Monday, April 29, 2013

TESOL 2013 - My Reflections Upon M-Learning


How long has it been since you heard the term “m-learning “ for the first time? Well, in my case it was in 2010. Not long ago, right? As a matter of fact,  that might be true for you, too! But how much of your time have you actually dedicated to learning more about m-learning and how it is affecting the way we teach today?I am a huge educational technology enthusiast and I would like to share some of my reflections and discoveries upon this theme based on  events I have attended and books and articles I have read recently.

 I`ve been to several different conferences before and it  is still not very common to find many sessions on m-learning. During this year`s TESOL Conference, for instance, I tried to attend as many m-learning sessions as possible but the options were very limited. There were  fewer than 10 (including the session delivered by Lilian Marchesoni and me) and most addressed similar content, such as using QR codes and other widely known apps like Educreations, Popplet and Show Me.  These numbers are ridiculous if you consider that there were over a thousand speakers at the event!

So, was I frustrated? Definitely not! The use of smartphones, tablets and other mobile devices in the classroom is a very recent trend in education and not many professionals are familiar with it. However, the number of teachers who seek innovation in their teaching practices through mobile technology grows each year as such gadgets become more popular and accessible. It is a growing movement which seems to have no turning back  and it means wee need to be better prepared to deal with the current technology.

Learning through mobility (while you are in movement) is actually not a very new and innovative concept. For many decades, people  carried books, magazines and paper notebooks with them.  Learners , thus, could always choose where and when to learn if they had access to those “portable devices” . Today, however, such “devices” have evolved to very sophisticated gadgets,  giving “mobile” a whole new meaning and status.

So, how can we take full advantage of such rich and and unique resources and make the teaching and learning experience as effective as possible?  Unfortunately, the answer for that question is not 100% known yet. Because it is a very recent phenomenon, there aren`t many scientific studies or published books linked to this field . We are actually living the blossoming of mobile computing and transformations in the teaching practice are taking shape as we speak.

But is m-learning just a fad or should we teachers embark upon this venture? Well, how many times have you already had to tell your students to turn their cellphones off while teaching something very important on the board? I am sure you will not be able to answer this question! We cannot ignore the presence of such devices in the classroom anymore! Dede(2005) states that we are witnessing the rise of generation Y and that the new technologies offered clearly match a new profile.  This new generation of learners belong to a group labeled as “digital natives” (Prensky, 2001), that is, people who were born after 1982 and grew up in the Internet era, surrounded by many of the tech gadgets we know and use today.For them,  the traditional education centered in the teacher and developed in  a linear way does not make sense. They are used to acting instead of watching or taking things passively. Instead of simply absorbing knowledge, this generation is used to producing it individually and in groups and sharing it in social networks.  No wonder why Orkut, Facebook and Twitter have become so popular. Moreover, materials produced by this generation do not rely on text and written materials only, but rather on images, sounds and animations, in other words, the use of multiple medias.  In sum, The Y generation is empowered by the massive use of technology and that is why the use of mobile devices should be considered aserious issue and an important element in the teaching and learning process of today`s generation.

M-learning has become such an important educational issue that UNESCO (United Nations Educational,Scientific and Cultural Organization) launched a document called “ Policy Guidelines for Mobile Learning” in February which listed down 13 unique benefits of mobile learning. According to UNESCO, mobile learning:

·      expands the reach and equity of education
·      facilitates personalized learning
·      provides immediate feedback and assessment
·      enables anytime, anywhere learning
·      ensures the productive use of time spent in classrooms
·      builds new communities of learners
·      supports situated learning
·      enhances seamless learning
·      bridges formal and informal learning
·      minimizes educational disruption in conflict and disaster areas
·      assists learners´ disabilities
·      improves communication and administration
·      maximizes cost-efficiency

This document not only adresses the use of mobile devices in the classroom but also the unique opportunities it can bring to distance and ubiquitous learning experiences. By the way, as a matter of fact, after attending several seminars, workshops,and webinars and reading a few books, I learned that m-learning is not limited to what we might know as “using  smartphones and tablets in the classroom” but it also comprises the use of devices to enable distance learning (online education).

