This past Friday, we went to the MACUL conference in Detroit. I was excited for a day to spend with my fellow teaching professionals to learn more about how to incorporate technology into the classroom. The biggest challenge was deciding which sessions to attend, since there were numerous options for each time slot. After deciding and attending four sessions, there were definitely two favorites for me.
One of my favorite sessions was a talk from Amy Eno about using technology to help communication in the foreign language classroom. One of the major struggles in a foreign language classroom is getting students to speak in Spanish, and insuring that everyone is actually using the time to practice speaking the language. Amy talked about different websites that we can use to help simulate a real conversation, and has the students record themselves so that we can view them later. One of the websites that I will definitely use is called MSU clear conversations. For this website, you record a video of yourself asking a question or prompt in Spanish. Then students go on the website and they can view the video that I made, and then they have a certain amount of time to record themselves responding in Spanish. I can then go back in and watch all of my students responses to the video. Not only does this simulate more of what a real conversation would feel like because students do not have time to practice ahead of time, but also it saves us time in the classroom. We don't have to call individual students up to our desk and listen to all of their responses, instead we can listen to them on our own time.
Another effective website for the foreign language classroom is called lingt language. On this website we can create assignments for our students to complete. When we create the assignment we can put in a clip of our voice asking a question or prompt, text, an image or a YouTube video. This gives us a lot of creativity and flexibility in terms of what we want our students to do. Also, students can respond with either a recording of their voice or text, depending on what we want them to do. I like the idea of using this website to do quick assignments during class because it is a super easy and efficient way to see if students are understanding the material, and it works on their written and speaking skills.
I was energized at the discovery of these new websites to try out in my classroom, and help my students with their Spanish skills. After these informative sessions, I attended my last session- the lightning talks. There were two speakers that struck me in particular. They both talked about the students that need us most, and why our job is so important to continually support those students. It was an excellent way to end the day and a great reminder of why we do what we do.
I always enjoy reading about your Spanish class Anna! I also had a hard time picking which session to go to, so I feel your pain. The website you talked about sounds awesome, especially that students wouldn't have time to practice. This definitely sounds a more realistic assessment of students' Spanish skills than just making a recoding. I can see how this would save class time, and I'm wondering if you're concerned about how time consuming this would be for you to sit and listen to all these videos? Would this take extra time, or would it be replacing another assignment that students are currently doing?
ReplyDeleteI loved that session too! Those were my two favorite tools she mentioned as well. I really like the way that lingt language assignments could incorporate all four skills of listening, reading, speaking and writing. The MSU resource is also a dream come true for language teachers. Like a lot of things we've learned about, it sounds like a good way to front-load work, making the assignment once rather than asking the same questions to every single student. I wonder how it could be tweaked for differentiation. For example, some students could have longer to answer the question, or you could just give a pretty long window to answer each question. I was also thinking that you could switch the questions up so that people who called at different times would get different questions - and you could tell each student to call during a certain time window. Do you have ideas about differentiating these tools too?
ReplyDeleteHey Anna! This MSU website sounds like it might be awesome, not only for foreign language, but also for any kind of time-shifted non-written response to a prompt. I could simply post a video of myself in a smoking jacket with a glass of orange juice next to a crackling fire, and ask my students to post a short video response to the prompt in question, rather than forcing them to write out a long, written response. I love it!
ReplyDeleteHey Anna! This MSU website sounds like it might be awesome, not only for foreign language, but also for any kind of time-shifted non-written response to a prompt. I could simply post a video of myself in a smoking jacket with a glass of orange juice next to a crackling fire, and ask my students to post a short video response to the prompt in question, rather than forcing them to write out a long, written response. I love it!
ReplyDeleteI'm so pleased to hear that Amy Eno's session was so rewarding, Anna. You don't need me to tell you that at many general education events and conferences it is often the case that there's a paucity of world language choices, and even if that was the case at MACUL, it's great that you found one that was so useful (and I like Mark's observation that the modality of interaction employed at both of these sites could have some real value across the disciplines.
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