techniques for using technology, media, and available
TRANSCRIPT
Module #3
Techniques for Using Technology, Media,
and Available Resources in the Classroom
Techniques for Using Technology in the Classroom
Contents
Purpose of the Module
Introduction
Framework for Learning
Objectives of the Module
Themes of the Module
1) Using Technology in Education
Using the Internet for Information
2) Project Based Learning
3) Using Available Resources for Learning
4) Microteaching
Music and Poems
Magazines
Radio and Television
4) Microteaching
References
Techniques for Using Technology in the Classroom
Glossary
computer literacy - the ability to use a computer effectively
electronic literacy - literacy activities supported by the computer and other electronic technology
Internet literacy -- the ability to use the Internet to search for information.
technology -tools to achieve objectives
Techniques for Using Technology in the Classroom
Purpose of the Module
Introduction
This module will address many different technological tools. The purpose of this module is not how to teach basic computer skills. Some of the technology tools will not be available for all the teachers. The facilitator will address the use of the technology and resources that may be available at each local site. The module will describe the use of low-costlno-cost technology. Teachers are encouraged to use what is available in their classrooms.
Why is understanding technology important?
Technology has great potential for spreading knowledge, supporting learning, and providing
educational services. Appropriate and effective use of technology and resources involves
planning. The required work must be built into the basic design of a program.
The challenges in integrating resources and technology into education are enormous, but so are
the benefits. The Internet is developing as the most powerful mode of communication servicing
our present and future generations and has captured the imagination of many people. Soon the
Internet will become as essential as the telephone is today. Additionally, one of the best aspects
of the Internet is that it is very inexpensive.
How does using technology compare and contrast with traditional
perspectives?
This module has been designed to facilitate teachers and mentors in using ALL available
resources, including low-cost/no-cost resources. The module helps teachers discover how to
Techniques for Using Technology in the Classroom 4
turn the power of available resources into teaching tools that motivate students and move them
toward greater learning.
How does the use of technology fit within a quality improvement framework?
The module focuses on the use of the Internet, technological tools, and other available resources
to support student learning. The activities present methods of reflecting on classroom practices
and identifying ways to use resources effectively and creatively.
The module enables participants to develop a deeper understanding of the use of technology and
other available resources in education at the primary school level. The mentors and teaches must
feel comfortable with tools that they intend to use to teach their students.
The school can use a variety of technological tools, such as a camera, video, overhead projector,
television, cassette, tape recorder, and computer as well as other resources such as newspapers
and magazines. Each tool can be used to enhance learning. Technology and resources can create
experiences for students to help them to become active learners and shift focus from ingesting
information to constructive understanding.
Techniques for Using Technology in the Classroom
What are the key skills and competencies expected from participation in this module?
The course participants will be expected to:
. Reflect on
a) their current beliefs and practices about the use of technology and resources in
the teaching and learning process
b) classroom practices for using technology effectively, appropriately, and with
vision, and
C) the use of technology and resources in instructional strategies to improve
learning
. demonstrate their ability to operate available technology systems;
. develop positive attitudes towards technology use
. use technology tools and other resources to prepare a lesson
s use technology and other resources to locate, evaluate, and collect information
from a variety of sources
. work with primary school teachers to integrate technology into classrooms
. use all available resources to support student learning.
Techniques for Using Technology in the Classroom
L Framework for Learning
This module is based on constructivist ideas about how students learn. Constructivist ideas
suggest that students learn best when they first activate background knowledge about a topic,
then construct meaning from new knowledge or a new skill, and finally evaluate and apply
what they have learned in the lesson. The lessons in this module are based on these three phases
of a teaching session or unit
During this phase of the lesson, the teacher helps students recall knowledge that they may relate to the new topic.
During this phase of the lesson, the teacher presents activities that introduce new knowledge or skills and help students discover what the knowledge or skills mean to
PHASE 111: Evaluate and Apply PHASE I: Activate Background Knowledge
During this phase of the lesson, the teacher helps students think deeply about what they have learned and how to apply what they have just learned to new situations or to further learning.