So, should we then start using mobile devices on a daily basis? Not really.The use of technology itself does not imply innovation in education.  Indeed, the indiscriminate use of technology in the classroom might lead to ineffective  learning outcomes.  We need to leave the initial “enchantment” behind and focus on the true potential of technology. M-learning practices might have a focus on  its technological nature rather than the pedagogical one and that is exactly what should not happen.  Mobile devices were not specifically designed for educational purposes, so their use should be carefully planned.It is still very common to see teachers using mobile devices in practices that simply reproduce what is in the book. Honestly speaking, there is no point in taking advantage of technology if it will not improve the quality of learning.  So when is the use of mobile devices appropriate? Brazilian EFL teacher and EdTech guru, Carla Arena, likes to bring up a question which, in my opinion, is perfect to solve this dilemma :” Can you do the same thing and have the same outcome if you don`t resort to technology?  If the answer is yes, then you should think twice and consider not using it.”

According to WIN (Worldwide Independent Network of Market Research), the use of mobile devices is growing at a staggering rate all over the world.  On average,  people spend  74 minutes a day using smartphones and  71 minutes using tablets. It is thus,  paramount that we, educators, researchers and teachers observe how users handle these protable devices, how they access information, how they communicate, interact, produce and share knowledge and information. These are elements that can signal how technology can contribute to major changes in the way we think, solve problems, live and teach.In the March 2013 issue of Você S/A, a Brazilian magazine, there is a very interesting article on how technology is quickly affecting human behavior. In the article,  Kelly McGonigal, a professor at Stanford Univerity, claims that recent studies have shown that the human brain has adapted to the digital era in the sense that we starve for information just as we feel the need to eat food in order to survive.That certainly explains why people feel the need to be “connected” 24/7. Don`t you think this is another issue that we teachers also need to look at closely if we want to deal with technology in our teaching practices?

So, when going to the next seminar or conference, how about picking some sessions which address the use of  smartphones and tablets in the classroom?  Attending the sessions on m-learning at TESOL 2013 definitely contributed to my better understanding of this complex universe in which m-learning is inserted and has definitely been helping me make better decisions regarding the general use of technology in my teaching practices. By the way, have you heard of the new terms “digital visitor” and “digital resident”? I have recently learned that there is a new current which prefers to use such terms instead of “digital natives” and “digital immigrants”? When it comes to technology-related issues, concepts, trends and practices might change as quickly as technology itself. I guess we all need to get used to this new dynamics if we want to be a teacher in the 21st century!


 


References:

DEDE, C. Planning for Neomillennial Learning Styles. Available at: http://net.educase/ir/library/pdf/eqm0511.pdf. Accessed: April 18,2013.

Jornal Destak. Uso de smartphones no Brasil duplica. Available at: http://www.destakjornal.com.br/noticias/tecno/uso-de-smartphones-no-brasil-duplica-190696/.Accessed: April 23, 2013.

MARINO, C.; NEVES; N.; ROSSI, L. Viramos Escravos da Tecnologia? Ela pode melhorar sua produtividade ou disparar sua ansiedade. Como usar as ferramentas da tecnologia a seu favor no trabalho. Revista Você S/A, São Paulo, issue 178. March, 2013. (pages 27-37)
PRENSKY, M. Digital natives,digital immigrants, 2001. Available at: http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf. Acessed: April 20, 2013.

SACCOL, A.; SCHLEMMER, E. ; BARBOSA, J. M-learning e u-learning: novas perspectivas das aprendizagens móvel e ubíqua. São Paulo: Pearson Prentice Hall, 2011.

UNESCO. Policy guidelines for mobile learning. Paris. February, 2013. Available at <http://unesdoc.unesco.org/images/0021/002196/219641e.pdf> Access: March 2, 2013.

