Assignment #2

Reading: 1) Read Chapter 10 of Podcasting for Teachers (and listen to a few of the podcast examples given in the text). - Select 1 approach to the use of podcasting by teachers that you feel will have promise in your own teaching practice and explain why- After listening to the example given in the book (or another you find on your own) discuss briefly how you might want to “tweak” the approach or enhance it for you own use.
2) Read Chapter 3 of Meaningful Learning with Technology. From the perspective that ESL/ELL education is not solely the teaching of language, but the establishment of a supportive environment in which students with language challenges succeed in learning across the curriculum, select one practice or resource given in the chapter and discuss the language issues and solutions that apply to it.
Discussion: Go to the NYS Department of Education/Office of Bilingual Education website that presents the standards for ESL. http://www.emsc.nysed.gov/biling/resource/ESL/standards.html
Also: Go to the website of ISTE (International Society of Technology Educators) that presents the NETS (National Educational Technology Standards)http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm Assignment: Select a standards document (ESL) that’s the appropriate level for your teaching position (or anticipated position) and address the following:1) How and where do you see alignments between these 2 sets of standards (ESL and NETS)?2) Describe an activity that you would do in your class that is emblematic of how the 2 sets of standards overlap.Doing:Using Google or (another search engine) find 3 (or more) podcasts for ESL teachers or students – listen to them – and review on for your classmates and colleagues. Relate where you found the podcast (who produces it? – give the URL). Write a short review (roughly 100 words) describing the content, the audience for who it is intended, how it is to be used, etc. Also, do you see value in this podcast? What do you feel would make it more valuable as a resource? etc.Suggestion for presenting the above: Present this as a post on your new blog and embed a link to the podcast. You may then provide a short message in Blackboard with a link to your blog post.

STUDENT WORK:

1. I reviewed the blogs listed below. The first blog was Mrs. Borchert’s Health Class from the Podcasting for Teachers book. There were 4 categories, one being PE, Health, Drivers Ed, which contained an interesting video named “Your Drugs on the Brain”. Once you click on it you can see some animations that go along with the dictated speech about the topic. I liked this blog because it was simple, user friendly and manageable. Unlike the next blog, Creativity in Education, which was too simplistic and the last entry, the Future of Education, which was way too complicated for my students to navigate, I thought the makeup of the Teacher’s Podcast was very age level appropriate for junior high and high school. I would tweak the creativity in education blog by making it more interesting. It was rather simple, with very little information posted and no links to other sources or videos to view. The future of education blog is clearly too advanced for my audience and would need to contain far less information to be accessible to my audience.
http://www.lw210.org/StaffPages/InstructionalTech/LWCPodcastSite/Teacher%20Podcasts.html
http://creativityinedu.wordpress.com/2008/07/07/creativity-in-education/
http://www.associatedknowledge.com/2008/07/07/the-future-of-education/

2. Chapter three of Meaningful Learning with Technology presents the use of games, online simulations, virtual worlds, etc. to develop thinking using reasoning, speculation, hypothesizing etc. This is a good idea, it is most necessary with the Ell. Since abstract thinking and idioms tend to be difficult for the English Language Learner to grasp, these types of exercises are suitable for developing of upper mental functions as described in Blooms Taxonomy. The challenge that I face as an ESL teacher is that I am not given access to the resources that the traditional classroom teacher has at her disposal in my settings. I presently work at three schools. At one school I push-in, therefore, I pretty much help the student with whatever the classroom teacher is teaching. At the other two schools where I pull-out and have an opportunity to teach my own material, I do not have my own room. Rather, I share the room with one other cluster teacher at one school. At the other school, we have to share between 2 counselors and one other cluster teacher. Priority is given to the classroom teachers who all use rooms equipped with smart boards, connected to internet ready laptops. I bring in my personal laptop and therefore I am able to access certain educational websites to share information about any topic we discuss ready at my fingertips. Some of them are already sponsored by my school, for example, Bookflix, A to Z Reading and Urban Development. These are websites that have online printable lesson plans. However, with Bookflix, they offer animated stories, paired with fictional and nonfiction together on many topics. That has proven to be very enjoyable to the children.


1) How and where do you see alignments between these 2 sets of standards (ESL and NETS)?

Taking into account standard one of the NYS Department of Education/Office of Bilingual Education which states: Students will listen, speak, read, and write in English for information and understanding. Specific indicators 13 and 14; Indicator 13 which makes use of collaborative groups to engage the students in active English communication through listening, speaking, reading and writing; and performance indicator 14 involves listening, speaking and reading utilizing print or non-print (audio, media, etc) for practicing the English language.

