Category Archives: The Visual Corner

Converging Corners – Engaging with Vocabulary from “THE LIST” & the Literature Program / ETAI 2019

A few minutes before the presentation – ETAI 2019

Converging Corners: Struggling Learners, The Literature Program & The Vocabulary Lists

Presentation at ETAI 2019

I began my presentation by stating the following facts that represent the reality in my classroom of Deaf and hard of hearing students and holds true for many other teachers as well.

´* I must teach the literature program.

´* I have many struggling learners – progress in the program is slow.

´* Time – We never actually teach the allotted hours in a semester

´* There are official lists of specific vocabulary items that must be taught and practiced.

´ *All students need to engage multiple times with a word.   Struggling learners need to engage with a word more than everyone else!

THEREFORE – NEEDS MUST CONVERGE!

As I teach the literature program I provide opportunities for the learners to engage with the target vocabulary on the official word lists.

During the session, the teachers actively participated in several activities designed to do just that. The relevant links to posts, worksheets, and Quizlet Sets appear below.

Additional activities related to other literary pieces are “in the works” – follow this space!

Thank You, Ma’am

Pre-Reading Activity & New “LOTS” Worksheet

Full post related to the activity including links  and information related to the word lists: http://visualisingideas.edublogs.org/2019/01/03/counting-re-entry-of-vocabulary-items-thank-you-maam/

Shortcut to pre-reading activity:

Gift-of-time-pre-reading-Mam-p218o7-1e53wc3

Shortcut to New “LOTS” Worksheet:

Thank You Ma’am Open Questions-2ktog3e

“Matching Activity” 

By clicking on the  link below you will have:

  • information regarding the words from band 2 chosen
  • a  link to the chosen set of words on Quizlet
  • pictures of cards from the activity
  • an explanation of how the activity works
  • the sentences that appear on the cards.

http://visualisingideas.edublogs.org/2019/02/20/the-joy-of-simple-self-check-activities/

A Summer’s Reading

By clicking on the link below you will have:

  • information related to the activity and the words chosen.
  • an explanation about the use of Control F as a helpful tool.
  • a link to the chosen set of words on Quizlet.
  • document with the sentences that appear on the cards.

http://visualisingideas.edublogs.org/2019/02/03/using-control-f-to-add-sophies-voice-to-a-summers-reading-by-malamud/

Shortcut directly to document with the sentences that appear on the cards.

Summer Reading Perspective-1owtxz2

 

The Road Not Taken

Post describing the activity:

http://visualisingideas.edublogs.org/2019/07/06/daring-to-dive-into-the-dilemma-the-road-not-taken/

A shortcut to the sentences in the activity:

The Road Not Taken Dilemma activity – band two

A link to the Quizlet set of the related words

https://quizlet.com/_6uazwy

 

 

 

 

 

 

Daring to Dive into the Dilemma – “The Road Not Taken”

Are they both “just as fair”?
Photo taken by Naomi

One of the great things about teaching the Robert Frost poem “The Road Not Taken” to my Deaf and hard of hearing students is that they have some very powerful examples of “standing at crossroads” in their young lives. These are times when they had to make a decision and knew they would not get the opportunity to come back and try the other option.

For example, some of my students faced a dramatic choice at the end of junior high school (9th grade) – whether to study at the high-school close to their home along with their old classmates and continue being the only hard of hearing /Deaf student in the whole school, or to commute an hour or more to a high school that offers strong academic support and a peer group.  That’s a SIX day a week commute!

On the other hand, many of my students find it harder to take in the aspects of the traveler’s dilemma that are stated in the poem itself.  Not only can the traveler not take both roads and won’t come back another day, but both roads are actually just as fair, have been worn about the same. Even worse, the traveler can’t see what lies ahead as the road bends in the undergrowth!

I want my students to pay attention to all that too.

AND

The students should be engaging in a meaningful way with words from the Ministry’s word list while they are learning the poem.  I firmly believe in integrating the practice of the vocabulary items on the list with the teaching of the literature program. ***

 

Suggestion cards
Response cards

SO

I identified 52 words from the Band 2 Word List to be used while teaching the poem and created a  Quizlet set with the words. 