Tuesday, April 23, 2013

IATEFL 2013 - The Future is Now – What Tomorrow’s Schools Will Look Like




International conferences are a great opportunity to learn new things, debate controversial ideas, and check if you are doing a good job at your school. The IATEFL annual conference is especially exciting because you have teachers from all over the world sharing information on teaching English as a foreign language. So there I was, ready to take part in this international exchange of ideas.

Being a tech-savvy teacher who blogs and reasonably up-to-date on technological advances, I was quite curious by the title of this presentation by Peter Davidson (Zayed University, United Arab Emirates) on Thursday, April 11th 2013. After all, he was asking questions such as, “What will classrooms look like in the 21st century?”, “Will there be classrooms?”, “Will there be schools?”, “Will there be teachers?”. Looking for answers and for new ideas, in I went.

Peter Davidson started talking about the factors shaping education at the moment, some of which are economics, globalization, research, and technology. Going on to the topic of curriculum and tools, He mentioned blended learning, online learning (MOOC), laptops, tablets, and phones. After cruising through web tools, he got the audience to discuss the role of the teacher in the future. Will we be facilitators, enablers, guides, mentors, gurus, or just bystanders? 

Finally, the session went onto the future of education. Whether education will be challenging, frustrating, chaotic, fun and exciting, Peter Davidson concluded that teachers need to not only be aware of the changing face of education, but they need to embrace this change and help to shape it. This change needs to lead to more effective learning. According to him, and I fully agree, teachers and educators need to shape the future of education – not Bill Gates and Steve Jobs. 

The important question here is, “Did I learn anything new by watching this presentation?” The answer is no. However, what I would like to emphasize is how rewarding it is to know that Casa Thomas Jefferson is one of the frontrunners embracing this change. We, as teachers, have been using web tools for several years. Online and blended learning are already part of our reality. Computers and tablets in class are our daily routine. Even living in a developing country facing a never-ending economic crisis, we are not bystanders. Into the future we boldly stride.

IATEFL 2013 - Liverpool - The Future is Now!

IATEFT 2013 – Liverpool

The Future is Now – What Tomorrow’s Schools Will Look Like

     International conferences are a great opportunity to learn new things, debate controversial ideas, and check if you are doing a good job at your school. The IATEFL annual conference is especially exciting because you have teachers from all over the world sharing information on teaching English as a foreign language. So there I was, ready to take part in this international exchange of ideas.
     Being a tech-savvy teacher who blogs and reasonably up-to-date on technological advances, I was quite curious by the title of this presentation by Peter Davidson (Zayed University, United Arab Emirates) on Thursday, April 11th 2013. “The Future is now – What Tomorrow’s schools will look like.” Could this be a breakthrough? Could he have discovered the future of teaching? After all, he was asking questions such as, “What will classrooms look like in the 21st century?”, “Will there be classrooms?”, “Will there be schools?”, “Will there be teachers?”. Looking for answers and for new ideas, in I went.
    Peter Davidson started talking about the factors shaping education at the moment, some of which are economics, globalization, research, and technology. Going on to the topic of curriculum and tools, He mentioned blended learning, online learning (MOOC), laptops, tablets, and phones. After cruising through web tools, he got the audience to discuss the role of the teacher in the future. Will we be facilitators, enablers, guides, mentors, gurus, or just bystanders?
    Finally, the session went onto the future of education. Whether education will be challenging, frustrating, chaotic, fun and exciting, Peter Davidson concluded that teachers need to not only be aware of the changing face of education, but they need to embrace this change and help to shape it. This change needs to lead to more effective learning. According to him, and I fully agree, teachers and educators need to shape the future of education – not Bill Gates and Steve Jobs.
    The important question here is, “Did I learn anything new by watching this presentation?” The answer is no. However, what I would like to emphasize is how rewarding it is to know that Casa Thomas Jefferson is one of the frontrunners embracing this change. We, as teachers, have been using web tools for several years. Online and blended learning are already part of our reality. Computers and tablets in class are our daily routine. Even living in a developing country facing a never-ending economic crisis, we are not bystanders. Into the future we boldly stride.