Performance Indicator 13.
Engage in collaborative activities through a variety of student groupings to read, gather, share, discuss, interpret, organize, and present information. Such groupings include small groups, cooperative learning groups, process writing groups, research groups, and interest groups. (L, S, R, W)

Performance Indicator 14.
Consult print and nonprint resources (e.g., audio/visual media, family) in the native language when needed. (L, S, R)

Taking into account standard #3 of the National Educational Technology, which involves research and information fluency, calls for students to apply the use of digital tools to research information. The NETS detailed standard is listed below.

Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.


These two standards overlap because they both aim to improve the learner’s communication in English, including the listening, speaking reading and writing. Through the process of completing tasks involving locating, gathering, discussing and interpreting and reporting results, these two standards overlap. One key element common to both goals is that a non print resource can be utilized. While the ESL standard states that either a printed or non-print resources (e.g., audio/visual media, family) maybe consulted, the NETS standard recommends the use of digital tools and information processing from media sources. Therefore they can both be satisfied by completing a research assignment on the internet such as the one I detail for the next answer.

2) Describe an activity that you would do in your class that is emblematic of how the 2 sets of standards overlap.

I teach k-8, and this type of assignment is most conducive for the middle or upper grade student. With my Junior High School Students in mind, I would assign a presentation of their nation. My students are somewhat diverse. At the middle school where I support 6 students, one is from Yemin, one from Puerto and four from Dominican Republic. I would encourage the use of the internet to research interesting facts about their country, heritage, demographics, population, climate, religion, food, dance, idioms/expressions, government, and pictures. I would also request a recorded interview to be uploaded on a blog, where the entire presentation can be kept. A separate entry for each category could help keep it organized and coherent. Links pertaining to their country can also be included, along with clips on typical music from their country and pictures should be uploaded to make the presentation interesting and authentic. I would encourage the use of Powerpoint to make a slide of the photos, or Animoto for an extra boost. Finally the students gather the information, interview a family member, upload the video, and other links and photos to a blog they create and type a paper and make a presentation to the rest of the class. In this way, the standards are satisfied because they are gathering information from online sources, and using other media methodologies (links, music, pictures video uploads). They are using all modes of communication, (L, S, R, W) and finally reporting the collected data to the rest of the class. I would also request for them to view each others presentations and make a comment to each on their blog.
3) Using Google or (another search engine) find 3 (or more) podcasts for ESL teachers or students – listen to them – and review on for your classmates and colleagues.

http://www.etseverywhere.com/
I was impressed with this website as a teaching source, not only as a podcast. I actually do plan on using this website this coming September. It has many sections all immediately usable for the beginner to intermediate ELL. There are over 20 categories such as vocabulary list songs, which has short educational songs like The 10 Biggest Countries, and The 32-Adjective Song which I know will be very enjoyable to my students. I noticed that the section called Student Songs consists of all original compositions by young students that are even pictured next to the microphones. It was quite charming. Included with each song is the link to listen and the lyrics are spelled out. Songs like the Cockroach, the Monkey, and the Lovely Lively Mouse sung by these ESL students as young as 11 years of age is sure to inspire curiosity. My criticism is that some of the songs were a bit hard to hear because of it sounded scratchy and with much echo. But there is a lot of good stuff, nicely organized. It is definitely worth reviewing in my opinion.

http://eslhelpdesk.com/library.html
This podcast is definitely for the more advanced English Language Learner or for the upper grades. The stories are within 5 to 10 minutes long and have reflection questions that can be assigned or discussed. There were two sections with audio clips called Audio of Easy Writer Stories and Activities for Listening Comprehension. These contain links to stories with actual activities to respond to stories, by either answering questions or completing a close activity. I found them excellent but limited. This can be used as an additional source of lesson planning or to diversify teaching approach and include internet usage in teaching. One nice feature is that the stories are labeled (B) for Beginner, (I) for Intermediate and, (A) for advanced.

http://www.podcastsinenglish.com/
This interesting podcast is sure to fascinate. It includes a real life interviews with people located overseas. The transcripts of the interviews are available along with worksheets and vocabulary tasks. It is beautifully spoken in a British accent, but the problem is you must become a member to use the written portions. I was able to listen to various audio clips which were very realistic. It provides glimpses into life overseas from various perspectives. Ell’s are sure to find it engaging to listen to. The levels progress within each section and there are three listening sections in total containing about 35 clips each. There is much material very well organized.