet "English Around the World " on (http://www.5minuteenglish.com/mar24.htm )

2. TV & Projector\

3. Whiteboard.





1. Greetings & Roll calls

2. Ask Ss what types of English they know and let them share their idears within a group (5 people a group)





- Pre - reading :

1. T make Ss read the article "English Around the world"

(http://www.5minuteenglish.com/mar24.htm )

2. T and Ss check unfamiliar words from the text together.

3. Share their idea after reading the text in a group.

- While - reading : Read the main text (Lesson 1. English All Around the World 천재교육)

- Post - reading : Make a situation(a dialogue) that is caused because of the different words meaning ,such as "Subway" are different meanings in the UK and the US.





1. T gives Ss Hmk for the next class.

-Ss have to find more examples of the differences between BE and AE or other forms of English around the world

2. Wrap up the class



② www.bbclearningenglish.com



3. Is there a feasibility factor involved in the use of Call materials & tools? In other words, are there certain teachers or teaching situations limited to the types of Call materials & tools they can select? Why or why not?



 Teachers

- Something related to teacher’s ability like knowing how to implement Call materials & tools properly in class



 Teaching situations

- Policy makers and others are concerned about the “digital divide ” – the economic differences that give greater access to technology to those institutions and people with more money. Do you think there is a digital divide?

8th week of Call (21/4)

Today, I learnt more about SNS(Social-Network Sites) including Facebook and Myspace.

Currently, I am using Facebook for the connection of my friends in abroad....
                                Flicker
                                Photobucket@@

Especially, I like Flicker and photobuket, cos it is free site.... when I was in England, I had some problem with my lap-top and I needed some space to upload all my pictures that I have... so I used flicker and photobusket....

7th week of Call (14/04)

Today, we had deeply look at and differenciate between Asychronous CMC and Synchronous CMC.

After having Park, Sunmi teacher's detailed presentation, I could fully understand the major features of them.

And we learnt more about RSS(Really Simple Syndication).

Asynchronous CMC - Email, BBS(Bulletin Board System), SNS(Social Neworking System), Blogging,

- Grives learners more time to process and produce input, and may be thought to be suitable for lower-proficincy audiences as well as higher,

- Provided learners with an opporunity to produce planned, edied language output and receive subsantial generally well-formed input, but the fact that there are often time lags between sending and receiving messages may reduce learner motivation.

Synchronous CMC - Chat, Messenger, Video conferencing.

- Places a higher cognitive load on the learner, and as such is better suited to higher-proficiency learners.

- Lends itself to greater output on the part of the learners, but this is often at the expense of accuracy

6th week of Call (7/04)

Like last week, we kept learning Grammar and Vocab part through Call.

Today, we had more chance to look at various kinds of CMC.

I liked Email Culture Project(Web Learnging project), Dave ESL bot(Alicebot), which is cyberchat room , and Active world.

With Alice, I had strange conversation, but it was so funny. If I could have a talk in a casual way, I would feel happier!!! Anyhow, I enjoyed a lot... jaja

5th week of Call (31/03)

This week, we covered Chapter 7 and had a look at Wiki-mediated Collaborated writing...

After Kim, Eun-young teacher's discussion time,

we made a funny story..... you can click and read it!!!!!!


and I learnt what the corpus is about and how to use it.

Using the Corpus/Concondance programme, we can learn more authentic English expressions!!

4th week of Call (3/24) - Journal

Pick one of the software that you have reveiwed in class. Review it more carefully. Use the program to check if this is working properly and figure out the potential for L2 writing and reading. Write your review and lesson idea on your blog.

- Through the class, I myself found "Five-minuite Reading Lesson " site interesting and very useful in terms of that I consider it is useful advanced organizer for the main class. So, I think it is very applicable tool in the situation of Korea.
 
If I exploit this site as a tool in my class, the lesson would be as follow ;
 
Time : 45 mins
Class : Secondary 3 Englsih (Mixed-ability level)
Subject : Lesson1. English all aroun the world (Le'ts read part) from 천재교육
Language Focus : Reading
Topic : Many types of English in the world
Objectives : Students should be able to talk about various types of English to friends.
Needed Materials : 1. Reading materials - article from Internet "English Around the World " on (http://www.5minuteenglish.com/mar24.htm )
2. TV & Projecter\
3. Whiteboard.  
 
