Larry Ferlazzo’s Websites of the Day…

…For Teaching ELL, ESL, & EFL

April 12, 2011
by Larry Ferlazzo
1 Comment

Webby Awards Now Open For Voting — Here Are Two Good Sites

The People Choice Webby Awards are now open for voting. I am either more aware of what’s out there than I have been in earlier years, or there are just fewer sites on this year’s list that are useful in the classroom. Here are three that I found:

A Simple Switch seems to be a good personal carbon calculator. I’m adding it to The Best Online Carbon Calculators.

It appears that the Exploratorium appears to have revamped all their interactives into an Explore page. It’ll certainly be on this year’s list of best science sites of the year.

April 12, 2011
by Larry Ferlazzo
0 comments

Transcript Of My Ed Week Chat On Motivation Online Now

I had a fun online chat this morning with over 450 educators at Ed Week. It was on Helping Students Motivate Themselves. The transcript of the chat is now available.

Thanks to Mary Ann Zehr for her skillful moderation. And a big thank you to Bryan Toporek, the Ed Week online news producer, for patiently showing me how it worked technically so I didn’t look like an idiot :)

By the way, because of the Ed Week chat, publisher Eye On Education is offering a 20% discount on the book if you order it on April 12th or 13th. You need to use the coupon code “FERLAZZO1″ and order it off their website.

April 12, 2011
by Larry Ferlazzo
1 Comment

“SoundCloud” & “Takes Questions”

SoundCloud lets you very easily record an audio message — the first 120 minutes are free — and then you can post the link or embed it where you like. They’ve also just begun a new site called Take Questions, which TechCrunch calls a “Quora for audio.” There, you can set-up your own page to take audio questions that you can then answer — in audio.

I’m adding both to The Best Sites To Practice Speaking English.

April 12, 2011
by Larry Ferlazzo
0 comments

“The Hook, Curiosity, and the Brain”

The Hook, Curiosity, and the Brain is the title of a post over at Eide Neurolearning Blog. It describes the results of a study on what curiosity and questioning does to the brain. Here’s an excerpt:

When study subjects were interested in a question, their caudates (reward) and prefrontal cortices became activated as the brain prepared for more information to be coming their way.

If they found they had given an incorrect answer, the curiosity effect seemed even stronger, and intensity of curiosity predicted better memory for the answer when tested later.

This obviously has many implications for classroom lessons. The idea of introducing lessons with “novelty” is not new to most teachers, and I discuss it in my new book.

This study did, however, get me thinking about the reading strategies of asking questions and making predictions in a slightly different way, though. When I teach that strategy in class, I explain that good readers ask questions and make predictions, and then naturally continue to read to find answers and see if they’re correct in what they think will happen. That generally makes sense to students.

Now, though, we can also review this study, and see evidence that using these strategies actually causes changes to the brain. This would tie-in nicely to the lessons we do on the impact of learning on the brain.

April 12, 2011
by Larry Ferlazzo
0 comments

More On The Civil War

Here are the newest additions to The Best Sites For Learning About The American Civil War:

Civil War 150 is from the History Channel.

Who Am I? is an interactive from the Smithsonian.

The Civil War is from Shmoop.

The Top 10 Civil War Innovations is a slideshow from Discovery.

The Kids Guide to The Civil War is a student-created site.

The Civil War comes from Parade Magazine.

On War: The 150th Anniversary of the Civil War are photographs from The Denver Post.

Here’s a video from MSNBC showing newly discovered photos from the Civil War:

Visit msnbc.com for breaking news, world news, and news about the economy

Hundreds of Civil War photos unearthed comes from MSNBC.

150 years on, 3-D Civil War photos unveiled also comes from MSNBC.

Civil War Photography is a slideshow from Discovery.

Of Course the Civil War Was About Slavery is from Miller-McCune.

April 12, 2011
by Larry Ferlazzo
1 Comment

Vocabulary.com

Vocabulary.com is a new free site from the creators of the “Visual Thesaurus.”

It’s a vocabulary game that has lots of bells and whistles, including the ability to evaluate how you’re doing and use that information to determine the difficulty of future questions. You have register first (it’s a pretty painless process) before you can use the site.

It’s probably not very useful to English Language Learners because of the lack of audio and the complexity of the sentences where it shows the words used in context. However, I am adding it to The Best Learning Games For Advanced ELL’s & Non-ELL’s.

April 12, 2011
by Larry Ferlazzo
0 comments

The Best Sites For Learning About The International Day For Street Children

The first International Day for Street Children is being launched on April 12, 2011, by the Consortium for Street Children.

Here are my choices for The Best Sites For Learning About The International Day For Street Children:

The best place to start is a website at The Telegraph newspaper.

Accused of Witchcraft is a New York Times slideshow and article about thousands of children in southern Africa who have been accused of witchcraft and disowned by their families. Here’s a video on the same topic.

Here’s a slideshow and article by Al Jazeera about a project where street children in Bangladesh were given cameras to document their lives.