PHASE 11: Construct Meaning
Themes of the Module
Theme One: Using Technology in Education
The world is fast becoming an information society and educational institutions cannot
ignore these developments. To keep up with this growth new skills and a basic
understanding of the underlying technology are necessary. Course participants are
expected to reflect on their beliefs and practices about the use of technology in teaching
and learning and to develop a positive attitude toward these methods. This module does
not attempt to teach the basic use of computers. The module addresses the use of the
Internet for research and student projects.
Techniques for Using Technology in the Classroom
Theme Two: Project Based Learning
Project Based Learning (PBL) is used to involve students in learning. Teachers present
students with a challenge or problem and students work in groups to analyze the
problem, research, discuss, and produce explanations, solutions, or recommendations.
Students may have limited prior knowledge of the topic, but must need to do research
and critical thinking to address the problem for the exercise to be effective. During the
initial discussion, students develop a set of questions. The questions become the
objectives for the students' learning. Participants are expected to analyze PBL in
relation to their own teaching.
Theme Three: Using Available Resources for Learning
Teachers have found that visual-based programs for teaching content has proven
remarkably effective. There is much low-costlno-cost visual media available to
teachers today. With this theme, course participants will be exposed to various
activities related to pictures, movies, and radio programs to integrate technology in the
primary education curriculum. Participants are expected to critically analyze the
possible use of such tools in their classroom and related issues.
rechniques for Using Technology in the Classroom
Theme Four: Micro Teaching
Microteaching is a form of peer feedback designed to enhance teaching and encourage
discussion about teaching. It will provide an opportunity for participants to present
sample lessons of what they learned during the module. The aim of this theme is to
give course participants support, feedback, and confidence before they go into the field.
Technology Tools Required
To complete all parts of the module, the following technology tools are are required:
Computer with access to the Internet
Cassette player and cassette tapes
Radio
Television and video cassette recorder and cassette
Overhead projector
Magazine pictures
If all of these tools are not available, the participants will complete the sections of the
module for which tools and resources are available.
Techniques for Using Technology in the Classroom
Day 1 Agenda
Recitation from the Holy Quran
Implementation of Technology into the Education System
Lunch Break
Project Based Learning
Tea Break
Reflection
Objectives
Participants will be able to:
Reflect on current practices for using different technologies in
teaching and learning
Explore the use of the Internet
Develop an understanding of Project Based Learning
Use the Internet to research information for Project Based
Learning
Use technology to locate, evaluate, and collect information from a
variety of sources
Techniques for Using Technology in the Classroom 10
The Implementation of Technology into the Education System
PHASE I: Activating Background Knowledge
It is important for teachers to know how they feel about using technology in the
classroom and what resources are available.
The facilitator will ask the participants to describe the word 'technology'
with reference to education. (Think- Pair-Share technique)
The facilitator writes the responses on a chart or the board.
Participants will complete Handout #1 How can I use technology in my
classroom?
1. In what ways can technology be used in education?
2. What impact is technology having on learning outcomes?
3. What must my students and I know in order to use technology?
4. What technology is available in my school?
Techniques for Using Technology in the Classroom
Handout #1
How can I use technology in my classroom?
1 . In what ways can technology be used in education?
2. What impact is technology having on learning outcomes?
3. What must my students and I know in order to use technology?
4. What technology is available in my school?
Techniques for Using Technology in the Classroom
PHASE 11: Constructing Meaning
What is electronic literacy?
"Electronic literacy" refers to literacy activities supported by computers or other
electronic means (tape recorders, television, radio). This term should not be confused
with "computer literacy" which is how to use the computer. This module will help
teachers use technology in their classrooms (electronic literacy). Students may read
books and articles online. They may use the computer to write their assignments. There
are many other uses of the computer.. This section will primarily focus on using
electronic resource (technology) to gather information.