I then created The Dilemma Activity, which can be used in many ways. While it can be used as a worksheet,  I preferred to use index cards (or sentence strips) as I find the activity suitable for acting a bit of dramatic flair!

The students are presented with the situation:

A traveler is happily walking along a road in a yellow wood when the roads diverge (“along” is a word on the word list).

He/She doesn’t know which road take and needs advice.

The traveler now needs to hear suggestions and respond accordingly. “Suggestion” is also a word on the list!

Suggestion card number 6

There are 7 suggestions to be given to the traveler, each one on a separate card. The suggestions are numbered and must be read in the correct order.  The responses are not numbered, and the students must match the correct response to the suggestion.

For example, here are the first two suggestion cards.

  1. Why don’t you take both roads?
  2. So take one road today and the other road another time.

And the matching responses:

  1. I can’t take both roads because I’m only one traveler.
  2. One road leads to other roads. I doubt I will ever come back. I have to make a choice.

The imaginary advisor is losing patience with the traveler, and by the time we get to the last two suggestions, exasperation should be clearly expressed in intonation and body language!

6. Don’t be so nervous, just choose a road. What difference could it make?

7. I give up – I can’t help you. You will sigh when you think about this in the future but choose a road NOW.

The matching responses are:

6. It’s possible that my choice will make all the difference. That’s why I am nervous.

7. You are right, I will sigh. But will it be a sigh of regret or relief?

You can download all the sentences related to the activity here:

The Road Not Taken Dilemma activity – band two

Enjoy!

*** A special post of links related to engaging with the word lists while teaching the literature program can be found here:

http://visualisingideas.edublogs.org/2019/07/06/converging-corners-links-to-activities-combining-the-vocabulary-lists-the-lit-program-etai-2019-presentation/

Does Turning Words into Numbers Aid Retention of Vocabulary? An Experiment

Different representations of numbers

Once upon a time, there were telephones that had letters of the alphabet by each number.

Letters of the alphabet have numerical values too.

I even read about a method in which one turns telephone numbers into letters as a method for committing them to memory.

However, when I searched online for a connection between activities using words and numbers (as opposed to words and pictures) and vocabulary retention, the only result I encountered had to do with Rebuses and rebus puzzles, which are good for activating both sides of the brain.  Good to know!  Rebuses are fun but hard to make…

Frankly, I was looking for justification for adapting my “Magic E Telephone” SPEAKING activity (which was based on Teresa Bestwick’s “Minimal Pairs Telephone”) to a LET’S ENGAGE WITH VOCABULARY ACTIVITY.  There are several profoundly Deaf students who rarely use voice or speak at all, and rely completely on sign language for communication, in my 10th-grade class. They would feel excluded in a group activity involving speaking.

I wanted to find out if the students would still pay attention to the “Magic E” and if the adapted activity along with additional activities would help them remember the vocabulary items.

Here’s what I did:

I used the original 10 index cards and attached them to an existing activity board (little pockets for flashcards).

Above each word, there was a number, zero to nine.

I asked the students what the difference was between the words that look mostly similar (hat /hate). They all noticed the letter “e ”.  I explained about the Magic E and its effect on pronunciation but emphasized the fact that the addition of the “E” changes the meaning of the word.

I then divided the students into groups of three. Each group had three tasks:

  1. One student had to sign the word for each digit of his cell phone number. Student number two had to write down the numbers being signed so everyone could see if it matched. Student number three timed them and recorded the time. Then they switched roles.
The whiteboard was our scoreboard

You may be surprised, but it isn’t so simple to think of a number and then say a word or sign it without pointing! I found myself wanting to point to each word! It all goes slower than rattling off numbers. Try it!

2. Student number one presented student number two with a series of index cards. On each card, there was a “math problem” written in words, such as: “hat + hate = ?”  “hate X cape = ?” on one side.  The numerical solution was written on the other side.

Student number two had to solve the math equation by answering with a number.

Student number three recorded the time.  Then they switched roles.

