Flipping the Classroom for ELLs

Why the blended learning model is a good choice

One of the latest trends in the education world is blended learning. So what is blended learning and how can it help English Language Learners? The term blended learning has been used in education for many years. It involves the integration of traditional classroom instruction and educational technologies and can take different forms.  Nowadays, the newest model is the flipped classroom.

In a flipped learning environment, the traditional format of in-class lectures followed by at-home student assignments is turned around or “flipped”.  The student is required to watch an instructional video or lecture at home and then complete associated tasks or projects in the classroom.  While students work through assignments in class, teachers can better identify and target each student’s needs and facilitate differentiated instruction.

Another objective of this individualized approach is to empower students to direct their own learning by coming to class prepared to ask questions and problem solve with their peers after viewing the subject matter on their own.

For English language learners the model has some obvious advantages. While watching a video at home, students can take notes, work at their pace and re-watch the video as many times as necessary.  Watching video naturally lends itself to language learning, since the visual content is more readily accessible to students of all proficiency levels than complex textbook syntax and vocabulary.

The next day, teachers can spend less time lecturing in the front of the room (a la “chalk and talk”) and have more time to spend engaged with students, giving more personalized instruction, while the students use class time to complete tasks alone or collaboratively.

This brings me to the next and perhaps the most important advantage of the flipped classroom for ELLs.  When English language learners are given more opportunities to interact with their peers in class, opportunities to think critically, and use English to connect authentically with others to acquire knowledge increases dramatically.  

To read more about the flipped classroom and blended learning visit the following links:

http://mindshift.kqed.org/2012/02/whats-blended-learning-ask-salman-khan/

http://www.eschoolnews.com/2012/02/09/a-first-hand-look-inside-a-flipped-classroom/

http://en.wikipedia.org/wiki/Blended_learning#cite_note-Horn.2C_Michael_B._2011-1

Apple Announces New App – iBooks Author!

A GAME CHANGER

The textbook industry will never be the same. Apple has just made it easy for educators to create and publish their own textbooks with the new app iBooks Author. According to MacWorld, the app is as easy to use and works seamlessly with other apple products like Pages and Keynote.

What does this mean for teachers and school districts? This will enable us to create highly customized materials at significantly less cost than previously possible. The textbook publishers no longer hold the reins on the quality of content delivered to students.

It will also allow for dynamic, interactive ebooks that incorporate video, sounds, links and high quality images. As with all ebooks, students will have the benefits of keyword searches, highlighting, annotating and bookmarking. As well as having all their books and notes stored in one lightweight device!

Also announced today is the new iTunes U app which allows teachers to create an entire course curriculum with video, documents, apps and books. Students can search iTunes U catalog to browse ratings, description and course outline. iTunes U is already being used by colleges and universities. Now, for the first time, it is available for K-12 schools.

The new iBooks 2 app, iBooks Author and iTunes U app are all free. Although, it is too early to tell how these products will affect classroom instruction, providing access to tools that steer the K-12 system away from traditional methods of content and instruction delivery is another step in the right direction.

iPads for ELLs: Enhancing Critical Thinking

Here are the highlights from the workshop “iPads for ELLs: Enhancing Critical Thinking” which we co-presented at the 2011 Long Island Tech Summit on October 18th. 

The workshop focused on three essential questions and provided a brief overview of the iPad and how it can help ELLs reach their full academic potential. 

 How can educational iPad applications strengthen and support critical thinking for English Language Learners?

When the the right educational iPad application is integrated into a content rich lesson, it provides multisensory access to that content, facilitating comprehension and allowing ELLs to participate more effectively in academic discourse. Apps can be used to scaffold activities that may otherwise be difficult for ELLs to understand.  In addition, using multimedia apps to deliver content enhances traditional methods of delivery that are largely text-based.  This opens up the door to critical thinking by lowering the language barrier and channeling the instructional focus to academic content.

The following quote sums up the need to provide content-based language instruction that challenges ELLs to think critically in order to attain academic parity with native English language speakers.

 “Merely using the language and knowing the meaning is not enough. To become proficient in a language, learners need to use creative and critical thinking through the target language.”

 From: Muhammad Kamarul Kabilan. (June 2000) A. Creative and Critical Thinking in Language Classrooms The Internet TESL Journal, Vol. VI, No. 6,
http://iteslj.org/Techniques/Kabilan-CriticalThinking.html  

 How can teachers integrate iPads into their classroom toolbox?