Internet literacy is the ability to use the Internet to search for information.
Understanding how to use the computer to search for information will enable students
to seek knowledge. Rapid growth in the lnternet has led to a many quality web for
education; however, there are also sites that are not of good quality. It is essential
students know how to locate sound, factual, and age-appropriate material.
Why is it important to teach Internet Literacy to students?
. Searching for Information - The Internet is used as a research tool by students
of all ages.
Finding clues - Anyone can publish anything on the Internet. Everything is not
necessarily true or accurate. Students need to be able to analyze the accuracy of
information they find.
Techniques for Using Technology in the Classroom 13
Avoiding theft and forgery - The growth of the Internet has emphasized the
need to understand intellectual property rights, including copyright
fundamentals and plagiarism. Students must know the appropriate way to use
the information they find.
Adapted from Carroll, Maureen (2004). Carhvheels on rhe Keyboard, Cornpuler based Literacy Instrtrclion in nn Elemnentavy Classroom. Delaware. International Reading Association.
Teaches should set goals for themselves, using whatever technologys is available to
them and their students. A plan for this would be:
1. Set some goals for the areas that would enhance student learning
2. Determine the challenges you face at your school.
3. Learn how to use thcomputer and the Internet by viewing support sites for teachers and students such as:
a. Reading Online at www.readinponline.ore
b. Yahooligans at w~nv.vahooli~ans.vahoo.com
C. Look for lesson plans and resources for teachers at www.readwritethink.org
Internet Terms to Know
Read and discuss the terms on Handout # 2 Internet Terms to Know. These are some
key terms taken from the yahooligans website. It contains many more definitions and
valuable information for teachers and students. If Internet access is available,
demonstrate to teachers how to get to the site.
Techniques for Using Technology i n the Classroom
Handout #2
Important Internet Terms to Know
home page the main page of a Web site. The home page typically provides a table of contents or a site map for the rest of the site.
Internet The Internet is a global network connecting millions of computers worldwide. The terms Internet and World Wide Web are often used interchangeably, but they're actually not the same.
bookmark (verb) the act of saving a Web document for future access
database A collection of information organized in such a way that a computer program can quickly retrieve specific pieces of data.
e-mail short for electronic mail; mail that is instantaneously sent by your computer to anyone in the world with an e-mail account
keyword the word(s) or phrase(s) you enter into a search engine's search field
navigate to move around within a series of Web pages by clicking on hypertext links that take you from one Web page to another
online the state of being connected to the Internet, usually through an Internet Service Provider (ISP) or a network
search engine program that searches for Web documents with keyword (s) you specify. Yahoo and Google are just two examples of search engines that have been created to meet the demand for quickly finding information.
search query the act of conducting a keyword search
s e w e r a computer or device on a network that stores and manages network resources and responds to requests for information. Different types of servers include file servers, print servers, and network servers.
World Wide W e b one component of the Internet. Specifically, the Web is a collection of documents and applications residing on internet servers around the world.
W e b page a single document on a Web site
W e b site a collection of linked documents that contains text and other media elements, such as graphics, animation, video, and audio
Techniques for Using Technology in the Classroom
Activity # 2 Searching for Information on the Internet
In order to teach students how to search for websites, the participants need to learn how
to do it first. If a computer and the Internet are available, demonstrate how to search for
information on the Internet
I . Go to the home page and find a search engine. Three popular ones areYAHOO!, Google, and Ask Jeeves. Sometimes the homepage of your lnternet service automatically goes to a search engine.
2. Enter a keyword (animal) in the search boxes and search.
3. Look at the information about your topic. Queries may provide thousands of sources of information. Usually the one that matches the topic most closely is listed first.
PHASE 111: Evaluate and Apply
If the Internet is available, participants will choose an animal about which to find
information and search for information on the Internet.
The participants will write a short paragraph on the use of technology in their teaching
and learning environments in their journals.
