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at is the role of teachers in mobile learning 2 how can the students learn through collaboration inside and outside the classroom 3 how do students do higher level thinking for in depth learning 4 how can teachers increase students learning time 5 how do students demonstrate their learning on a daily or weekly basis 6 how do teachers constantly monitor students learning and provide new learning strategies how do students monitor their own learning 7 how do students bring their world into the classroom to make learning real 8 how do students take their learning out into the world 9 how do students communicate for learning through texting facebook and phone calling 10 how do students learn from media as well as written information 11 how do students learn more when they interact with people outside the class state nation my favorite qr code generator is http createqrcode appspot com use a url shortener like bit ly to shorten the long urls it allows you to enter several links into the one qr code and it allows you to determine the size of the qr code a video about using qr codes in various subject areas http www youtube com watch v ayw032sktj a few of my previous blogs about mobile learning criteria for selecting student mobile learning device educational concerns aim for real learning with apps analysis of learning with mobile learning is it really mobile learning teaching in the age of mobile learning devices my spanish spontaneous speaking activities 20 includes modified speed dating students ask a question from a card whole class structured speaking students substitute in or select words to communicate in pairs role playing students talk as people in pictures or drawing from 2 4 people and speaking mats can talk using a wide variety of nouns verbs and adjectives to express their ideas pairs or small group spontaneous speaking based on visuals or topics in pairs and grammar speaking games pairs or small group available for a nominal fee at teacherspayteachers http bit ly tpthtuttle my three formative assessment books http is gd tbook students paired oral testing better than with examiner modern language published september 11 2012 achievement assess assessment communicate conversation fl fluency foreign language modern language oral pairs second language spanish speak test world language leave a comment tags foreign language interactions language learning modern language oral pairs proficiency second language spanish speak talk test world language based on brooks l 2009 interacting in pairs in a test of oral proficiency co constructing a better performance language testing 26 3 341 366 brooks research shows that students who are tested in pairs outperform students who are tested one on one with the examiner in addition the students interactions were more complex and revealed that students co constructed a more linguistically demanding performance in addition when students worked in pairs they more closely resembled the oral interactions typical of a real conversation in paired testing students demonstrated a wider range of interactions 17 to the individual format 10 the paired students mostly commonly had these interactions seeking confirmation asking a question asking for agreement clarification requests and prompting elaboration finishing sentences and referring to partner s ideas over half of all interactions in the one on one with the examiner was asking a question as modern language teachers we will want to encourage oral communication in the classroom we can have our students do more oral work in pairs we can structure students speaking from very basic conversations up to free flowing spontaneous conversations about common topics our scaffolding will allow our second language students to have more complex and personally meaningful conversations most of the spanish activities i have developed are for pairs a few of them are spanish tell me about yourself substitution sentences partners substitute in their own answers to tell abou t themselves spanish conversation questions spontaneous speaking partners partners ask basic questions and then variations on those questions spanish friend family member detailed description partner talk each partner talks about a family member using possible words my spanish spontaneous speaking activities 20 includes modified speed dating students ask a question from a card whole class structured speaking students substitute in or select words to communicate in pairs role playing students talk as people in pictures or drawing from 2 4 people and speaking mats can talk using a wide variety of nouns verbs and adjectives to express their ideas pairs or small group spontaneous speaking based on visuals or topics in pairs and grammar speaking games pairs or small group available for a nominal fee at teacherspayteachers http bit ly tpthtuttle my three formative assessment books http is gd tbook educational mobile learning a technology evaluation grid published june 25 2012 assessment evaluation mld mlearning mobile learning mobile learning device smartphone tablet technology 3 comments tags assess evaluate grid mld mlearning mobile learning smartphone tablet technology as you begin to plan for using mobile learning use this grid to help you determine where you want to be my formative assessment books formative assessment responding to your students student writing through formative assessment improving foreign language speaking through formative assessment http bit ly tutbks my 20 spanish spontaneous speaking activities are available for a nominal fee at teacherspayteachers http bit ly tpthtuttle using technology to prepare student to do well on finals published may 17 2012 assessment final qr technology texting video web 2 0 leave a comment tags assessment final powerpoint qr technology texting video web 2 0 we want our students to do well on the class final department final school district final state final or national final however often it is not what our students know but how they will be tested that determines their grade here are some techniques to use technology to help prepare students for finals so that they can perform well 1 give them self correcting online assessments that mimic parts of the final for example students can do several reading comprehension passages in a program like quia the program instantly tells them whether they are right or wrong you can build in hints strategies so that the students can learn how to get the answer correct such as answer the question word where with a place 2 have a wiki where students can post comments on their strategies for doing well in each section of the test one student might write for the reading passage i underline the question word in the question and then i underline the answer in the passage 3 have a texting based program for the class where anyone can text questions as they do final practice activities other students can explain how to get the answer for example one student texts can t figure out the answer to when do they go to the movies since no time is given and another student responds after eating supper tells when something happens after is a time word 4 use a power point like program that not only quizzes students but then sends them to appropriate online resources if they have incorrect answers for example if students incorrectly identify a math problem the powerpoint shows them to a math video explaining that concept 5 identify the most common errors that students