Introduction
1. Greetings & Roll calls
2. Ask Ss what types of English they know and let them share their idears within a group (5 people a group)
 
Development
- Pre-reading :
1. T make Ss read the article "English Around the  world" (http://www.5minuteenglish.com/mar24.htm  )
2. T and Ss check unfamiliar words from the text together.
3. Share their idear after reading the text in a group.   
- While-reading : Read the main text (Lesson 1. English All Around the World  천재교육)   
- Post - reading  : Make a situation(a dialogue) that is caused because of the different words meaning ,such as "Subway" are different meanings in the UK and the US.    
 
Consolidation
1. T gives Ss Hmk for the next class.
-Ss have to find more examples of the differences between BE and AE or other forms of English around the world
2.. Wrap up the class

3th week of Call( 17/03) - Journal

Review the materials and tools for speaking and listening with a brief comment. Suggest your idea on how to use them for teaching speaking and listening in English class. Write a lesson plan with at least one or two tools and materials.

★ CALL Materials and Tools for Listening and Speaking

< Materials>
◆ www.elllo.org : This site is focus on "Listening". It has various rich listening contents. If you put any key words in search tool, you will get various related listening audio files with transcripts and videos.
◆ www.englishlistening.com (ELL : English Listening Lounge) : This is really interesting site and best listening site in my view. As it is call English Listening Lounge, it has also various listening files, but, the differences with other site is that we can choose a domain(BE, AE, Narrative or International English), a level (New, Regular, Advanced levels), a topic, a passage. This site provides a reader information as well such as a reader's gender, speaking speed, country information, etc. After listing the file, you can check with the given questions and with real transcription whether you have listened fully.
◆ www.esl-lab.com : Apart from other listening site, it has various activities. These activities could be for self-study materials or good teaching assistant materials. There are Pre-listening ·Listening·Vocabulary·Post-listening exercises and Online investigation. It seems that this site is fully followed with class processing that should be go to.
◆ www.storynory.com : It seems to suitable for early kids. It has many cute and lovely charactors. There are original stories, fairytales, classic authers, Educational, Journal studies.

1. Voice Communication by using images, movies and sound
- www.twiddla.com (Online Whiteboard) : This site enables a teacher to have students to make a E-class. If a teacher invites guests(students), a teacher can use this site as a whiteboard(or blackboard in offline classroom). If you visit this site, you will know what I mean. You could also share your documents, images, or any materials you would like to have a look at together with your students.
2. Chat Robot
- Alicebot (www.camstudio.com) : With this site, we can have casual conversation. It is quite interesting that we can get immediate answer from her.
- Fake Captain Kirk
(http://showcase.pandorabots.com/pandora/talk?botid=d10d53a63e345abf&skin=iframe ) : Like above site 'Alicebot', this site can also let us chat, but it makes me keep thinking that I am talking with the captain who is in the space, so the conversation seems to be strange.


3. TTS/Voice Synthesizer
•TTS (Text-To-Speech) ; It is a programme to swich from a text to an actual speech.
•Homsory Talking board (http://www.homesori.net) : It provides a voice to message.
4. Speech Recognition
- Dr. Speaking (http://demo.eoneo.co.kr ) : PPuri English is not free online English site. Except this aspect, I think it is really good programme! There are many sort of programmes of English, but I especially like 'Correcting Korean English speaker's pronounciation', which show Correct English sd at first, make a student record a voice and then tell why it is correct, why it is wrong, and how we can pronounce a correct sd.