Techniques for Using Technology in the Classroom
Project Based Learning
Phase I: Activate Background Knowledge
The facilitator will ask participants for their input on "Project Based Learning" to
access prior knowledge of participants. The ideas will be written on the board or on a
chart.
This module will provide a very simplified overview of Project Based Learning. To
study the process indepth, participants may search for Project Based Learning
resources on the Internet.
Phase 11: Constructing Meaning
In Project Based Learning students work in teams to research real-world problems and
issues and share the information in presentations. They conduct research with a variety
of resources ranginf from the Internet to interviews with people in their communities. It
shifts away from short-term daily assignments and emphasizes learning extends over a
period of time. Project Based Learning often investigates real issues in the community
or world. Students document the learning through the presentation of a project such as
a speech, role-play, chart or poster, paper, or poem.
The Key Elements of Project Based Learning are:
The learning goals are from the curriculum inuse
Techniques for Using Technology in the Classroom
The learning connects the student work at school to the outside world
The lessons extend over a period of time.
Students work on the project in teams.
Assessment of the project is ongoing. It includes the process and the final product.
Different media and technologies are used to research, create, and present the
project.
The facilitator and participants will read and discuss Handout #3 Eight Features of
Project Based Learning.
PHASE 111: Evaluating and Applying
I . Project Development and Presentation This modified version of Project Based Learning will be completed in one afternoon;
not over aperiod of rime.
The facilitator and the participants will create a list of possible projects.
Participants will form groups for four (4) or five (5) and select one of the
projects.
Participants work on their own projects and use the Internetllibrary to research
the topic.
Participants will present their work (group presentations).
2. Reflection
The facilatator and participants will discuss the question:
How con Project Based Learning be used in current classroom situations?
Participant will share their views. Think, Pair, Share will be used as technique.
Participants will write a reflection in their Reflection Journals
Techniques for Using Technology in the Classroom
Handout #3
Eight Features of Project Based Learning
1. Engages students in real-world issues and problems. Where possible, the students select
and define issues or problems that are meaningful to them.
2. Requires students to use research, planning skills, critical thinking, and problem solving
skills as they complete the project.
3. Requires students to learn and apply content-specific as they work on the project.
4. Provides opportunities for students to learn and practice interpersonal skills as they work
in cooperative teams
5. Gives students practice in using skills needed for their adult lives and careers (
6. l n c l ~ ~ d e s expectations regarding accomplishments and learning outcomes
7. Incorporates reflection activities that lead students to think critically about their
experiences
Ends with a presentation or product that demonstrates learning and is assessed; the criteria
could be decided by the students.
Techniques for Using Technology in the Classroom
Day 2 Agenda
Recitation from the Holy Quran
Reflections and Questions from the Previous Day
Using Music, Chants and Poems as Learning Tools
Using Radio and Television as Resources
Using Documentary Programs in the Classroom
Lunch
Using Pictures from Magazines to Teach English
Tea Break
Prepare for MicroTeaching
Reflections
Objectives
Use music and poetry for learning
Develop listening skills by using news broadcasts on television or radio
Use documentary videos to teach topics such as space, cities, and ancient history
Critically reflect on the use of documentary television and radio programs in education
Use magazines as a resource to develop language
Techniques for Using Technology in the Classroom
Using Music, Chants and Poems as Learning Tools
Children can learn language and vocabulary when they use music and sing or chant along. When
children sing, they seem completely uninhibited, as if suddenly they have forgotten to be shy.
Repetition never seems to bore them. Chants and poems are sometimes easier and more fun for
children than actual songs (and also for teachers who may lack confidence in their singing).
Chants and poems consist of phrases that can be tapped using a foot, hand, or pencil. Chants are
simple to write. Teachers may write them to teach vocabulary and expressions. Students can
write chants themselves with relative ease.
