Category Archives: Day by Day in the Classroom

So WHAT if I Missed a Lesson (or FOUR)?

We (thank goodness! ) are on vacation now.

Photo by Omri Epstein

The moment I return to high-school, it will be “reckoning time”. The whole time left till the end of the year is basically about tests, literature logs to be handed in and grades.

The time when students finally see the results of being physically (or mentally!) absent from the lessons. Some students are quite amazed that it matters.

This time of year reminds of an incredibly apt and wonderful poem by Tom Wayman. I would like to thank Steve Hellmann for introducing me to it.

Wouldn’t YOU like to say such things to a student sometimes?

Did I Miss Anything? by Tom Wayman

 

Combining Edublogs and Edmodo to Connect Classrooms

When I was a teenager, back in the days of the blue aerograms, when letters still arrived with colorful stamps, I had pen pals from around the globe. I used to listen to a special program on BBC World that helped connect teens from distant countries. In high-school I had pen-pals from Iceland, Malaysia and China. I still have their pictures in one of my photo albums.

Photo by Gil Epshtein

When our high school got the first computers connected to the Internet, (in a room kept specially cold, that one had to reserve in advance) I tried to recreate the excitement. There were a number of attempts, some lasted longer than others, but they all suffered from the same two problems:

* After the initial stage of students expressing curiosity and writing about their hobbies, their motivation to participate petered out.

* It was a lot of work. I was devoting time and energy to create activities that would cause them to stay on board and learn something about the country we were corresponding with. I seemed to be the one learning the most. I still remember how amazed I was when our friends from Finland wrote about the huge number of lakes they have and wanted to know how many we had. Eh, ahem, one… The kids weren’t particularly awed though.

So when the AWESOME teacher of deaf students from Conneticut, Arlene Blum, contacted me about a global project I was excited and nervous. Adjusting to the new school curriculum is difficult and time consuming and I was worried about the extra work. In addition, I was concerned about the repeated pattern of students losing interest. But how could I miss this opportunity?

Global Friends Blog

Arlene started us off with a blog on Edublogs. Since we are both on Edublogs I believe that is how she found me. The blog has the advantage of being open and accessible (the comments and posts are moderated, of course!!!) . It is easy to work with and it has helped Arlene attract more schools. There are now 3 schools in the US, one in Australia, one in South Africa and one in Italy, not all equally active (and our school in Israel, of course!).  Writing on the blog is good practice for the students and  an excellent place to post videos that promote global feelings of friendship such as the one Arlene recently posted here or the summary of facts we have learned along with a moving video promoting friendship we sent in.

But the main disadvantage of the blog is that because of a need to protect our students, we don’t post pictures of students on the blog. Students with a hearing loss really want more visual modes of communication. They wanted to chat with the other students too but we can’t do that in any case because of the time differences. We also don’t share a common sign language!

So I suggested, following my experience with Edmodo with my course for adults, that we open a secure group for us there. The Facebook-like feel of Edmodo attracted the students and a large number of them wanted to sign up.  We moderate the posts and comments there too. Some of them uploaded profile pictures. Not many actually write though. But I’ve decided to be pleased about the ones who do. I write updates about tales from our Global Friends on the board, so at least everyone is exposed to some information. I’ve also decided to be happy with the goal of having students expand their world knowledge. The benifits for their English is rather limited because most students take advantage of Google Translate and read the posts in Hebrew…

Since Edmodo supports videos, we’re currently trying to add a new component – students upolading videos of themselves. Not the same as chatting but will bring those foreign students to life! Some of my students suspect I’m making all of this up!

Name One Surprising Thing

I’m teaching the poem “Count That Day Lost by George Elliot to some of my high-school students at the moment. The English literature curriculum I’m following dictates teaching the “Higher Order Thinking Skill” (HOTS) known as  “comparing and contrasting” when teaching this poem. Since the weaker students needed the concept “hammered home”, I prepared two versions of an exercise comparing the following two pictures. For the more advanced students I included a review of the previously taught thinking skill of inference.

Photo by Gil Epshtein
Photo by Gil Epshtein

One thing that surprised me was that the following question turned out to be the hardest one:

“Name one surprising thing about the man in this picture? (hint – how old do you think the man is? What is in his hand?)”

It’s not that the students didn’t notice what was surprising about the man in the photo. In fact they immediately commented on how strange it was to see an elderly man with a cane walking with a big hikers backpack, before reading the questions. But many of them had trouble answering the question properly. I think the hints actually threw them off. A common answer was:

“The surprising thing is that the man is old” (“old” was mostly defined by the students as being between 40 -50 years old!). I had to emphasize that seeing someone who is not young is not surprising, it is only surprising when we compare it to what we expect. To do that we must include another detail  – he is old but has a  heavy hikers backpack. They were quite surprised by that! They thought it was obvious, no need to state it. One can see that in the picture, right?

It was an interesting discussion.

Here is the more difficult worksheet:

Travellers Skills 5

Here is the easier version:

Travellers Skills 4

 

 

Instructions vs. the Online Course

Please answer the question at the bottom of this post.