André Netto

Monday, April 22, 2013

IATEFL Conference 2013 Ed Tech Highlights


IATEFL was just some days ago, but things get so hectic when we get back that it seems that it was so long ago... The highlights of an international conference like IATEFL is always related to the people you meet and talk to and the networking that takes place everywhere, on the streets, on Twitter, in the Convention Center corridors, during break time. It's always time to connect, talk, discover, experience.

If you ask me about specific things I've paid attention to and took notes, here are they in my Notes:

Learning Technologies Pre-Conference Notes

Notes Day 1

Notes Day 2

Notes Day 3 and 4


Also, there were some amazing bloggers who would post the summaries of the presentations almost real time.

Graham Stanley's summaries mainly related to Learning Technologies.

Chia Suan Chong's summaries


And the grand finale with our wonderful App Swap. In the corridors of the Convention Center, we exchanged fun and serious apps for personal use and for the classroom. Ana Maria Menezes did a wonderful job compiling all of them!

Amazing days of learning and connections.


crossposted at http://collablogatorium.blogspot.com.br/2013/04/iatefl2013.html 

Friday, April 19, 2013

TESOL 2013 - Acquiring and sharing knowledge – Lessons learned from TESOL experiences


Conferences are great opportunities to keep in touch with the latest trends in ones working field. As an EFL teacher, I had the opportunity to attend TESOL conferences in three opportunities, first as an attendee and later as a presenter. In each of them I had something to learn and share with my colleagues.

At the first time I attended a TESOL conference, everything was new and I was overwhelmed with so many sessions which dealt with the most diverse aspects of the teaching life. The attendee experience really helped me and my coworker Erika Oya to have the guts and apply as presenters on the following year.

Being a presenter on an International Conference, such as TESOL, brings a new perspective to the professional development path, since you really feel as being part of the ESL/EFL teaching community. That is, from the moment we have the experience of presenting internationally we are showing the world our work. Thus, it is really flattering to receive, later on, an e-mail from someone who lives in Saudi Arabia complementing you for the nice presentation and asking for further information about the teaching aspect you presented. It is, also, at that moment that you start to build a professional network that will help you, back home, to keep in touch with the EFL community around the world.

Therefore, on my third time attending TESOL I could see that our Institution is well recognized among the TESOL community and people who see someone holding a presentation under the bi-national center CASA THOMAS JEFFERSON are guaranteed to experience great works and excellence in presentations. Once again, I could feel the power of exchanging teaching experiences with the community and I also confess that I felt more at ease this time.

Exchanging teaching experiences and sharing knowledge among colleagues from all over the world are, in my opinion, the greatest lessons learned by attending and presenting on a TESOL Conference.  After such experience, we do not see things inside our small world anymore. There is an entire world to explore and share and it is part of our job to keep updated so our students can also profit from the experiences we had. 

Carolina Piacenti




Monday, April 08, 2013

Thinking about Assessment - Part 2


THINKING ABOUT ASSESSMENT (part 2) – A follow-up on Thinking About Assessment… Again)