Participants will learn the poems and chants on the following pages and then use them to teach
language to children. The facilitator will model how teacher may teach the poems and chants to
students. The facilitator may use a cassette tape recorder and music to set a rhythm for the
chants.
The facilitator will demonstrate how to teach a chant or poem to children:
The facilitator chants the poem once as course participants tap their feet
Then the facilitator stops and explains the meaning of the words if they are unclear.
Then, the facilitator repeats the chant line by line with the participants repeating each line.
Gradually the facilitator builds up to two lines and eventually the whole chant
The chant is repeated after dividing the group in two. One group chants a line, then the other group repeats it.
The facilitator may use a recorded song to set a rhythm for the chant.
Techniques for Using Technology in the Classroom
Little Bird
Once I saw a little bird
Come hop, hop, hop.
And I cried, "Little bird,
Will you stop, stop, stop?"
I was going to the window
To say, "How do you do?"
When he shook his little tail
And away he flew.
A Wise Old Owl
1 wise old owl sat in an oak,
The more he heard, the less he spoke;
The less he spoke, the more he heard;
Why aren't we all like that wise old
~ i r d ?
Techniques for Using Technology in the Classroom
I Teddy Bear, Teddy Bear
(Do the actions of the poem.)
Teddy bear, Teddy bear,
Touch the ground.
Teddy bear, Teddy bear,
Turn around.
Teddy bear, Teddy bear,
Show your shoe.
Teddy bear, Teddy bear,
That will do.
Teddy bear, Teddy bear,
Run upstairs.
Teddy bear, Teddy bear,
Say your prayers.
Teddy bear, Teddy bear,
Blow out the light.
Teddy bear, Teddy bear,
Say good night.
Quiet
The night was so quiet
I could hear my thoughts
Scrambling like old aunts
Looking for lost letters
With lost spectacles.
The night was so quiet
That silence became sound
A dark blanket of noise
Melting into an everlasting din,
The song of monsters under my bed.
The night was so quiet,
So perfectly still,
I wondered how loud,
How frightfully loud
A shout would be.
Aamir Ansari, October 3 1, 2002 www.chowk.com
Techniques for Using Technology in the Classroom
Using Radio and Television in the Classroom
Phase I: Activate Background Knowledge
Resources required:
audio cassette player
audiotape recording of a news show
The facilitator initiates the discussion with help of following questions
What type of news do you usually listen? What does news mean? What do you find in the news? Why is listening to the news important.
The facilitator draws the table on Handout #5 on the board or a chart and writes in participants'
answers.
Phase 11: Constructing Meaning
The facilitator plays an audiotape of the news and participants fill in the chart. The facilitator plays the tape for a second time allowing the participants to check their notes. The facilitator encourages participants to share their notes with their groups.
Phase 111: Evaluate and Apply
The class will discuss the implications of radio news in the classroom. How can it be used with
students?
Techniques for Using Technology in the Classroom
Handout # 5
Listen to the news and f i l l in the table.
Techniques for Using Technology in the Classroom
Event Place Person Time
Using Documentary Programs in the Classroom
Resources Required: a short documentary program or extract from one
television and VCR
Phase I: Activate Background Knowledge
Participants will be given five minutes to write information about the topic of documentary
programs.
Phase 11: Constructing Meaning
Participant will watch the video and make notes on the main idea of the program and details
about it. After the program, participants will work in groups and make a graphic organizer on the
topic.
The groups will share with a gallery presentation of the graphic organizers This means the
organizers will be posted and groups will walk around and view them as if they were in a gallery
Phase 111: Evaluate and Apply
Small groups will discuss the "use of television or radio and documentary video in classroom
teaching." They will agree on one main point to share with the whole group.
Class discussion on the above topic.
Techniques for Using Technology in the Classroom
Using Pictures from Magazines to Teach English
Phase I: Activitating Background Knowledge
Participants will tell ways they use magazines and newspapers to teach in the classroom. The
facilitator will list the ways.