Before selecting an app for use with students, educators must first identify the   instructional goals and objectives of the lesson, not the other way around.  Instead of discovering a fun or exciting app and trying to build a lesson around the app, take a lesson that has proven to be successful and find apps that can be integrated into the lesson to scaffold the content, differentiate the instruction and enhance the outcome.

For example an interesting project idea “The Alternate History Project” was showcased at a poster session at ISTE 2011 http://tinyurl.com/whatifhistory . Integrating social studies apps such US History Tools or On This Day as well as a graphic organizer app like Popplet and a digital media app such as Discovery Ed Streaming (Mobile.DiscoveryEducation.com) can help ELLs meet the goals of this project successfully.

How can iPads, digital media and Web 2.0 tools remove boundaries and promote academic achievement for ELLs?

Finally, it is important to explore the bigger picture of using instructional technology and to identify the purpose for using iPads in the classroom. Consider the following list of pedagogical goals in order to identify how this device can help promote equitable educational opportunity for ELLs.

  • For Intervention (RtI)
  • For Enrichment
  • For Assistive Technology
  • For Digital Literacy
  • For Reading
  • For Organizing Resources

http://www.eschoolnews.com/2011/05/27/five-ways-readers-are-using-ipads-in-the-classroom/

If you’d like to read more about how teachers are using iPads with ELLs read “ELL to Go” by Jennifer Demski

http://thejournal.com/articles/2011/05/02/ell-to-go.aspx?sc_lang=en

 

Special Apps for Special Needs

Using Mobile Devices with Limited English Proficient/Special Education Students

More and more school districts are investigating the use of mobile devices such as the iPad to facilitate learning and instruction for LEP/ELLs in Special Education settings. As K -12 teachers continue to adopt 21st century learning models, curiosity is growing over the integration of mobile devices into the classroom and the practical applications of these new tools.

LEP/ELL students with special education needs present a distinct challenge: how are the language needs met while also addressing various required learning accommodations? One of the key reasons why teachers are exploring mobile devices is that they provide ways to differentiate content and accommodate a variety of learning needs and styles.  This is especially true when planning instruction based on the unique needs of a special education student as delineated in his or her IEP. Educators are discovering that mobile devices come with wealth of applications that assist struggling learners and many of these devices have built in accessibility options. 

The number of quality educational applications continues to grow daily.  These apps can be downloaded onto an iPhone, iTouch, iPad as well as any Android device.  Let’s take a look at just a few of the apps that make mobile devices so unique and so useful for LEP/ELL Special Education students.

Here is a list of applications that are designed for use in Special Education settings:

IEP Checklist -Provides a list of items (with description and ed code) to complete for an IEP

Proloquo2Go Full AAC solution with over 7000 symbols, natural sounding voices, automatic conjugation, and more.

DAF Assistant Delayed auditory feedback and frequency shifting to help improve stuttering.

Sign 4 Me With more than 11,500 words in the library, you can learn signed English from a 3D avatar.

Sign Smith ASL With more than 1,200 signs, you can learn American Sign Language from a 3D avatar.

iCommunicate Pre-loaded pictures and storyboards/routines (e.g.,schedule) facilitate language comprehension.

Other Classroom Management Tools:

iReward With this motivation chart, choose the behavior, the reward from your camera or photos, and optional praise.

Dragon Search Voice recognition to speak, see and edit your text, then search on Google, YouTube, Wikipedia, iTunes, & Twitter.

iWriteWords In easy or regular mode, trace numbers, lowercase and uppercase letters using numbered prompts.

MindMeister Create, view, and edit mind maps, then share them to a website to view and edit further.

iPad Training for Teachers: It’s all about the Apps

We recently conducted a three-day workshop for teachers who are using iPads with kids in grades K-12. Although all of the teachers worked with ELLs, some of the teachers were ESL teachers, others taught ELA, Math, Social Studies, or Special Education.  You get the picture.  We were all over the map as far as our audience was concerned.

So,  the obvious question is how do we train teachers from such a wide variety of settings to use the iPad effectively in their classroom? This answer lies at the very core of what makes the iPad so unique: differentiation through apps!

Once the initial how-to session about the functions and features of the iPad is completed, the emphasis must switch. Professional developers must model differentiation for the teachers, just as they would do for the students in the classroom, through the use of solid apps.

