MOODLE & SMART BOARD

BLDA presentation:.

Using technology to support Reading for Low Level ELSA Students

MOSAIC Language Centre

ELSA – English Language Services for Adults: Pre-Literacy to Level 5

Free English classes – government-funded, newcomers to Canada, ages

17+

My Role: Team Leader for Literacy to Level 3

Progress test – Ss must show CLB4 skills at L3 to progress to L4

Facilitate greater use of technology in/outside the classroom

Encourage extended learning activities outside of class

Create opportunity for review of lessons at home

Increase digital literacy for lower level students

Puzzling Issues

Student reading ability – not passing progress tests Instructors ask for more reading materials Ss would benefit from outside of class supported learning

Photostory readers – http://www.grassrootsbooks.net/ca/grass-roots-readers Currently purchased, but not being used Online activities in pdf, but not SB friendly or accessible to Ss

Computer lab Under-utilized – Ss need to develop digital literacy Ss require safe & secure online access

SMART Boards (Interactive/electronic whiteboards) Purchased over a year ago but not being fully utilized Not all instructors adept at designing materials

PE

DA

GO

GIC

AL

AP

PR

OA

CH

Associative Situative

Behaviourist Constructivist

“…rehearsing skills and concepts in a highly structured way…” (Beetham, 2007, p.27)

“… emphasize active learning-by-doing with immediate feedback on success…” (Mayes & de Frietas, 2007, p.16).

“…models learning as the gradual building of patterns of associations and skill components” (Mayes & de Frietas, 2007, p.15)

“…the essence […] the learners’ search for meaning through activity is central” (Mayes & de Frietas, 2007, p.17).

“…aggregates at the level of groups of learners, describing activity systems in which individuals participate as members of communities” (Mayes & de Frietas, 2007, p.20).

“Individual discovery of principles is heavily scaffolded by social environment” .

(Beetham, 2007, p.27)

Differing perspectives… .

Analysing learning at different levels of aggregation in the learning cycle:

Mayes & de Frietas 2007, p.21

Design Principles for the Blend.

“Central to learning is the creation of an environment particularly conducive to the area involved” (Bork 1980, p.606).

SMART Board In-class activities

MOODLE Out-of-class activities

Pre-reading activities Introduction

Preview book Predict the story

Post-reading activities Remembering details

Comprehension check Group discussion SB games

Scrambled sentences Ordering sentences Word/picture matching

Listen to the story

Record their own reading

Vocabulary Review

Vocabulary linked to Miriam WebsterLearner’s Dictionary www.learnersdictionary.com/

Vocabulary bank

Extended activities Worksheets Online discussion

Giving/receiving advice

Blend

SMART Board – Introduction to the Story

MOODLE

Sample Worksheet

Ss would have access to the answer key to check their answers.

MOODLE – Outside of class activities

References

Beetham, H. (2007) ‘An approach to learning activity design’, in Beetham, H. and Sharpe, R. (Eds) Rethinking Pedagogy for a Digital Age, Oxford: Routledge.

Bork, A. (1980). Interactive learning. In R. Taylor (Ed.) The computer in school: Tutor, tool, tutee (pp. 53-66). New York: Teachers College Press. Available from: http://www.citejournal.org/vol2/iss4/seminal/article1.cfm [Accessed 14th December 2012]

Mayes & De Freitas.(2007) ‘Learning and E-Learning: the role of theory’, in Beetham, H. and Sharpe, R. (Eds) Rethinking Pedagogy for a Digital Age, Oxford: RoutledgeFalmer.

Sharma, P. & Barrett, B. (2007) Blended Learning: Using technology in and beyond the language classroom, Macmillian Education.