Phase 11: Constructing Meaning
Participants will read the following article, "Using Pictures from Magazines to Teach English."
The facilitator will assign each small group one of the activities to model for the rest of the
participants. Small groups will plan the activities and model how to do them in the classroom.
Phase 111: Evaluating and Applying
Participants will discuss how they can use the information in their own classrooms.
Participants will write a reflection in their Reflective Journals explaining why it is important to
use pictures to teach and practice language.
Techniques for Using Technology in the Classroom
Using Pictures from Magazines to Teach English
This article is adaptedfrom an Internet posting by Joep van der We$$
Introduction
Pictures from magazines are a low-costlno cost resource for varied classroom activities in the
areas of speaking, listening, writing, vocabulary, and grammar. This article describes how to
collect and sort suitable pictures and includes several sample activities. Teachers can use the
activities as they are presented, or adapt them to fit their needs.
Yusef seemed particularly shy. He was afraid of making mistakes and reluctant to participate.
One day the teacher gave each student an unusual picture of a person asked him to describe the
people in the pictures. Yusef s photograph showed a young man swimming with a killer whale in
a deep blue sea. He told a remarkably long story about a man who had a pet killer whale. When
he gave his description, Yusef s classmates were fascinated by his vivid imagination. He was
surprised and thrilled by his classmates' appreciation. He instantly lost his inhibitions toward
speaking English in class, and he participated actively from then on.
This experience illustrates that visuals foster students' imagination, which in turn, motivates
them to use English. There are many reasons to use magazine cutouts or other pictures in class.
With pictures we can:
. teach, practice, or review new vocabulary
. practice grammar
Techniques for Using Technology in the Classroom
. practice listening comprehension
. do writing activities
practice speaking with activities such as problem solving activities, role plays, and
discussions
Depending on the purpose of the activity, a task can take up tive minutes at the beginning or end
of a class or last 20 minutes or more in the main part of the class.
Preparation Choosinp Pictures
Pictures are illustrations that are cut from a magazine, newspapers or other sources. They are
mostly photographs, but drawings, collages, maps or other illustrations can be used for certain
activities. Each picture should be large enough and clear enough for students to see. Pictures are
easier to use without any printed text on them. You will only be able to use pictures with text for
certain activities. If pictures do include text, the text should be in English.
Collectinp, pictures
Students like colorful and varied materials. Available sources for pictures are glossy magazines,
TV guides or the Sunday supplements of newspapers. You can collect the pictures yourself or
ask your students to bring them in for you. Your own selections will probably focus on pictures
for discussions, games, and teaching vocabulary. Students are good at getting pictures of famous
people, sports and objects they like, which gives you a good opportunity to learn about students'
interests.
Techniques for Using Technology in the Classroom 8
Sorting the Pictures
When you have a stack of pictures, you will notice that some ppictures seem perfect for teaching
vocabulary (for example, clothes, furniture) and other pictures will be appropriate for guessing
games. Try to identify a structure or function that can be practiced with each picture. You may
paste the pictures on letter-sized paper, and punch holes in them to keep them in a binder or
place them in folders by category. You can sort them out by level or grade, by activity or by
topic. Some topics are faces, famous people, clothes, actions, sports, professions,
nationalities/cultures, unusual pictures, cities, interiors, and nature. You can write notes on the
back of the sheets.
Sample Activities
Below are nine activities that can be done with magazine cutouts. These are just a few examples
of what can be done with pictures. As you start using pictures in new and creative ways, you will
come up with many variations. Textbooks may also give you ideas for working with pictures.
Note: where examples of speech are included, "T" indicates the teacher speaking, "St"
indicates a student and "SZ" is a second student. Each activity describes how the teacher should
model (show the students how to do it) the activity first before the students attempt to do the
activity.
The activities will work best with colorful pictures from magazines. If that is not possible, use
the sample pictures provided in this module.