Photo by Omri Epstein

“If all else fails, read the instructions.”

Everyone knows that one, right? People in general, not to mention teenagers, don’t read instructions unless they have to.

I took particular note of that when working on my online course for deaf and hard of hearing teens that opened yesterday.

I made short (average of 1 minute!) simple  screencasts to explain such things as:

* how do I log in? * how do I find the assignments? * how do I use the flashcards?

Nothing beats visuals, right?

Except for the fact that the students (and the guest teachers) still have to read the instructions that say there are visual screencasts available…

Sigh.

 

*** Now admit it: Are you reading this part because you just noticed it or are you following  the instructions written under the picture?

And the question is:

Can you guess what this is a picture of? I wish I could send the winner some sunny local weather but you’ll have to settle for a big “shout out”!

 

 

Building an Online Course – Setting the Limits

For starters, I’m not sure if I’m using the term “Online Course” correctly.

The course I’m building (opens this SUNDAY!!!) is certainly online. I’m not meeting the students face-to-face at all.

Photo by Gil Epshtein

On the other hand,  I WILL be actively interacting with the students – checking their tasks, commenting and assisting during the three week course. Its not a self- study course. While quiz -like tasks on the Edmodo platform, whichI’m using, give immediate feedback, all other tasks require interacting with me.

In addition, it is an enrichment course, for 11th and 12th grade high-school students with a hearing loss, preparing for their national finals. It’s goal is to highlight, review or emphasize, not cover a topic from “A to Z”.

I don’t know what exactly to call this course but setting the limits of how much material to put up for each of three groups (the exams are taken at three levels; 3 , 4 and 5 point level, a group for each one) is not a clear cut manner. I don’t know the students. I’ve taught Face-2-Face enrichment days for many years and I know the strongest students, the high achievers, are the ones who tend to show up (or in this case, sign up) for such things. So I want there to be enough material for them to find it challenging but not overwhelm them.

Then there’s the question of setting limits on how far to go to make the material special and attractive. I adore activities using photos and short films. I just saw the latest gem “Paperman” on Film English          (6 min., no dialogue – perfect!) and my head is already buzzing, looking for a way to incorporate it into the course.

Yes, I haven’t finished preparing all three weeks for all three groups. Yes, I have spent HOURS on it. So who had the bright idea of having an enrichment course that spans three weeks?

Oh right. That was me!

 

Complimentary Activities to “Design Your Own Soap Opera”

Sandy Millin’s post describing how much her students enjoyed a “Design Your Own Soap Opera” lesson reminded me that I hadn’t shared any of my activities related to Soap Operas.

I really dislike Soap Operas. But, perhaps because I was determined not to let this show, I ended up creating a whole unit on the topic for my weak learners, high school students. A huge percentage of them adore the genre. In Israel the influence of Spanish speaking soaps has been very strong, so the programs are known as “Tele-Novelas”.

Here are trivia questions that serve as the lead-in activity. Students first guess the answers and then learn the correct answers by matching the questions to the answers on the next page.  Most teens are shocked to learn that some “soaps” have been on air for years and years! It seems to me that every year fewer boys are embarassed to say that they watch these programs too (the material was written 10 years ago).

In the first attached document you will find the trivia questions. The questions are in English but the multiple choice options are in Hebrew. For the students for whom this was written, it worked  as a better lead in activity this way. I could use ridiculous answers to interest them (such as ” these shows teach you how to sing with soap in your mouth”). The questions can  be used without multpile choice options or you can make your own options, suitable for your group.

In the second attached document you will find the matching answers. All in English!

(A click on the images will enlarge them)

Enjoy!

Trivia Questions
Trivia Matching Answers

Sailing Away in 3 Different Directions with EDMODO

Photo by Omri Epstein

I first learned about Edmodo from Sandy Millin’s detailed post back in June, 2011. Yes, that was quite a while ago but till recently I hadn’t had any real incentive to experiment with it on my own. Tools I had already mastered were enough for me.

All that changed after I had taught my first course to 38 adult students in a private language school and had agreed to teach another such course.   I was determined to ERADICATE some of the problems I had encountered the first time around and I can’t thank Sandy Millin enough for discussing Edmodo with me. The course ended last night and here are a few problems I DIDN’T HAVE:

“Let there be light!” Photo by Omri Epstein

1) No student claimed that he didn’t know which assignment he was supposed to have done (or that I never said it needed to be done). Edmodo shows the students very clearly, both in a written list and in a graphic representation which assignments are waiting to done, which have been completed and how they were graded. Complete with comments!

2) No student claimed that he HAD handed in assignments and its just me that was claiming that he didn’t. True, in the first course there were only two such students and they said to me later (after I refused to back down) that since the final exam is such a “high-stakes exam” they were just trying their luck, but it stung.  Such an argument can only be used when tasks are done on paper, graded and returned. On Edmodo all tasks are handed in online and remain there.

