July 31, 2016

Guest post: Mobile Learning at Braztesol Brasília





Today, we have a special post written by a dear colleague and a ConnectMe Education student, Priscila Renck. At the moment, Priscila is an English teacher at Colégio Marista in Curitiba, Brazil. She loves exploring edtech tools and has kindly shared some of what she learned during Braztesol 2016 - Brasília with us.

Mobile Learning at Braztesol 2016 by Priscila Renck


I'd like to share some of what I learned with Geoff Stead about Mobile Learning during the conference. He got a lot of experience working in Qualcomm and now he wants to bring the lessons learned there out to the wider ESOL world.

He talked about different apps:


  • Kahoot (a game-based learning platform), 
  • Plickers (poll your class for free), 
  • Quizlet (flashcards, games and learning tools) 
  • Padlet (to create and collaborate). 
  • Coursera and Future Learn give us the chance to study at different world universities
  • Pluralsight (online training)
  • Lynda.com (space to learn business, creative, and technology skills to achieve your personal and professional goals)
  • GetAbstract (business books)
  • Evernote (note-taking space)
  • OneNote (note-taking space)
  • Office Lens (mobile scanner)
  • Google Drive (cloud storage)
  • Goodreads (readers and book recommendations) you can save time using them. 
  • You can use Matterport to create 3D spaces
  • Google Card Board and Google Expeditions can bring a new view of the world inside your classroom 
  • Virtual Reality (VR) to build confidence or immersion therapy
  • Bluetooth Beacons (location-aware app) can connect you with places you like. 
He also recommended some interesting Cambridge web spaces to visit, such as Practice Test Bank, English Weekly, and Virtual Speaking Test etc.

I am a technology lover and I keep learning by myself, going to conventions and take courses to learn more.


Team Priscila Renck shares tips from Braztesol 2016














June 27, 2016

Quizzes on Google forms (without Flubaroo)



Now, it's possible to create gradable quizzes directly on Google forms without the help of the add-on Flubaroo. Thanks to Giselle Santos for the tip.

These are the steps you can follow to create your first gradable quiz:
1. Go to Google Drive, click the red button NEW, and look for Google Forms.
2. Before typing your questions, go to the settings icon (top right), look for TESTS and activate the CREATE TEST button. Save it.
3. There are two types of questions which can be graded: multiple choices and checkbox questions. Type your question, the answers and then below that click the blue text ANSWER KEY to indicate the correct answer(s). You can also leave a feedback about the correct/wrong answer.
4. To indicate the value of each question, on the same line as each question you will see some arrows to select the number of points you want to assign.

THAT'S IT! It's quite simple. Hope you find the tutorial (in Portuguese) helpful. I'm sorry if you don't understand Portuguese (my mother tongue), but I also wanted to help teachers who can't speak English.



Oh, I forgot! All your previous quizzes on google forms can be edited to be gradable too. All you have to do change the settings like I explained earlier.










March 9, 2016

Learning with String Phones



I remember Giselle Santos' workshop during Braz-tesol Technology Seminar in SP in 2015 and how excited teachers were when making their own string phones. I thought, "how can use this activity in an English Class?".

This post aims to share my first attempt of a "MAKER" activity with a group of undergraduates who are taking an English course with me. I planned it carefully, however, I have to confess I feared students would find it childish. After trying it out, I'm happy to say their reaction was rather positive.


These are the steps of the activity developed in class yesterday:


1. I prepared the plastic cups with holes and strings beforehand. (2 cups and a string)
2. In class, students were divided into groups of 3 or 4 students.
3. Each group received instructions in English (about how to make a string phone) which were out of order. Students had to read the sentences, try to understand the words and order the instructions.
4. I elicited the order of the sentences on the board and called their attention to sequence connectors.
5. Then, I asked them what the instructions were for. Many of them guessed right. I asked them to tell me what words helped them come to that conclusion.
6. At that moment, I took out the cups and strings out of a bag which I had hidden somewhere and told them we were going to play a little bit.
7. Groups followed the instructions to make their string phone and instructed to test their device by asking each other questions in English. Pairs stood up around the room and had some fun. It was nice to see that some of the students had never played with string phones and a few were pleasantly surprised at how well they work.
8. Making use of a text taken from the website Fun Science Projects for Kids, I used the site www.goconqr.com/ to create a fill in the gap activity. The text explains how string phones work scientifically speaking.
9. Each group used a piece of paper to write down their guesses for the missing words. I used my laptop and the projector to show them the sentences one by one. Finally, we corrected the answers.

Created with GoConqr. You have to sign in to play the game.


The aim of this activity was to develop reading comprehension, language awareness, speaking practice and have students play while making a physical object which they used not only during the activity, but throughout our class.












September 26, 2015

Flipping the Learning Experience





If you attended my talk during FAAPI 2015 in Cordoba, Argentina, you might be interested in exploring the links shared.

These are the slides I used




These are some of the links mentioned and used:



REFERENCES:



BERGMAN, J.; SAMS, A. (2012) Flip your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education, USA.

