Unit 5 Digital Tools for Interactive Quizzes -- Socrative and Quiz to Try.

I learned about a web-based application that enables instructors to create quizzes, monitor progress as learners go through the quiz, and then provide specific feedback (correct and incorrect, with or without explanation).  I then proceeded to create a quiz that I thought would be helpful to illustrate the entire process.

Please click the link below and then try out the quiz!  I also included a set of instructions here to guide you through the experience.

Socrative Quiz -- Sewing Machine Vocabulary

Click on STUDENT LOGIN

Enter the Room Name BUCKLASCHUK

Enter YOUR name

Select the best answer and click on SUBMIT ANSWER

Once you are finished, click on MENU and then click on LOG OUT.

Hope you enjoyed the experience!

The really awesome part about this is that you can provide feedback at every step and you can also monitor the students' progress as they go about it.  It will also show the questions that they made a mistake on, and we can react on real time.

I thought this was great when it comes to vocabulary or grammar or writing.  There are options for short answers and true or false as well.

Unit 4 Digital Technologies for Video and Audio

There are several programs that come into mind when talking about digital technologies for Video and Audio...  I have compiled a list of programs (paid and free) that may be useful when developing materials.  I do believe that technology will have a significant part in language learning, with significant amounts of language learners not having the resources to access language learning centers.  I think that I am so fortunate to have had the opportunity to learn the English language with a wide range of supports, including the fact that my own parents spoke to me in English when I was young.  I would often argue that English is my first language, since my dad worked oversees and spoke to me in English before speaking to me in his own first language.  However, there are individuals around the world that do not have access to language resources.  Perhaps one of the best examples that I know would be the majority of refugees that flee war-torn countries, who do not have the necessary English language skills to communicate in North America.  My organization actually serves this population, and we often see individuals that have both language and literacy issues that need to be addressed in order for them to secure work.

I often wonder whether we see the classroom in such a way that we accommodate for a "typical" language learner with minimal barriers.  One of the things that are often emphasized in our jobs is a secure environment for them to learn, but I often ask myself how uncomfortable it is to go from a high support environment to an environment that emphasizes individual work with low support (such as a workplace).  I think the realities of how language is taught, the instructional materials that we use and the tools that we use would be changed as technology improves and creates opportunities for us to engage the learners in more innovative ways.

Photo Story

Animoto

SlideStory

Puppet Pals

ShowMe Interactive Whiteboard

Vyond (formerly known as GoAnimate)

Ardour

Pod Bean

Unit 4 Lesson Plan

I am posting a lesson plan that I developed for the class, which closely relates to my work.  It was actually such a great experience that I may propose this as a half day workshop that I can do for our participants.  Again, the learners have at least CBL 3 in all areas and are aiming to get hired as a Sewing Machine Operator.

Lesson Plan: Occupational-Specific Essential Skills Language Preparation

Date: October 29^th, 2018
Class Level: CBL 3 and up

Class time: 2.5 hours

Language Task Goal: 

The learners will work on their Listening Benchmark, both at comprehending instructions and comprehending information.  The learners will work on their ability to understand workplace training-specific instructions and follow it. The training situation will be new to them, as the workshop will take place before their sewing machine assessment – this is meant to prepare them for their work exposure or factory tour.

By the end of the workshop, the learners will be able to:

·         Identify parts of the sewing machine, materials, and components used when operating a sewing machine

·         Follow instructions on how to operate a sewing machine

LESSON PROCEDURE

Language Activities and Procedure	Language Focus	Language Skills	Purpose of the Activity	Interaction	Time
Class discussion on Sewing Machine Operation. The learners will go over parts of the sewing machine (handout) and we will then discuss the vocabulary that we need to make sure we understand the assessor’s instructions.	The learners will work on their previous knowledge, but also build workplace-specific vocabulary.	Reading, listening and speaking	Doing this activity would enable the assessment of background knowledge on Sewing Machine and their familiarity with some common used words during the assessment (ex. Heel, toes, etc).	The learners will be speaking in pairs, and then as a class.	30 minutes
Small group practice of vocabulary – Matching activity with pictures and words.	The learners will practice the vocabulary and discuss any health and safety precautions related to the word.  For example, the word “needle” will be	Reading, listening and speaking	Doing this activity would enable them to recognize the words that we have discussed and appropriately identify them in a group setting.	The learners will be discussing in small groups of 3-4.	30 minutes
Class discussion on following directions.  Discuss the importance of following directions or instructions and some techniques that we can use to make sure that we follow as we are told.	The learners will work on their knowledge and skills on following directions and listening to instructions, as well as develop strategies for their assessment.	Listening and speaking	Doing this activity will let them recall the knowledge that they have when it comes to following directions or instructions.	The learners will discuss in small groups and then discuss as a class.	20 mins
Listening to instructions given as an audio and then on the sewing machine. The learners must listen to an audio recording (or to myself) of the instructions and then be able to write them down and understand what they need to do on the machine.	The learners will be able to comprehend the set of instructions on how to sew straight lines on the sewing machine.	Listening and Writing	Doing this activity will let them be familiar with the set of instructions before operating the sewing machine.  It also helps them remember so that they can avoid making too many mistakes.	The learners will do it individually, and then we would discuss as a class.	30 mins
Practicing on the sewing Machine by watching my demonstration and listening to the set of instructions again – this time, given by me.	The learners will be able to practice and follow the set of instructions that were given to them, and then practice straight lines on the sewing machine.	Listening	Doing this activity will let them practice the set of instructions that they have learned through listening, and then practice it on the machine.	The learners will do this individually.	30 mins
Closing Summary	The learners will be able to review what we have learned and answer any questions that they may have.	Listening and speaking	The learners can recall and reflect on the things that they have learned	The learners will discuss this as a class.	10 mins

Unit 3: Teaching Grammar

Teaching grammar, especially when handling a class with a wide range of levels and needs, may be challenging.  It is important to have a variety of materials prepared, but not get caught up with the terms used (adjectives, adverbs, nouns, pronouns).  We should be able to present these terms and explain what they are, but at the minimum level required to use them.  Since these are basic parts of English grammar, most languages would also have some version of these grammatical components, and it is possible that they connect these concepts together.

For example, in the Tagalog language, pronouns and nouns are "pangalan" while adjectives are closely related to "pang-uri."  By having knowledge of these basic grammatical components, it would be easy to understand the concept, but also apply it in writing, reading, speaking and listening.  Understanding minimal grammatical components helps them organize words, understand how to describe nouns or emphasize certain adjectives or nouns using adverbs.  Since speech often follow basic grammar, it would be easier for the learner to understand the meaning of sentences or even their general idea.

I prepared some sample slides, with the basic discussion of nouns and some questions regarding nouns.

I would like to develop more instructional materials regarding grammar, and found some websites that may be able to help.

Dave's ESL Cafe

Self-Study Grammar Quiz

Needs Assessment for Employment Partnership Program Language Learners

Needs Assessment for Adult Learners Engaging in my Workshops:

Where: Performed by the student during the first impressions meeting with the designated Employment Coach, which they will submit by the end of the meeting

When: The learner will fill out the form after the registration process and before attending Work Exposure, which includes a tour of the factory and a skill assessment

How: Using a variety of survey questions, which is kept concentrated on work as the program is specifically targets employment

Image 1 and 2: 2-page needs assessment for the class

Image 2: Sample self-assessment learning profile (mine)

Image 3, 4 and 5: Assessment of Learning Profile