◆ Make a lesson plan with using  for enhancing Listening and Speaking skills

Introduction
1. T : Greeting & Roll Calls
2. T : Talk about T's hobbies and the various kinds of hobbies using www.twiddla.com (Online Whiteboard). T can share her or his images or video files with Ss.
Development
- Pre-activity
; 1. Let Ss listen a audio files about hobbies in www.englishlistening.com (ELL : English Listening Lounge)
2. Let Ss choose different reader from different country or field so that s/he has unique hobby.
3. Share their files each other

- While - activity
; 1. Go to 'http://www.esl-lab.com/eslbasic/hobbies-1.htm' and listen to the file about 'Hobby".
2. Do the quizzes - Listening exercises
- Post-activity
1. chat with Alice about 'hobby' in www.camstudio.com
2. And then, copy the script of the conversation between S and Alice
3. Post that script on you blog (http:// ........... blogspot.com)

Consolidation
- Wrap up the class
- Give Hmk to Ss (Post the image or video clips about Ss hobbies and explain)

3th week of Call( 17/03)

◆ ESL and Authentic materials

Text Materials has two different kinds.

ESL Materials


Plus side : It is systematic materials so we build up our English skills in a linear manner. And we don't need to spend much time on making ESL Materials, cos there are already so many.

Minus side : It is ,of course, less authentic and artificial as we concern. It is not as funny as authentic materials and it is hard to motivate students to study English hard.

Authentic Materials


Plus side : Authentic Materials are funny and realistic materials. It is culture-based one as well, so we can make materials as S's need. It is directly related to the individual private student.

Minus side : It is less systematic, so when we exploit authentic materials, it should have the appropriate standard. Teachers, in addition, will need much endeavor, cos it can not be guaranteed whether this authentic material is proper one or not and it could be not educational content.




It needs "complementary cooperation" between ESL Materials and Authentic Materials .



◆ Observing the CALL Materials and Tools for Listening and Speaking

Second week of Call (10/3)

◆ Three phases of Call (http://www.ict4lt.org/en/warschauer.htm)

- Behavioristic CALL

- Communicative CALL

- Integrative CALL

◆ Observing several best educational sites

- Edunet(www.edunet4u.net)http://www.edunet4u.net - 대체적으로 정돈이 잘 되어있지만 레벨별로 다른 교육청이 만들어 레벨별 학습진행에 대한 의문이 들었음.

- ‘천재 e-class CDROM’ - Learner-centred 보다 다소 Teacher-centred 같은 느낌을 받았다. 학습자의 자율적 학습에 도움이 된다기 보다 교실 학습상황에서 선생님이 Teaching assistant 로 이용할 수 있을 것 같다는 느낌이었다.

- Genekids (ID:yunainna PW: 0302) - 회화, 생활 속 이야기나 동화 등의 콘텐츠, 파닉스 놀이 등의 큰 카데고리속에 맞는 교육내용을 선택할 수 있었는 데 흥미유발을 하기 쉬운 테마로 구성이 되어 있음. 등장인물이 현실성이 다소 떨어지나 아이들은 좋아할 수 있는 요소가 됨. 하지만 이 사이트의 가장 큰 단점은 학습자가 할 수 있는 학습행동이 없다는 것.

- 정철사이버엔진Credue Cyber University(http://cyber.jungchul.com) : 성인학습자를 위해 만들어진 사이트, 디자인과 구성은 문안함

- Credu (http://www.credu.com) : 이 사이트 또한 성인학습자를 위해 만들어진 사이트. 내용과 디자인 구성 문안

In each site, there were many links to academic subjects and to games and activities, in class I tried to classify the site into the pedagogical view such as Behavioristic, Communicative, or Integrative CALL, but it wan't easier than I expected.

◆ Discusstion topic : Mutimedia education that I have experienced

In 2008-2009. as an after-school programme teacher and regular English teacher at an elementary school

방과 후 영어수업 : 초등 ‘ Let's go ’ series CD-ROM (컴퓨터, 노래, 음성파일 시스템 정도로만 사용)

초등학교 정규수업 : 초등학교 정규 영어수업을 할 땐 무척 재미있었다. 일단 ‘초등학교 정규 수업용 CD’가 있어서 컴퓨터와 TV를 연결시켜서 같이 병행할 수 있었다. 그리고 ‘티나라’라는 사이트가 있어 왠만한 수업용 자료는 여기서 다 이용이 가능했다.