The “word-math” cards

3. The same activity as before but the students answered with the word that the number denotes.

Initial Conclusions – Pros & Cons

  • We all had fun!
  • The students liked all the activities but they found the one with phone number more challenging and amusing and spent more time on that.
  • Students at different levels could play together.
  • One advanced student encountered the word “hope” in his text the next day. He asked if that was also a “magic E”!

BUT…

  • The cards were fixed in place – the location of the words served as a memory aid. Next time cards should be shuffled.
  • It seems a great deal of energy spent with very few vocabulary items learned, and not particularly important ones. It was more effective as a speaking exercise when the students repeatedly had to say the word.

At least everyone activated both sides of their brains and their bodies!

 

 

 

Breaking News! Unknown Link between EdTech & Crushed Garlic Now Confirmed!

 

There’s a way in!
Naomi’s Photos

Recent research at the Puffin Institute of Classroom Experience has illuminated the striking connection between using educational technology in the classroom and crushing garlic, particularly crushing garlic with a fork. Due to the fact that many teachers moonlight as family cooks, the following information may be of particular interest.

Here are the main findings of the research:

A divisive flavor!

Either you hate it or you love it…  Feelings run strong!

There is no denying that generous use of garlic has a strong presence in a dish – whether it enhances it or makes you push the dish away is the debatable part. Obviously, use of EdTech in the classroom, whether it is via computers, cell phones or tablets can’t be missed either. The question is whether eyes are rolled at the thought of introducing it into the classroom while tongues are clucked in disapproval at the “waste of time”, or is the technology embraced as means to interactive learning?

It can be sorely tempting to use the frozen version!

“Finely dice the garlic!” “Only add the diced garlic when the onion has become translucent, otherwise the garlic will become bitter!” “it’s better to crush the four cloves of garlic!”

While there is no doubt that FRESH is best, frozen garlic cubes, (which only need to be tossed into the pot) can seem quite tempting indeed!

“Fresh” in EdTech means using technological tools that allow teachers to pour in content tailored to their own students’ needs, such as choosing the vocabulary or creating the questions. Remember the old adage “A stitch in time saves nine?” Well, one link (to a ready-made activity) may save time, say nine glorious minutes, or cost nineteen minutes in explaining what goblins are or “zero conditionals”, or get you mired in trying to explain why what happened to a mythical John in Ibiza might be a secret…

Everything under control…
Naomi’s Photos

There are Time-Saving Tricks – Sigh…

Try peeling the cloves of garlic, leave them whole and toss them into the pot with the onion. Now all you have to do is fish them out and smash them with a fork before adding all the other ingredients to the pot.  No dicing or special garlic-crushers needed – all time issues resolved, right?

Well…

It really is a time-saving tip, as long as you don’t dice the cloves out of habit before you remember not to. In addition, if you fish the cloves out of the pot too early they tend to fly off the chopping board when you try to crush them with a fork…

Thankfully computers don’t usually “fly” in the classroom. However, colleagues and counselors, so eager to impart time-saving tips which prove that using EdTech won’t take the teacher more time, sometimes forget that it takes time to learn how to save time. Time, practice and patience are called for…

Reducing Blood pressure \ Improving Brain Functions 

In these matters, Edtech and garlic only have a partial match. While it is clear that learning to use new educational tools (or learning anything for that matter), certainly improves brain functions, the issue of reducing blood pressure could not be established. There are schools in which using EdTech entails running after the person in charge of the computer room or dealing with old equipment that can crash…

“So, what now?”
Naomi’s Photos

Acquired Tastes!

There is hope!

The Puffin Institute of Classroom Experience has been collecting accumulating evidence proving that there are garlic-haters who have learned to like garlic in their food and teachers who have learned to overcome their distrust of EdTech.

Patience is the key!

“Teacher, why won’t the new kid play with me?” – Inclusion in the Classroom

Are you ignoring me?
Naomi’s Photos

It is so easy to imagine the situation, because we’ve encountered it. The children are curious about the “new kid in class”. Someone asks “the new kid” to play, but he doesn’t respond. It seems to the children that he is ignoring the invitation and that angers them.

How can we talk to students about those children who do want to be friendly but might not respond in a familiar way?