Techniques for Using Technology in the Classroom
Vocabulary Building o r Review
Activity 1: Find 10 Differences
Materials: sets of two (2) pictures that show similar people or related situations, one set per pair of students.
Instructions:
1 . Show a sample set of picures and ask students how the pictures are similar and how they are different. Ask for at least ten (10) differences.
2. Give each pair of students two pictures. Tell them write a list of 10 differences
Variation: Find 10 Similarities
Do this activity with very different pictures and have students find the similarities
Activity 2: How Do They Feel?
Materials: pictures of faces of people expressing different feelings
Instructions:
I. Teach or review adjectives describing moods and feelings such as happy, sad, angry, upset, or cheerful
2. Give pictures to students and ask them to describe how the people feel and why they feel that way. What happened that made them feel this way?
3. Students may present their descriptions to the group and their classmates can add additional information about the person in the picture.
Example of student production: SI : This man is tired. Very tired. S2: He is a businessman. He probably has a lot of work. S3: He has a lot of stress. Maybe he has a problem at work. He looks worried
Techniques for Using Technology in the Classroom
Grammar
Activity 3: If I were there ... Materials: pictures that show locations with or without people such as landscapes, city streets, interiors of public buildings, or houses.
Instructions:
1 . Show students a picture of a location and have them think about the place: where it is, what people normally do there, and how they would be feeling. Ask them to describe the location.
2. Ask the students what they would do if they were there, how they would be feeling, who they would see.
Example: Picture of a football (soccer) game T: What would you be doing if you were there right now? S2: I would be playing. S I : 1 would be yelling for the players. T: What w o ~ ~ l d say? S2: I would say, "Kick the ball." T: If you were there right now, what would you hear? S5: We would hear people yelling for their team to win.
3. Students work in pairs or small groups. Students can describe the scene and what they would do the way the teacher modeled it, or they can take turns asking questions.
Activity 4: Sort I t Out!
Materials: ten (I 0) to twenty (20) pictures per group of three (3) to six (6) students
Instructions:
2. Have students work in groups of four (4).
3. Give each group a set of pictures.
4. Tell them to sort these pictures out in three (3) logical categories. There will be different ways that the pictures could be sortetd, so students need to work together in each group to decide on the best categories.
5. Ask students to give a label or title to each category (group), for example, things in a city, animals, females.
6. After the activity, ask: Was it easy to do? Did you work together or did one person find the solution? Why?
Techniques for Using Technology in the Classroom I I
Example of student production: SI : I think these two should go here. They're all indoor activities. S2: Yes, but you can do them outdoors, too. S3: What if we put all men together in one group, and the women in another?
Listeninp Comprehension
Activity: Dictate the Picture
Materials: pictures of events, scenes or locations; include people or animals; one picture or copy for each pair of students
Instructions:
1 . Model the activity. Tell the class that you have a picture that you will not show to them, but you will describe it for them. "Dictate the picture" to them. This means describe what is in the picture in great detail. Do this slowly and repeat or rephrase sentences when students do not understand.
Example: This is a picture of a man in his office. In the middle of the picture, there is a man. He is sitting on a chair. To his left, there is a large desk. There is a computer on his desk, and there are many papers on the desk. Behind the man, there is a picture on the wall.
2. The students draw the picture by listening to your description
3. Allow students to ask questions.
4. Divide the students up in pairs (2). Hand out a picture to each pair. One student will describe; the other will listen and draw the picture. The listeners cannot look at the pictures! When students finish, they can compare the drawings with the original picture.
5. Students change roles. The person who just described will now draw.
Activity: Which One?
Materials: One or more sets of pictures that have things in common (for example, all portraits of men, all landscapes, all animals). A set should have about four (4) or five (5) pictures. Instructions:
I . Display one of the sets of pictures and tell students you will describe one picture. They need to listen carefully to find out which picture you are describing.