교생시절 : 교생을 할 때 학교 사범대학 부설고등학교를 갔다. 학교가 연구수업을 많이 하는 곳이라 그런지 고등학교에서는 쉽게 볼 수 없는 ‘영어전용강의실’이 구축되어 있었다. 이 영어전용 강의실은 대학 멀티미디어 강의실처럼 멀티미디어 수업이 가능했는데 교사의 역량에 따라 활용도는 크게 좌우되는 것 같았다.

First week of Call (3/3)

Call's History

CALL’s origins and development trace back to the 1960’s (Delcloque 2000). Since the early days CALL has developed into a symbiotic relationship between the development of technology and pedagogy.
He divided the development of CALL into three phases: Behavioristic CALL, Communicative CALL and Integrative CALL (Multimedia and the Internet)[1]. Bax (2003) perceived the three phases as Restricted, Open and Integrated - and there have been several other attempts to categorize the history of CALL: see the ICT4LT website (Section 3 of Module 1.4)].
Because repeated exposure to material was considered to be beneficial or even essential, computers were considered ideal for this aspect of learning as the machines did not get bored or impatient with learners and the computer could present material to the student as his/her own pace and even adapt the drills to the level of the student. Hence, CALL programs of this era presented a stimulus to which the learner provided a response. At first, both could be done only through text. The computer would analyze errors and give feedback. More sophisticated programs would react to students’ mistakes by branching to help screens and remedial activities. While such programs and their underlying pedagogy still exist today, to a large part behavioristic approaches to language learning have been rejected and the increasing sophistication of computer technology has lead CALL to other possibilities.
Communicative CALL is based on the communicative approach that became prominent in the late 1970’s and 1980’s. In the communicative approach, the focus is on using the language rather than analysis of the language, teaching grammar implicitly. It also allowed for originality and flexibility in student output of language. It also correlates with the arrival of the PC, making computing much widely available resulting in a boom in the development of software for language learning. The first CALL software in this phase still provided skill practice but not in a drill format, for example, paced reading, text reconstruction and language games but computer remained the tutor. In this phase, however, computers provided context for students to use the language, such as asking for directions to a place. It also allowed for programs not designed for language learning, such as Sim City, Sleuth and Where in the World is Carmen Sandiego? to be used for language learning. However, criticisms of this approach include using the computer in an ad hoc and disconnected manner for more marginal rather than the central aims of language teaching. It usually taught skills such as reading and listening in a compartmentalized way, even if not in a drill fashion.
Integrative/explorative CALL, starting from the 1990’s, tries to address these criticisms by integrating the teaching of language skills into tasks or projects to provide direction and coherence. It also coincides with the development of multimedia technology (providing text, graphics, sound and animation) as well as computer-mediated communication. CALL in this period saw a definitive shift of use of computer for drill and tutorial purposes (computer as a finite authoritative base for a specific task) to a medium for extending education beyond the classroom and reorganizing instruction. Multimedia CALL started with interactive laser videodiscs such as “Montevidisco” (Schneider & Bennion 1984) and “A la rencontre de Philippe” (Fuerstenberg 1993), all of which were simulations of situations where the learner played a key role. These programs later were transferred to CD-ROMs, and new RPGs such as Who is Oscar Lake? made their appearance in a range of different languages.
In multimedia programs, listening is combined with seeing, just like in the real world. Students also control the pace and the path of the interaction. Interaction is in the foreground but many CALL programs also provide links to explanations simultaneously. An example of this is Dustin’s simulation of a foreign student’s arrival in the USA. Programs like this led also to what is called explorative CALL.
More recent research in CALL has favored a learner-centered explorative approach, where students are encouraged to try different possible solutions to a problem, for example the use of concordance programs. This approach is also described as data-driven learning (DDL), a term coined by Tim Johns. See Module 2.4 at the ICT4LT site, Using concordance programs in the Modern Foreign Languages classroom.

What is Call?

Computer-assisted language learning (CALL) is a form of computer-based learning which carries two important features: bidirectional learning and individualized learning. It is not a method. CALL materials are tools for learning. The focus of CALL is learning, and not teaching. CALL materials are used in teaching to facilitate the language learning process. It is a student-centered accelerated learning material, which promotes self-paced accelerated learning.