will make on the learning goals in the final and have the students in groups prepare a short one to two minute video explaining those concepts they can make these videos not as full explanations but as cheat sheet videos in which they emphasize the most critical parts for example spanish students may review how to ask questions in the preterite tense in the you form and how to answer them in the yo form and they may review the most common verbs such as to go to get ready for a speaking final they can post these on the school server so that other can access the videos whenever they want 6 use a qr code to send them to a google form short 5 10 item quiz based on a final test section as soon as the students finish the mini quiz show them the class not individual results and go over in class strategies to overcome the common mistakes that students made do you know now how your students will do on the final use technology to assess them and help them improve i have 20 spanish spontaneous speaking fluency activities at teacherspayteachers http bit ly tpthtuttle my formative assessment books http is gd tbook formative assessment responding to your students improving foreign language speaking through formative assessment successful and student writing through formative assessment scaffolding modern language speaking for fluency through questions published may 1 2012 assessment communicate conversation fluency foreign language l2 modern language oral question speak speaking talk target language 1 comment tags communication conversation fluency foreign language l2 modern language oral question speaking spontaneous speaking student target language in the modern language foreign language class speaking is the least developed skill teachers may spend much time in teaching a new grammar concept but they usually do not spend that same amount of time in helping students to become better at speaking one way to help students improve their oral communication involves scaffolding their speaking from very structured speaking to spontaneous speaking students can start off by looking at a sheet of questions and asking one of the written basic target language question such as how are you and where do you live to their partner who answers then the partner asks them a different question from the sheet they continue asking and answering for many questions a next baby step incorporates the students modifying these basic questions i have included italicized words for spanish students to change http bit ly squestc for example students might change cuánt as clases tienes to cuántos libros tienes after students have reviewed question words they can ask question words about randomly given common topics such as school and home their partner checks to see which question words they used and tells them which they did not use as students develop their ability to ask questions about a topic their partners answer these questions http bit ly squestw next the students move on to asking and answering questions about a common topic as presented through a graphic such as clip art picture of a girl at a birthday party or a family at a beach the students randomly select the topic to speak about and begin to have their conversation about the topic http bit ly scontop as students become proficient at asking a wide variety of questions and answering those questions they increase in their ability to speak they become more fluent they begin to speak spontaneously i have 20 spanish spontaneous speaking activities at teacherspayteachers http bit ly tpthtuttle my formative assessment books http is gd tbook including improving foreign language speaking through formative assessment final in the course what is it really published may 1 2012 accountability achievement assessment final learn test leave a comment tags assessment exam final learning student test we are within a few weeks of finals some good questions to ask are what is a final what learning do we want the students to show on the final a history teacher tells his students that the final is on chapters 1 15 and all they have to do is know that information obviously the students become overwhelmed because they do not know what is really important in the chapters they do not know the format of the final multiple guess or essay writing they have no idea of how to study for the final teachers give paper and pencil finals scantron finals or online computer scored let s look at some possible types of written final not project based wikipedia defines a final as a big unit test the final covers the same material that has been previously covered and in the same way but covers more of it in one exam an american history final is just parts of previous tests instead of 50 questions the students have 200 questions some teachers give a put it all together test in which students have to integrate what they have learned during the course for example an 8th grade science final involves students reading and critiquing an experiment on the health of a local stream they have covered everything previously in individual sections such as the biological or physical aspects but they have not had to go to the big picture of the whole stream some teachers create a final that consists of the final improvement on previous work for example students have revised a contrast essay previously in english class and they do a final revision as their final some teaches create a final that goes far beyond what the students have learned in class the final includes brand new material such as many vocabulary words the students have never seen and it may ask them to do tasks that they have never done before in class for example in class students have only answered literal questions on reading passages but the final has mostly inference reading questions the final generally does not test the regular forms but focuses on all the irregular forms or exceptions only the a students might pass this final some questions about a final do the students know what precise learning goals will be on the final do they know which learning goals are the most important for success in the final do they know how these learning goals will be tested such as multiple guess or try to fill in the blank does the final reflect the same level of learning as done during the course do the students have a sample final that mimics the final both in content and format do they have an online practice that explains the wrong answers is the final an opportunity for the students to show how much they have learned what type final do you give i have 20 spanish spontaneous speaking activities at teacherspayteachers http bit ly tpthtuttle my formative assessment books http is gd tbook online grading for communicating students learning problems and successes published march 26 2012 accountability achievement administration administrator assess assessment grade improve online student leave a comment tags accountability achievement administration administrator assessment feedback grade improvement online student administrators want accountability for learning in schools one way to build greater accountability is for teachers to use online grading programs that give students and their parents access to the grades for example the teachers can use the free program of engrade or a commercial program such as blackboard as soon as the teachers enter a grade for any assignment the overall grade is updated if students know their updated grade...
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