2. Describe the picture in detail, starting with the details that are similar in most of the pictures in the set. Little by little, mention small differences. To be successful, you
Techniques for Using Technology in the Classroom 12
should write out the description beforehand so you can avoid giving too much information too soon.
Example: This is a picture of a man. He's young, about 25 years old. His hair is dark. I think it's black or dark brown. He has no beard and no moustache. He is standing up, and he is looking at the camera. He is wearing a suit. I don't know if he is happy. He is not smiling.
3. When students have guessed which picture you described, they can take turns describing a different picture.
4. if you have more sets of pictures, students can do the activity in groups and take turns describing different pictures.
Activity: Have T h a t Conversation
Materials: Photographs of two (2) people having a conversation, one picture per pair or one picture for all students
Instructions:
1. Show a sample picture - not the one you want students to use later. Ask what the people are doing, what they are talking about, what some of the words or expressions are that they are using. Teach vocabulary if necessary.
2. Ask each pair of students to make up a dialogue between the people.
3. Ask pairs to volunteer to perform the dialogue in front of the group.
~ c t i v i t ~ : Speculation
Materials: Pictures with unusual situations (for example, a man balancing chairs on his arms, feet and head, a very muddy car parked in the business district of a city, ). Instructions:
1 . Elicit question words and write them on the board: where, why, who, when, what, and how.
2. Demonstrate how to use the question words to explain one picture as an example. Make up questions with the question words and answer the questions to explain the picture.
3. Ask the students to work in pairs or small groups to make questions with each of the question words and explain the picture.
Example of questions: (picture of a man in the mountains) Who is this man? How do you know? What is he doing now? What is in the bags? Where is he going? When did this happen?
Techniques for Using Technology in the Classroom 13
Activity: Text Balloons
Materials: Two (2) or more pictures that show two (2) or three (3) people talking (paste in white text balloons, large enough for students to write one or two sentences), photocopy of one of the pictures for each pair of students, a similar picture (with or without text balloons) to do the example in class.
Instructions:
1 . Show a picture of two (2) people talking. Ask students about the setting and the situation, and what they think these people are saying.
2. Hand out photocopies and ask pairs to write in text balloons.
3. Each pair exchanges photocopies with a pair that worked with a different picture. The pairs will now write the continuation of the dialogue.
4. Have each pair get together with the pair that wrote their text balloons. Each pair reads the dialogue the other pair wrote. Pairs can comment on the dialogues. Are they surprised how their dialogue turned out?
Conclusion Pictures are a good source of material for practicing speaking, listening, writing, vocabulary, and grammar. The activities above are just a few examples of what teachers can do with pictures. It is expected that the sample activities above will stimulate teachers to come up with their many more effective and enjoyable activities.
Adaptedfrom an article by posted on the Internet by Joep van der Werf, Interlingzia (Mexico CiQ Mexico)
Black and white cartoon pictures that may be used for the activities are on the following pages. It is recommended that the facilitator and teachers find actual pictures of real people and situations from magazines for the activities if possible.
Techniques for Using Technology in the Classroom
Preparing for Microteaching
Microteaching allows participants to plan, prepare and teach a lesson, then receive feedback
from other participants. Participants will plan a lesson that uses technology and available
resources. The lesson should be from the current curriculum. The lessons will be presented on
Day 3. Colleagues will give feedback on the lesson.
Techniques for Using Technology in the Classroom
Day 3 Agenda
Recitation of Holy Quran
Reflections and Questions from the Previous Day
Microteaching
Lunch
Microteaching
Tea Break
Reflections
Evaluation of Module
Microteaching
Each participant will teach the lesson to students in the teachers' own classroom with an
observer to give feedback or model teach with other participants playing the roles of students and
observers. Teachers will use available resources to enhance the learning
Observers will give feedback in a positive manner. The feedback should include:
Three things that were positive about the lesson.
Two things that could have been included or changed.
One way the observer can use this information in his or her own classroom.
Techniques for Using Technology in the Classroom