Having decided that we were going to pilot the alternative assessment program, we had to inform students of our plans, and listen to what they had to say about it. We were ready to “abort the mission” in case of rejection. They accepted it with no reservations. Still, it was to my surprise that, at the end of the first lesson, one of them came to me and said (in L1, of course, as this is the beginner group) “See you next class… but you will only see me because you told us we won’t have to take that final test.” It took me a couple of seconds to grasp the meaning of what she was telling me. She went on: “I’m too old to suffer with tests. In my life, I’ve taken all the tests I needed to take… Now, I’m interested in learning!”
And that was what we needed to know that we were on the right path. The focus had naturally shifted from teaching and testing to learning. The learners had assumed their rightful place at center stage, taking control of the process. “Now, I’m interested in learning!
Lately I’ve been following Adrian Underhill and Jim Scrivener’s blog on ‘Demand-HighTeaching, and two of their questions really hit a nerve: How can we stop “covering material” and start focusing on the potential for deep learning? How can I shift my attention from “successful task “to “optimal learning”? Well, this was exactly what we wanted to explore in our “assessment quest”.
Anyway, back to my tale to tell… After the first evaluation of their oral performance, we decided to give them a weekly “assessment opportunity”. On week 4(of 10), the focus was “Listening”.
In the past we had been cautious of venturing into evaluating the listening skills with the adult groups. Adults are afraid of listening, terrified by its unexpectedness,   petrified by the possibility of failure.  Adults are interesting language learners; they bring a whole lot of baggage with them:
  • Their beliefs, more often than not tainted by their previous language learning experience – usually their formal learning of the mother tongue (which they had already acquired in their childhood), with the grammar exercises, linguistic analysis, etc.
  • Their personal history. Your student is most likely a self-respecting human being, a skillful professional, someone who undoubtedly has a lot to teach you, who can tell a number of success stories, and learning English is not one. At least not yet. 
  • Their needs and expectations:  They ‘ve come to us because they want to be part of the world who can speak English. That is the question, isn’t it? “Do you speak English?” or “Can you speak English?” 
These learners, more than any other language learner, need to be able to speak, to communicate effectively! Well, communication implies a message that is sent and, consequently, received: Listening! How can we ever assess language learning without analyzing listening?  If they don’t understand what is said to them, how can they respond?
 Anyway, assessing their Listening skills, after no more than 12 (twelve) classroom hours, for most of them twelve contact hours. How do you do it? Preferably without any extraordinary acrobatic feat, just keeping it simple and structured, with the appropriate scaffolding, and making sure that the lesson is designed focused on enabling optimal learning, while providing you – teacher – an opportunity to assess whether the goals have  been achieved, and how far they have been developed.    
Here is the step by step:
1. We had previously explored the following exponents:
  • What’s his/her name?  His/Her name is…
  • Where are you from? I’m from…
  • Where is he/she from?  He’s/She’s from…
  • Vocabulary: countries

2. On the second lesson, I showed them a PPT with international celebrities… At first I showed a photograph and asked the questions ‘What’s his name?’ and ‘Where is he from?’ (before revealing the name and the flag) Here are some samples:

3. After two or three samples, I invited the students to ask the questions: ‘X, ask Y.’
4. Then, they worked on their books, which brought an information gap activity. Both students had pictures of six people. One student had information on three of the people (names and countries of origin), while the other had to look at a different page, where they had information on the other three. The structure and vocabulary was very much the same as my PPT had prompted: What’s his/her name? Where is he/she from?
5. Next, they were asked to look at an incomplete dialogue – again from the book, and work in pairs to predict what was missing.
6. After a couple of minutes, I asked them to listen to the dialogue and check if they had made the correct choices.
 7. Just before giving them the listening task, I replayed a recording from the previous lesson, and they repeated the names of the countries.
8. Next, I gave them the worksheet with the following task:
They heard the following dialogues:


 Dialogue I
A: Hello! I’m Luis, from Mexico.
B: Hello, Luis. I’m Akemi, from Japan.
Dialogue II
C: Hello. My name’s Charles. What’s your name?
D: Hi, Charles. I’m Mike. I’m from the United States. Where are you from?
C: I’m from London, in England.
D: Oh, yeah? I’m from Chicago.
Dialogue III
E: Hi, I’m Loretta. I’m from Sydney, Australia.
F: Hi, Loretta. I’m Jason. I’m from Australia, too.
E: Oh, wow! Are you from Sydney?
F: No. I’m from Melbourne.
They were graded both on the correct country, and the correct spelling of the country’s name.
As you may have noticed, nothing fancy. The PPT could have been easily substituted with good old flashcards. I used written and audio material from the book. My main worry was to make sure they were “comfortable” when they got to the listening task. The listening element was introduced with the dialogue (steps 5/6), but they had the chance to predict what they were going to hear before they heard it. It was safer that way.
They also had plenty of meaningful and varied practice on the target piece of language. The dialogues they heard were, in a way, familiar to them.  In this lesson, before getting to step 8, they were given at least three different opportunities to produce and listen to the names of the countries, as well as the language structures surrounding them.
Now, the important thing is that this lesson was, as the first one I described here, not designed to test. It was designed to teach, it had learning at its core. The assessment opportunity was created, but it only took as long as those three short dialogues – which, by the way, they heard only once.
So, once again, I invite your input. How do you see this project? Can you help us by suggesting activities and procedures we can use with these pilot groups? We are counting on your thoughts, your suggestions, your criticism… We are waiting for you!
Lueli Ceruti

Friday, March 15, 2013

Alternative Assessment - The Prime Experience


About two weeks ago, our colleague Lueli Ceruti wrote a really interesting blog post in the CTJConnected Blog. In short, her post described our reasons for questioning the way we assess our adult students’ EFL learning and our experimenting with what we have been calling the “alternative ass essment system.”

Basically, what is being proposed is that the assessment of our adult students’ learning be carried out in a more ongoing manner. The objective here is to make it possible for us all, teachers and students, to know how well students are learning in time for us to take action, if necessary, before the last day of class. Also, with this “alternative assessment system”, our student will hopefully get less anxious with the idea of being evaluated at the end of the module.

In Lueli’s post, she described the first assessment activity she did with her Thomas Flex group. Here is the first one my Thomas Prime 1 students and I experimented with. Thomas Prime is a Casa Thomas Jefferson upper-intermediate/advanced course designed for adult students.

The Thomas Prime 1 Experiment:

In week 2 (of 10), we covered the grammar lesson “Suggest ways to enjoy life more”, and students learned about the verbs “stop”, “remember” and “forget” followed by the infinitive and the gerund.
First, we read and discussed the text “Finding Balance”, which opens the second lesson in the book Summit, published by Pearson Longman. Next, by analyzing the examples of the focus verbs in the text, we tried to come up with the different meanings each of them had when followed by infinitives and gerunds. This information was recorded on the board, and right after that, the students compared it with the chart on page 5. They then did the exercise on the same page, and we checked their answers. I assigned an extra exercise on the focus verbs for homework, with the students being responsible for checking their own answers (They had a copy of the answer key).
At the beginning of the following class, after the students had worked cooperatively to check their answers in the fill-in-the-blanks in sentences giving advice, I told them about my sister, a girl who led a very stressful life due to her inability to find balance. The students then individually wrote five suggestions on a chart I gave them, and we agreed on the five best suggestions to give to my sister.

This is what the board looked like:



Before the end of the class, I collected the charts with the students’ sentences and assessed their work at home. I used to following rubrics as a guide.
  

Each of the sentences is worth two points.

      a)    Deduct two points if the student’s sentence does not make sense.
      b)    Deduct one point if the student makes a mistake with the target structure (verbs stop, remember, forget followed by the wrong verb form)
      c)    Deduct half a point if the student makes small mistakes (prepositions, articles, spelling).


We sent these suggestions to my sister, a Prime 3 student at the Casa, and I asked her to record a video segment to respond to the students. Here is the video:






Needless to say, the students really engaged in the activity and had lots of fun watching the response. The assessment was perfectly aligned with the learning outcomes and instructional strategies. As a result, my students didn’t even notice they were actually being assessed. Their major interest was in communicating authentically with my sister.


Wednesday, March 06, 2013

Thinking about assessment... again!