Erin Human knows how to present a subject in a way children can relate to. Even better, her winning combination of pictures and simple text “Social Skills for Everyone” make the infographic sideshow suitable for learners of English as a foreign language as well. And that’s a lucky break because inclusion is a very real issue that needs to be discussed in class. New immigrants , children with a hearing problem, children on the Autism spectrum and more – you will find them all in the so-called “regular” classrooms.

From Erin Human’s “Social Skills for Everyone”

 

Head over to Erin Human’s blog to see the complete slide show “Social Skills for Everyone” . Erin has kindly permitted me to share the link (given below) to download the slide show as a PDF file for use in class.

social-skills-f_26228424-xq6oa2

Inclusion needs to be discussed.

A “Zeeting” to Spark an ACTIVE Discussion on TOLERANCE

It depends on how you look at it…
Naomi’s Photos

As I have mentioned before, I’m taking  a great in-service course on using digital tools in the classroom.  “Zeetings” is the latest addition to my virtual “toolbox”.

Everyone likes being asked their opinion. Everyone! “Zeetings” lets you create interactive presentations, allowing the viewers to participate and get  instant statistics. That’s exactly what you need if you want to spark a discussion!

This is just my first presentation created on “Zeetings” and I was delighted to find that their presentation tool is almost completely intuitive to use – I added a video and the interactive questions following it without reading the instructions (I’m actually someone who does read instructions, but not this time!). I could preview my creation and easily edit out the wrinkles.

So, if you would like to have a class discussion on  the ways in which media  does / doesn’t promote tolerance toward those who are perceived as different, or would just like to raise awareness regarding  Deaf people, you may find the following helpful. In any case, the video (many thanks to the lovely Beata Gulati for sending it to me!) is a great message for Valentines Day – LOVE despite communication difficulties. Some of you may remember seeing the video on this blog in the past, as an Edpuzzle exercise, created for reading comprehension activities. I’m using the video again this way because it raises so many great discussion points (and students love it)!

Let me know if your students liked it too!

 

 

7 in 2017 – When Teaching Literature in EFL Intersects with Life

 

You know that teaching the literature component of the high-school EFL program has influenced you when…

  1. Getting a beautiful piece of artwork as a post reading task on the book “The Wave” makes you ridiculously happy…
  2. You foolishly carry too many books and papers in the hallway and manage to drop half. A few kind students, whom you’ve never seen before, help gather the scattered items. You thank them but what you really REALLY want to say is “Well, you can now count this day as not lost”! 
  3. The name of the game “Quoits” was a new addition to your vocabulary, but you are old enough to remember that “Patience” was the name for “Solitaire” when it was played with real cards.
  • Pondering age… Photo by Gil Epshtein

    4. When you reach the sentence about Mrs. Luella Bates Washington Jones’ icebox, it suddenly dawns on you that it might not be such a good idea to suggest that the kids talk to their grandparents for further information about ice boxes. If some of the students’ parents were once students of mine, then I’ll soon be the age of their grandparents.  I seem to have been in the classroom forever yet I never had an icebox…

  • Not a yellow wood but most certainly two roads diverged…
    Naomi’s Photos

    5. You find yourself pondering the fact that you actually took the road most taken by women, becoming  a teacher, a wife, a mother, a daughter (of parents in their “golden years”) , juggling roles while trying to exercise and blog too. Which naturally leads to the question whether I shall be telling this with a sigh of joy or regret ages and ages hence… Or perhaps the question of whether there will be anyone interested in listening…

  • A Smart Move
    (Naomi’s Photos)

    6. You have to bite your tongue every time you reach the end of the story “The Rules of The Game” – Waverly had no more moves to plot! I read “The Joy Luck Club” by Amy Tan, I know what happened! From the moment Waverly supposedly insulted her mother, she never won a chess match again!!! Unlike Waverly’s mother, we teachers do give students second chances (and third, or more) but that isn’t something I can point out to the students because their story ends before that. Maybe it’s just as well…

  • Missing information… Naomi’s Photos

    7. You actually feel the weight of all the hours /topics cut from the national  curriculum, particularly history. Over the years more extensive background information of all sorts is needed for the stories and poems, ranging from the rise of the Nazi Movement to the fact that the early African-Americans DID NOT come voluntarily to the US as illegal immigrants who decided to stay…

Forget the students for a moment – how has teaching literature in the EFL classroom affected YOU?

