Michelle Fidalgo

ESOL Specialist, Lovejoy Middle/Clayton County

Ed.S Candidate, Instructional Technology, Valdosta State

Web 2.0 for EL’s(and their

devoted teachers)

Use engaging instruction. Use effective strategies such as project-based learning, thematic instruction, and cooperative grouping to engage learners. Give students opportunities to talk about shared learning experiences. Hands-on, experiential learning experiences will develop understanding. Help ELL students connect words with meaning by using nonverbal clues and nonlinguistic representation of ideas, including multimedia, manipulatives, simulations, and modeling.

http://www.netc.org/focus/challenges/ell.php

Review - Northwest Regional Educational Laboratory – a quote from 2005:

Education World affirms the need to specifically teach following directions as a discrete skill.

http://www.educationworld.com/a_lesson/lesson/lesson275.shtml

In Katharine Davies Samway and Dorothy Taylor ‘s book called Teaching English Language Learners: Strategies that Work, they specifically state that to engage any level of English learner, it is important to incorporate an “action response”. The commission/ omission of an action makes clear if the student understands fully what you have said.

The power of following directions

You should make a model of what you want the students to create. Though you may consider that this may limit creativity, some of these apps are multi-step processes.

Specific Issues for English learners

Consider writing concise, clear directions for more complicated apps. You can differentiate in many ways, but since many of these apps are not text-heavy, they can differentiate in unobtrusive ways, reducing stress for students.

http://www.eslvideo.com/index.php

For students – watch and quiz. Great for level 1 and even level 2 students.

http://www.teflvideos.com/

For a new ESL teacher or regular ed teacher who wants to learn some ESL skills.

ESL videos and quizzes

Like apps for your phone, there is no software.Use social interaction as part of the learning experienceAre often free or low-costUsually accessible in educational environments

What is 2.0? (web applications)

Your school system may have these applications blocked. Check any web 2.0 app prior to using it. Your media center professional may be able to grant you access. Most principals would agree that a great lesson justifies an exception to blocking a site.

Make sure your technology has not been changed. For instance, some apps that were previously available as freebies now require payment. Checking on this makes sure you and your students are not disappointed.

Caution!

Though some of these apps can be saved and worked on at home, some cannot. Further complicating matters is the “digital divide”, the fact that some students do not have a working computer at home. Consider this when assigning homework. However, many of these apps do not require a working printer, an advantage for some of our low-income students.

Digital Divide

The best source for music? www.freeplaymusic.comClips come in various lengths, which means

less audio editing in www.audacity.com. Audio editing is an acquired skill which students do not typically need to make a quality product.

For videos: http://www.archive.orgor make your own!

Copyright: music/ video

Highly recommended!!

Though it’s great to accumulate a photo library for your students’ projects, be cautious about where you locate pictures. Though all Wikipedia pictures are approved to use in another presentation, others are not.

Some systems block Wikipedia to stop students from plagiarizing via cut and paste. Some good sourceshttp://www.probertencyclopaedia.com/browse/PG.HTM

Copyright: photos

http://totallyfreeimages.com/

http://en.wikipedia.org/wiki/Wikipedia:Public_domain_image_resources

You can incorporate photos into lessons in so many ways, but allowing students to take pictures is an activity they will remember. Whether for the basis of a story they will write or to create a PowerPoint/ photo essay , Flickr is a great source for photos. Teachers can also use the photos to clarify concepts and show students specifics.

Use http://www.taggalaxy.com/ to explore pictures of objects to build background. You’ll be thrilled with the results.

Digital Photography and Flickr

Remember, for more on any of these programs or applications, go to

https://my.pbworks.com/

and request access to

fidalgowiki.pbworks.com

You will receive info on all these

programs and others as well,

and consider how you or your

students might use a wiki. Check out the mini- webquest, too.

Convenient 24-7 information

The usefulness of comics for EL’s is obvious to all of us. There is less text and it is much more accessible than other written formats. The graphics support the text, which clarifies the meaning.

Use for anything short, which makes it perfect as a exit ticket; also great to complete a summary of a concept.

Pixton (comic books)

For adorable idiom definition comics, go to http://igetitcomics.com/

http://www.pixton.com/ca/

Toondoo takes a great deal of dedication, but look at the results.

http://toondoo.com/Home.do // Ex: http://www.toondoo.com/toondoo/ViewBook.toon?bookid=11706

Here’s a toonlet, a small, compact option:

Toondoo/ toonlet

This image program helps students create visuals, like magazine covers, posters, and mosaics they’ll love to display. This one is from a mini-unit my class recently finished reading non-fiction text about Egypt. It can show you and the other members of the class what a student has learned. Sharing with peers makes it an activity that works with all four literacy skills.

Big Huge Labs

Glogster is an image site to create posters. This half-sized demo has some interesting natural images. Consider a

glogster in conjunction with an oral presentation to summarize a content area unit. As usual, one product, a variety of uses.

http://edu.glogster.com/what-is-glogster-edu/

Glogster

Glo

gste

r

Xtimeline: Create your own timeline. Uses are obvious.

http://www.xtimeline.com/timeline/John-F--Kennedy

Xtimeline and Classtools

Classtools; Twister (http://classtools.net/twister/)(http://www.classtools.net/fb/home/page)

“fake Facebook”

“fake Twitter”

These tiny little gems of poetry and pictures are multipurpose and easy for all learner levels. The word bank makes it even easier to create. Here’s an example using figurative language.

Think of other uses, but see the wikifor the disadvantages.

PicLits

A Voki is a short, animated avatar which speaks. The students makes choices as to how to complete a Voki’s appearance. From there, they type a script for the Voki and choose an animated voice, which will say exactly what the student types.

Voki

http://www.voki.com/pickup.php?scid=4847903&height=267&width=200

A Voicethread is a spoken word/ photo combination which is unlike anything else you have seen. It can be used for creating a short documentary, as a differentiated product for the end of a unit, can be used by early finishers from day to day (since you can access it from any computer ) and a sensational idea for narrating and illustrating your own poetry. Voicethreads can be shared from anywhere, and there’s always the option of deleting it after it’s been shared in class.

Voicethreads

https://voicethread.com/?#u2436814.b2641802.i13990617

These creative, advanced tools can help 8-12th graders to display their knowledge on a variety of subjects. Due to the complexity of these processes, it is wise to be respectful of the needs of some students to scale down to a level they can produce with competency. See my Wiki on PBWorks for specific details.

Wix and Prezi

Provide feedback on the forms provided by KSU.

Also, please take a card from me so you can access/ share all this information online @

http://fidalgowiki.pbworks.comRequest entry and I’ll let you in to see and share!

Thank you! Make sure you take a card!