BISHOP, J. L.; VERLEGER, M. A. (2013) The Flipped Classroom: A Survey of the Research. American Society for Engineering Education. Available at http://www.studiesuccesho.nl/wp-content/uploads/2014/04/flipped-classroom-artikel.pdf

GUO, P. (2013) Optimal Video Length for Student Engagement. Available at http://blog.edx.org/optimal-video-length-student-engagement/

PRINCE, M. (2004) Does Active Learning Work? A Review of the Research. In Journal of Engineering Education, 93(3), p. 223-231. Available at http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf


Some photos taken during the conference


September 12, 2015

How to convert webpages into pdf files


  • Imagine you want your students to read an article from a webpage or a blog post but don't want to rely on the internet. 
  • Imagine you want to share a text from the internet with your students but don't want all those images from ads.
  • Imagine you want to print an article from a webpage but don't want to waste so much ink with images and ads.

What can you do?

I'd like to share one of my most used tools at the moment. I often assign readings to students and more and more good articles can be found online. However, relying on wifi connection is not something I can count on right now, unfortunately.

This is what you can do:
1. Download the google chrome extension PRINT FRIENDLY & PDF .
2. Open the website/article you would like to share with your students.
3. Click the Print Friendly & PDF extension.
4. Delete the parts of the text which you think are not vital.
5. Download the pdf file.
6. Share the PDF file with students.

Learn how it works.











August 25, 2015

Why aren't you Tripppin yet?



I have the pleasure to introduce a guest post by a very talented Brazilian teacherpreneur, Mau Buchler. I met Maurício during my talk at the Braztesol Technology Seminar last July and was amazed to learn about his website and English course material "TRIPPPIN" (yes, with 3 ps). He has brilliantly put together three things nearly everyone loves: travelling, culture and games.

I take the opportunity to voice my admiration to his creativity and initiative.



"I remember the first English class I ever taught.
I had no experience and no training whatsoever, but my employers saw no reason why I shouldn’t start immediately.
It was a private class for one of the directors of Banco Santos. I was 18 years old at the time, and I remember being ushered into the man’s impossibly huge office. He sat behind an enormous desk, and the morning sun was shining through the wall-to-wall window behind him. He looked like some kind of corporate sun-god, who gazed down at me and asked in disbelief:
“YOU are my new teacher?”
I managed to utter a brief: “Yes.”
He snorted: “Well kid… have a seat then.”
I sat down and asked him what he was doing. He started explaining and I started correcting his grammar, which he quite enjoyed.
He went on about investment funds, stocks, bonds, assets and liabilities. I had no idea what he was talking about, so I asked questions. All I did was ask questions, listen to him explain and correct his mistakes. It was fun, he was happy, and we had several good classes together, but this technique couldn’t last forever.
Conversation classes are great, but sometimes people aren’t in a talkative mood (and some people just aren’t the talkative type). Plus, if you don’t follow or create a learning structure, progress may not be as expected, so after a while I decided to start using the textbook and CD that had been supplied to me, and forced upon him.
He hated it.
He hated the texts, the audio prompts, the exercises. Everything.
He said they were out of touch with reality, fake and therefore: useless.
I agreed, and looked for other books, but found none that could live up to our standards of “reality” because… well, the world is constantly changing, and reality changes with it. It’s difficult for books to keep up. Unfortunately, that’s the nature of books. Once they’re printed, they’re done. They can’t be easily updated.
As I couldn’t find what I wanted, I started creating specific material for my student.
Now, keep in mind that this was 1991 and the internet wasn’t really working yet, so specific material was hard to find. Basically, I worked with texts from magazines, and movie clips.
And by then, I already had several other students of different ages, levels and backgrounds, so making specific material for each of them was becoming a full-time job. I started thinking: “How can I supply personal, relevant material to EVERYONE?
EVERYONE is a lot of people, but if you’re going to make material, why not make it for everyone in the world that wants to learn English? What’s the unifying thread? What does everyone like?
Then it hit me: Travel and fun. Who doesn’t like travelling and having fun? 

I won’t bore you by detailing the years of research and work that followed, but it’s enough to say that after 2 decades of building prototypes and teaching English around the world, I developed

http://www.tripppin.com/



Tripppin is an English course material in the shape of a game and a TV series that covers the world. It extends the school/teachers’ influence beyond the classroom. You can use it as main course material or as a supplement. You can use it in classrooms, online classes and computer labs. Students can use it independently, wherever they are, on their tablets, computers and smartphones.






Tripping was made by an English teacher for English teachers and schools. Next time, I’ll show you how to use it in class, step by step, but I do believe that the best way for teachers to get familiarized with it is to use it as a student.
That’s why we’re giving away VIP memberships to teachers. All you have to do is

  1. Leave a comment below, so we know who you are.
  2. Sign up free at www.tripppin.com
  3. Go Tripppin!"


In a few weeks, Mau Buchler will be writing a follow up post explaining how he uses the website with his own students. So, keep an eye on LIFE FEAST to learn more. 


Have you gone Tripppin yet? I have. :)