If you are a teacher, like me, then you have certainly spent countless coffee breaks discussing assessment: either criticizing or praising it, maybe questioning it, or even plain “cursing” it… no matter who we are, what or where we teach: assessment is close to our hearts… in oh so many ways! 

I have personally been working with and looking into this matter for many years, be it as a course supervisor, designing, writing and revising tests, probing into the process; be it as an examiner, participating in the final assessment of someone else’s handiwork, with cold analytical eyes, scrutinizing the final product; or even as a curious mind who wonders what it is that we do: Do we test to teach? Do we teach to test? And moreover, what it is that we should be doing? 

Anyway, back in January, when Isabela Villas Boas shared a blog post by Nick Provenzano with us, I dared ask her if we could dare… Only to discover that she was the one daring us… In his post, Nick recounts how he spent a semester without his traditional testing system, and how he witnessed high levels of commitment, as well of strong evidence of his students’ skills and knowledge through the use of alternative assignments, essays, projects, and different assessment opportunities. 

The discussion was not new to us. We had already been questioning the unquestionable… the effectiveness of our traditional system with our adult students… Why were we able to find students reaching the higher levels – passing test after test, and still not able to use the language? Why were some of our adult students discouraged? How come teachers were feeling frustrated? We decided to turn these difficulties into opportunities for development. The theoretical project had been ready – on paper – for a few months, as Isabella had taken an online program on assessment with Oregon University. All we had to do was “take the leap” and bring it to life. Right now, there are two groups – one Thomas flex 1, and one Prime 1 – being piloted with an alternative assessment system. 

This series of posts is an attempt to share what we are trying to do, inviting you into this experience-experiment, summoning your thoughts and encouraging your input. 


The THOMAS FLEX 1 Experiment: 

In week 3 (of 10), having already worked with most of Unit 1, we wanted to ascertain that the students were able to interact using the following exponents:

  • What’s your name? My name is… 
  • How are you? I’m…, and you? 
  • What’s your telephone number? It’s (numbers 0-9) 
  • Nice to meet you/Nice to meet you too. 

The lesson was designed to build on student’s recently acquired abilities, consolidate them, and finally, invite linguistic output that could be assessed. The procedure was the following: 

  1. Each pair of students received a dialogue cut up into slips. They were asked to put the slips in a logical sequence to make the dialogue. 
  2. With the correct sequence, students were asked to personalize the dialogue, by substituting names and other elements with their own personal information. 
  3. Then, the slips were collected and the teacher elicited the dialogue on the board – leaving blanks in which they would complete with their own names, etc. 
  4. After that, the students were asked to stand up and cocktail, talking to at least three different classmates, using the dialogue on the board as a model. T observed and monitored the exchanges, cleaning the board when most of the students had performed the dialogue at least once. 
  5. Finally, the T called on pairs of students and asked them to perform the dialogue out loud – no model available. As they did so, the teacher filled in an assessment sheet with the following criteria:


  • Correct greeting / response to greeting - Yes (2pts.) - Partially (1pt.) - No (0 pt.)
  • Asks name correctly - Yes (2pts.) - Partially (1pt.) - No (0 pt.)
  • Responds to question about name correctly - Yes (2pts.) - Partially (1pt.) - No (0 pt.)
  • Says and responds to “nice to meet you”  - Yes (2pts.) - Partially (1pt.) - No (0 pt.)
  • Asks and/or answers about phone number - Yes (2pts.) - Partially (1pt.) - No (0 pt.)

This was the end of their first “Oral Assessment Opportunity”. The plan is to have one of these every week, focusing on different skills-areas such as speaking, writing – in which grammar would be either intrinsically embedded, or clearly stated, and also listening and reading – for we see that one of these students’ main difficulty is understanding input, so that they can formulate their own output. 

Anyway, we are using the media with one sole purpose: hearing your thoughts. Do you have any ideas we can use in this pilot project? Are there any feelings or thoughts you would like to share? Is there anything in your experience that can add to this experiment? Let’s get this chat started… The ball in on your court!