3) I didn’t receive multiple copies of the exact same answers to a homework assignment, sometimes even photocopied copies of the same task! I won’t say it isn’t possible to do so on Edmodo but the fact is that it only happened once during the entire course. It could be argued that I didn’t notice but I teach low level students and copying is so much easier to spot at that level…

4) I didn’t come home with piles of papers every lesson and carry them back the next lesson. The number of papers multiplied since some students are absent each lesson and their papers go back home again too. This time I only carried home certain vocabulary quizzes which I wanted the  students to do in class – everything else was handed in and checked online.

5) Students can upload a profile picture. Remembering 38 students’ names was more successful this time around (though not perfect -only half of the students bothered to upload a picture.). I had a terrible time with names last course!

During the last lesson we discussed Edmodo and almost all students said that  it helped them be more organized (me too!). They also said they liked the fact that they could easily write me with questions. If it was really needed, I sometimes answered in Hebrew – Edmodo supports that too!

After working so intensively with Edmodo for the last two and a half months I have been emboldened to explore other ways it can be used. These are in the beginning stages so I will mention them briefly here – more in the future!

* As a safe platform to collaborate with other high-schools of the Deaf around the world. This project is led by the amazing Arlene Blum. We have been using a blog till now and I suggested we move it to Edmodo.

* As a platform for an a-synchronous 3 week online course for deaf and hard of hearing high-school students mainstreamed into regular classes. This hasn’t opened yet (Feb. 8)  – I’m working on it!

Someone asked me how Edmodo makes money and I haven’t a clue. It is completely free and there are no advertisements at all. All I know is that I’m glad it exists!

The Nicest & Saddest Comment from a Student

” Hi Naomi Good morning, I’m glad I got better, and really fun to learn with you, the very caring and important to you I do ”

That was what a student wrote to me as a reply to my comments on a returned assingment (the tasks are handed in, commented on and graded using edmodo).

She got a 76 , its the highest grade she’s ever got in this course. She’s had to hand in revisions for every single task till now. For some tasks it was several revisions.

I was so touched.

And am so concerned.

I certainly have cause  to worry that that grade of 76 may have been a lucky fluke. The course is practically over. Will she be back where she started, with a failing grade?

 

When Opinionated Adults Clam Up

I first learned of The Holstee Manifesto video from Sandy Millin’s Blog (Almost Infinite ELT Ideas) last year. I decided to try and adapt my take on using the video back then, with my high-school students, for my current course with hearing adults.

So many bikes in the film, but none like these!
(Photo by Omri Epstein)

I emphasize the word “hearing” not because there is any dialogue in this video (I look for videos that tell a story without dialogue!) but because I noted how much the students enjoyed the music! When we worked on it bit by bit I muted the film and they missed the sound.  The previous film I had used (the power of words) was given as homework so I didn’t think about the musical aspect. Not used to thinking of it!

I planned a short activity for the last part of the lesson. This course of 38 adults is almost completely devoted to reading comprehension of academic texts. The students need to successfully pass a reading comprehension test in order to be accepted to a higher education program. They landed in my class because they failed such a test. For two lessons in a row we’ve had texts about depressing topics (prisons and violent ant-abortion activists) and something cheerful was certainly in order.

I told the students that we were going to do an activity that would involve an introduction to expressions of opinion. With these adults you have to be very clear about why you are doing something that isn’t reading a text.

Epstein Family Photos

For starters I just let them watch the video from start to end. It’s only about two minutes long. They seemed very absorbed and curious, some complained that the text went by too quickly. I assured them that we would be going through it slowly with me freezing the frame, which we did. But it was a shame that I hadn’t photocopied the text in advance for them – it would have been easier.

I showed a sentence from the video and then presented an expression of opinion and asked for a volunteer to give his/her opinion on the statement from the film, using the expression. My example for the students was:

Statement from film: If you don’t like your job, quit. ExpressionPersonally“. My opinion: Personally, I think it is better to find a new job and then quit my old job”.

The second sentence (the first one went smoothly, just the way I had hoped) was:  If you are looking for the love of your life, stop. They will be waiting for you when you start doing the things you love. The expression of opinion was “As I see it”.

There was a murmur of approval when we finished ensuring that everyone understood the sentence. The ages in class range from 20 to 62 (only one man is 62, certainly not the average age!) and it obviously struck a positive chord. I was so pleased!

And then I made a mistake.

The student who was supposed to give her opinion on this statement said ” As I see it, I want to do things I love”. I said that that wasn’t an expression of opinion on the statement itself. As she was one of the older women I asked if she would give such advice to her daughter and she said yes. But then someone said: “Well, its all good advice, we agree with them all and thats it”.

The students remained very interested in understanding exactly what the statements in the clip were but did not really want to express their opinions on them. Only one brave student broke away from the crowd and said “I strongly disagree (the expression on the board) with the statement “all emotions are beautiful” (the Sandy Hook School in Conneticut was mentioned). I even suggested they use their mother tongue first to say what they think as we barely work on speech in this course but that didn’t help.

Many students told me, as they left the class, that they had enjoyed the video. They did encounter new vocabulary in a meaningful context so they hadn’t wasted their time but my plan certainly backfired.

I plan to try an “end of the year film with them to end next week’s lesson. I have to give some more thought to how to use it!