This begins by exploring applications that are truly educational and useful for each teacher in their subject area or focus. First share the apps that are basic tools for instruction such as reference tables, calculators, readers, and dictionaries.  Introduce apps like iBooks, Stanza, Periodic Table of Elements, Google Earth, and CalcMadeEasy.  

If you are part of a district wide initiative using iPads, there should be one set of student tools for managing notebooks, submitting classwork and studying for all students.  You must decide as a class which tools you will all use.  Index Card is a great app that allows users to customize flash cards and organize them into categories for studying. 

Ideally teachers should create a paperless system. (Can you imagine a world where you do not have to carry home 5 classes worth of assignments on Friday night?) By allowing students to submit their work via the iPad, teachers begin to model one of the true 21st Century learning protocols.

 The buzz at ISTE 2011 was that Evernote works very well for this and is a robust app for creating, storing, and sharing documents.  The native app Notes is a simpler note-taking tool.  Of course, you always have the option to print out assignments when necessary.

As for instruction, remember that oftentimes the best apps cross over into many disciplines. For example, after we distributed our best apps list for ELLs, a teacher shared with us her best apps for Special Ed and we discovered a whole new bunch of apps that can be used with a variety of students. Apps for brainstorming and mindmapping such as iThoughtsHD and Popplet are universal tools for differentiated instruction.

Finally, teachers have to establish a classroom routine that works for them and their teaching style. Whether you have an iPad center a few times a week, or each student uses an iPad every day, the priority must be to set up classroom rules about how and when the iPad is used to achieve the instructional goals the teacher has designed.

The iPad Revolution!

Using iPads with ESL students

So, by now I am sure that every teacher reading this has gotten his or her hands on an iPad, right? Well if you haven’t, you have just been given your summer assignment.  In my opinion, there is no other tech product currently available for teachers that can facilitate teaching and learning like this one.  I think you will find that the iPad is a revolutionary educational tool.

For our purposes, I’m going to narrow the focus to the use of the iPad for English as a Second Language Learners. If you haven’t become a devotee of the iPad universe, join me. Let’s take a look at just a few of the things that make the iPad so unique and so useful for ELLs.

iBooks Struggling readers will find the tools available through iBooks absolutely indispensible.  The highlighter, bookmark and note tools facilitate student comprehension and encourage students to use the reading strategies we have taught them to readily access the content of a text.  By simply touching a word or phrase, they have the option to get the dictionary definition, highlight, annotate, or search.  In addition to marking up a page, the student can  find all the notes and bookmarks in one place when reviewing the text. They can also type in and search for key words or phrases within the text.

Students are able to download  and store books and pdf files without breaking their backs with overloaded book bags.  The library can then be sorted by title, author or category.  Upon opening a book, students can browse the table of contents, flip through pages, or advance to any page in the book with one or two gestures. The brightness, font size, or page color can be adjusted to suit the reader’s preference.  If you prefer to use a Kindle e-reader, (I like it too) you can download the app to your iPad and use that one as well.  There is also an app called OverDrive, which allows you to borrow e-books from your local library!

Notes Lisa and I have been experimenting with several different note tools.  I have found that for basic note-taking the Notes application that comes standard with the iPad is okay.  However, several of the apps now available allow students to record a lecture while drawing, writing or typing their notes.  This is very useful for ESL learners. They can play back the lesson as many times as they like while reviewing and revising their notes. Notes Plus is one such app.  inClass is an app that offers audio, video, and photo note-taking, as well as a student organizer. Other writing apps that are being used in school districts include Office2HD, PaperDesk and iAnnotatePDF.  Dragon Dictation is a speech to text application that is great to use with Students with Interrupted Formal Education (SIFE). Verbally is an assistive speech application that allows users to communicate by selecting from a word bank. Speak it! is a text to speech application that allows  students to hear what they are typing.  UYH Gold is a good for practicing handwriting with SIFE.

Educational Apps We continue to test out apps that are both fun and educationally useful for ELLs.  There are several good ones.  Flipboard allows you to customize and browse the web in a magazine layout that is easy to scan and fun to read. There are also many good word game applications. I like the traditional Boggle and Scrabble.  There are also lots of flashcard apps, such as Index Card, that help students learn study skills. Apps like Stack the States and Star Walk help with content area studies.

Other Tools But wait..there’s more.  Some of my favorite apps include Google Earth and Translator.   We know that our ELLs benefit from having visuals and the iPad screen is the perfect size to view videos and images – not too big and not too small. You do run into a wall sometimes because iPad does not support Adobe Flash, but you can definitely work around that.

