Using Smartphones in the Classroom

Hi again! I would like to share with you the results of a research I conducted last semester. The purpose is to explore students' acceptance and understanding about the effectiveness of using smartphones as a pedagogical resource in the classroom.

Hope it provides useful  information, as well as encouraging you to develop new strategies for our ESL learners.

Click on this link, and access English proposal ppt!

https://sites.google.com/site/eportfolioprofmarie/resources


This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Oral communication skills in online courses

Who said oral communication skilss can not be evaluated through online courses/ take a look at this!!!

http://caribbean2.blackboard.com/courses/1/10-2U-ENGL-213-INA/messaging/users/_4879_1/attachments/08a5fbade32b4252bd86962c905cc83a/!486f7720746f20636c65616e206120646f67.wmv


Powerpoint presentation can also be of help!

http://caribbean2.blackboard.com/webapps/portal/frameset.jsp?tab_tab_group_id=_3_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_25021_1%26url%3D

Enjoy!!!

Assessing Affective Domain

Most educators focus on the cognitive domain, but, what about the affective domain? I'm including a text, a website, and a video that will guide us to the assessmnet of this important facet of learning.

SLOs, Bloom’s Taxonomy, Cognitive, Psychomotor,
and Affective Domains.
Benjamin Bloom (1948) developed classifications of intellectual behavior and
learning in order to identify and measure progressively sophisticated learning.
College faculty are hired because of their discipline expertise and are sometimes
unfamiliar with important pedagogical theories that contribute to effective
learning. Bloom's taxonomy is especially important in higher education where
outcomes need to address the student ability to use information, not just recall and
regurgitate concepts. Lower levels of learning are easier to assess but do not
adequately display what the student can DO with the knowledge. Refer to the next
page for a diagram of Bloom's increasing levels of complex learning.
However, learning is not a purely cognitive function; learning occurs differently
when it entails performing a skill or re-evaluating behavior. Three domains of
learning are recognized
:
• Cognitive domain defining knowledge classification. See the
following page for a table describing increasing complexity in
cognitive learning. Each level has examples of verbs that could be
used in writing an SLO at this level. These verbs are not magic or
mandatory, our faculty found them helpful, so we used a variety of
models and created our own.
• Psychomotor domain (Gronlund, 1970; Harrow, 1972; Simpson,
1972) defining physical skills or tasks classification. Check out the
psychomotor table on the following page.
• Affective domain (Krathwhol, Bloom, and Masia, 1964) defining
behaviors that correspond to attitudes and values. Please refer to the
affective table. Affective outcomes tend to be the hardest to articulate
initially and often appear difficult to assess at first glance. However,
cognitive outcomes often represent the outcomes most closely related
to deeper thinking and life-long learning, as well as the outcomes we
value most.
NOTE: Student learning outcomes should address relevant outcomes for
each of these domains but must be appropriate to the course.
Think about possible means of assessing the outcomes. The essence of
student learning outcomes lies in focusing on the results you want from your
course rather than on what you will cover in the course.  Ask yourself how
you will know when you have accomplished those outcomes

http://www.assessment.uconn.edu/primer/taxonomies1.html
http://www.youtube.com/watch?v=__YdXxwBZ7Q

Using Technology in the Classroom

Technology has made our life easier, hasn't it? Education is not an exception. Our students want immediate response, more interactive ativities, and educators who reinvent themselves. That's why I'd like to share with you three (3) tools that will transform your classroon.

First of all, let's consider QR Code. Students can not live without their cell phones, right? So let's take advantage and integrate their devices. Just follow these simple steps:

• Ask students to download any QR app (they are free).
• Then, provide the picture you have already created with a QRCode generator.
• Students will scan it, and they'll access the pictures, websites, or exercises you have chosen.
• Tip: Instead of using a text book, I look for websites with exercises, and students answer them through their cell phones.

Secondly, use socrative.com. This tool enables you ( after creating an account) to ask students different types of questions. These are the steps:

• Create an account.
• You'll be given a room number.
• Tell students to access socrative.com, to log in as students, and provide the room number.
• Then, use any type of question provide by this site.
• As students answer, a graph will appear, so that you know how students do!

Last but not least, why not to develop an e-portfolio? This is an innovative and ecofriendly tool. Before you do so, a gmail account must be created. Steps:

• Access google.com
• Click on more.
• Use one of their template.
• Click on "get started".
• Choose a blank template.
• Click on create.
• Follow the rest of the instructions.
• Sample: https://sites.google.com/site/eportfolioprofmarie/?pli=1

Hope these tools help you develop new learning experiences!

Teaching Vocabulary and Grammar with Games!

I found this site with nice games and activities for children as well as adults.

Enjoy it!

http://www.teachingenglishgames.com/presentation/

A Student presented her awesome speech!!!!

Student's speech

http://www.youtube.com/watch?v=YPs4gTceW44&feature=youtube_gdata

This is one of muy student's speech!!!!