 

The “Magic E” Telephone – A Spin-off

Sunbirds certainly “talk” a lot! Naomi’s photos

When I read Teresa Bestwick’s short post titled “Minimal Pairs Telephone” I immediately knew that a variation of this would be a hit in my classroom.

The fact that it is such a  simple activity to prepare and that the activity is so easy for the students to understand makes it even more appealing.

In addition, it’s fun! Especially with the twist I added.

Teresa used minimal pairs. That’s out of the question when working with students who don’t hear well. The difference between words such as “fit” and “feet” is very hard to hear and to see on the lips.  So I decided to practice the “Magic E”. The words with the magic E have longer sounds and are easier for the students to hear and see. And there is a nice rule one can use.

Since I teach in the format of a learning center, I could not do this activity on the board with the whole class, the way Teresa did it. I needed this activity to be up on the wall to be done individually or in small groups during the week. So I used 10 index cards, and attached them to an existing activity board (little pockets for flashcards).

Magic E Telephone

 

Above each word there is a number, zero to nine.

First I asked each student what  the difference is  between the words that look mostly similar (hat /hate). They all noticed the letter “e ” at the end. I explained about the Magic E and its effect on pronunciation and said the words out loud. Then I informed them that I was going to say my phone number, but in words!

You may be surprised, but it isn’t so simple to think of a number and then say a word. I found myself wanting to point to each word and it goes slower than rattling off numbers. Try it!

Close up of Magic E Telephone

Then it was the student’s turn.  To make it more amusing, I asked the students to fold their arms and not point at all and just read off the words of their phone number. I pointed to each word I understood and they had to nod if I had understood them correctly. If they didn’t pronounce the word correctly they had to repeat my example.

The students loved it! I love it! It was great fun for them trying to meet the challenge of not pointing and not getting confused and they all tried hard to say the words correctly. I’ll see how many repetitions we can manage of this activity before moving on to the next one.

Two anecdotes:

One student got a new phone with a different phone number just before school. He could not recall his new phone number. I told him to use his old phone number. The student came back to me later in the day and said he found his new number and asked to repeat the activity!

This year I only have three students who are profoundly Deaf from Deaf families and don’t usually use their voice very much. I had planned in advance that any student who wanted could opt out of a speaking activity and learn to sign the vocabulary items in ASL (American Sign Language) instead. They wanted to speak the words too and did create a difference between how they said the words! No one else would understand their speech, that’s for sure, but even for Deaf students speaking helps retention.

Hey! “Incidental Comics” Knows Why I Blog!

Let the marbles roll…
(Naomi’s photos)

As someone whose own blog is all about connecting words and visual input, along with book reviews thrown in for good measure (or my own pleasure, to be precise), the decision to subscribe to Grant Snider’s “Incidental Comics” blog was a no brainer.

I was rewarded almost right away. There, in my inbox, was the perfect explanation of why I blog.  Actually, an explanation of why I need to blog! In a strip called “Cogito Ergo  Sum”, the last four panels sum it up beautifully ( I can’t embed it here, click on the title to see the complete original, in context with the drawings):

” I think, therefore I read.

I read, therefore I rethink.

I rethink, therefore I write.

I write, therefore I am.”

By Grant Snider

Brilliant!

Is that why you blog?

P.S  Did you notice the word “dental” hiding in the word “incidental”? Snider is an orthodontist, there could be a connection…

P.P.S – Looks like there is a lot of useful material for class, too.

 

 

 

 

“Pizza Cat” to the Rescue!

 

Naomi's photos
Naomi’s photos

A little introductory exercise that is suitable for struggling middle school learners working independantly for the first time at the the computer – simple but not babyish.  This is their first exposure  to Edpuzzle and Edmodo (with Quizlet to come, as its flashcards can be easily embedded).

I reccomend using in “full screen” mode – then the questions and the visuals can be seen at the same time.

The  original video can be found here.

Note: The next step is The Egghunt series, which has already been posted on this blog.