This is just a quick look.  There is a lot more.  I hope this has piqued your interest.  If you haven’t had the opportunity to use an iPad yet, my best advice is to get one and see for yourself.  If you know about some useful apps, tell us!

There are a lot of pilot programs for iPads springing up in schools. Here’s a link to an article from Scholastic.com that highlights an iPad pilot program in a  NY school district on Long Island. Who knows, maybe your district will be next?

From Paint to Moviemaker

 I recently saw my daughter’s 5th grade comic strip writing project and was amazed at the creativity and simplicity of bringing creative story writing to life .  Her 5th grade teacher, Ms. Lawniczak, uses technology as the instructional tool for writing.   She empowers her students with the necessary tools and ideas needed to develop 21st Century skills.

Ms Lawniczak effectively meets the needs of all learners within her classroom by designing lessons that do not rely on traditional textbooks and teachings, instead, the instruction provides engaging and meaningful technology-based activities.  The comic strip writing activity includes pictures given to each student and the use of  programs such as Paint & Moviemaker.

In the lesson, the students create storyboards using the Paint program.  The Paint program is a drawing program that allows the students to draw, paint, and add text to their pictures.  These pictures can be saved as a jpg file and imported into MovieMaker to create a slide show.  The final steps include the addition of transitions, effects and music to their comic strips. 

The project is published on Moviemaker and shared with the class and parents.  The Paint and MovieMaker programs allow English Language Learners (ELLs) the opportunity of using visuals to express their understanding.  In particular, beginner ELLs may have a hard time creating stories, so you can help them along by giving them a sentence starter, such as “I wish I could…” or “If I could be a Superhero, I would be….”

Reinventing the Flashcard

Technology’s Touch on a Time-Tested Teaching Tool

Flashcards have been around since the stone age but now let’s take a look at a technology tool that will help ELLs learn metacognitive skills while practicing vocabulary.  We recommend that ESL teachers use electronic flashcards on their iPods to help reinforce content and at the same time teach students valuable study skills.

Why iPods?

Everyday, teachers and students are discovering that iPods have a use beyond downloading music, movies and entertainment.  When used creatively, iPods can bridge the classroom with the outside world. This has tremendous appeal to today’s tech savvy students- aptly named, Digital Natives. 1

There are several ways to create flashcards that can be used on your iPod. One quick and easy way is to use digital photos (jpeg, gif, or png) and create a photo album in your iTunes library.  Take pictures of labeled objects in your classroom. After selecting the photo album, view the photo album as a slideshow by simply hitting the play button on your iPod.  Go to the settings menu to add music from your iPod and to adjust the timing and transitions.

Through the use of iPod technology, English Language Learners can increase and reinforce academic language proficiency and content area knowledge.   The capability, versatility, and popularity of iPods among the school age demographic make it the perfect crossover teaching tool between learning in the classroom and embracing the outside world.

1 Presky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9 (5).

NYSABE-New York State Association of Bilingual Education Conference

Encounter with an ESL “Rock Star”!

We were at the New York State Association of Bilingual Education Conference (NYSABE) on Thursday and Friday and had the pleasure of meeting Keynote Speaker, Ana Uhl Chamot, the co-designer of the Cognitive Academic Language Learning Approach (CALLA), an instructional model for English Language Learners. (if you haven’t heard).  We were like groupies, got our books signed and took lots of pictures. We even got to talk shop a little.

Of course, we discussed the use of technology with ELLs and how it aligns perfectly with the CALLA model.  Many tech tools encourage metacognitive development and reinforce the use of differentiated learning strategies.

E-Book readers are good examples.  They make it easy for students to practice their reading skills with links to additional content, one touch access to word definitions, instant highlighting, and note-taking tools.  iPods are great too, as you can teach study skills with electronic flashcards and applications such as iQuiz.

We know that our students learn best when they have a repertoire of learning strategies to draw from and when they are reflective, critical thinkers.  As Ana Uhl Chamot mentioned,  the CALLA model encourages showing students how to practice vs. practicing more, breaking down tasks and modeling what the outcome will look like.

This allows students to practice strategically and identify the thoughts and actions that they use to help them complete a learning task, especially when they are struggling with a concept.  Having many learning strategies means more use of higher order thinking skills which equals more success for our students!