Children of Kyrgyzstan is a slideshow from The Guardian.

Here’s a video from The Guardian on How a group of street children formed a brass band in Kinshasa, the capital of the Democratic Republic of the Congo.

The Guardian has a slideshow on street children in Romania.

The Miami Herald has a report on street children in Argentina.

Here’s a multimedia presentation on street children in Ethiopia.

Learn about street children in the United States here.

The United Nations has a lesson plan on homeless children.

Here are more related lesson plans.

Feedback is welcome.

If you found this post useful, you might want to consider subscribing to this blog for free.

You might also want to explore the 660 other “The Best…” lists I’ve compiled.

April 11, 2011
by Larry Ferlazzo
0 comments

Today’s Collection Of Good School Reform Posts & Articles

Here are a few more good school reform-related articles and posts that have caught my eye over the past couple of days:

Business and Education Don’t Mix is by Walt Gardner at Ed Week. I’m adding it to The Best Posts & Articles Explaining Why Schools Should Not Be Run Like Businesses.

Teach for America alum: TFA’s impact on my school appeared on Valerie Strauss’ blog in The Washington Post. I’m adding it to The Best Posts & Articles Raising Concerns About Teach For America.

Do Standardized Tests Reflect Student Learning in Schools? is by Patrick Ledesma. I’m adding it to The Best Posts On How To Prepare For Standardized Tests (And Why They’re Bad).

“Well, Duh!” — Ten Obvious Truths That We Shouldn’t Be Ignoring is by Alfie Kohn.

April 11, 2011
by Larry Ferlazzo
1 Comment

“The Test Generation” Is A Must-Read!

The Test Generation is an article by Dana Goldstein that was just published in The American Prospect magazine.

It gives an excellent overview of what’s happening around the country, and particularly in Colorado, around high-stakes standardized testing.

I’m adding it to:

The Best Articles Providing An “Overall” Perspective On Education Policy

The Best Resources For Learning About Effective Student & Teacher Assessments

The Best Posts On How To Prepare For Standardized Tests (And Why They’re Bad)

April 11, 2011
by Larry Ferlazzo
3 Comments

Join Me At An Ed Week Live Online Chat On Tuesday (Plus, Info On Getting A Discount On My Book)

I’ll be the guest at an Education Week online chat about my new book, Helping Students Motivate Themselves, on Tuesday, April 12, 2011, 2 p.m. Eastern time.

The chat box with be “open” an hour or two prior to officially beginning the chat, and you can leave questions or comments then or during the chat itself.

It should be fun!

By the way, because of the Ed Week chat, publisher Eye On Education is offering a 20% discount on the book if you order it on April 12th or 13th. You need to use the coupon code “FERLAZZO1″ and order it off their website.

April 11, 2011
by Larry Ferlazzo
0 comments

“This is Your Brain on Shakespeare”

This is Your Brain on Shakespeare is a pretty interesting short article on a research a professor did on what listening to Shakespeare did to people’s brain. He found that it can “shift mental pathways and open possibilities” for what the brain can do.

I think the research reinforces the importance of Read Alouds in general. I’ve learned from Kelly Young from Pebble Creek Labs how valuable a carefully selected short passage (that is well-read by the teacher) can have on students. By including a few words that might be new to them and by showing writing styles that they might be seeing for the first time, I could see how good Read Alouds can have an unusual affect on the listener’s brain. You can read Kelly’s description of the Read Aloud instructional strategy here.

April 11, 2011
by Larry Ferlazzo
2 Comments

“Hot Spot” Interview — Teaching In The Midst Of Drug War

I recently began a new regular interview series. There are always lots of “hot spots” around the world — places where there are natural disasters, political upheavals, etc. And English teachers can be found in most of those places. If you are an EFL/ESL teacher in one of those areas, please let me know.

Today, Janice Silva, from a Pre-K to ninth-grade school near Monterrey, Mexico, where 80% of the curriculum is taught in English, has agreed to answer a few questions.

Can you tell me a little about what you do, where you work, and what brought you to Mexico?

I work at a Pre-K to 9th-grade private school in a suburb of Monterrey, Mexico. I’m primarily involved with curriculum, instruction and professional development, so I work closely with teachers, but get to spend a lot of time in classrooms, too. I observe how the curriculum is implemented from preschool through middle school to ensure that instruction is coherent and aligned throughout the school. I’ve lived in Mexico for a total of 15 years. My husband is from Monterrey, which is largely why we’re here, but I’ve enjoyed living in Monterrey, which is home to me now.

How has the drug violence in Mexico affected your everyday life?

Within just the last two years, my family and I, like other families, have started taking some precautions. We rarely go out at night. We try not to leave the house empty, as the rate of break-ins and home invasions has risen dramatically. If someone rings the doorbell, we don’t answer at all if we don’t recognize the person. Although home robberies may not be directly related to the drug violence, the assumption is that the drug violence is keeping police so busy that they don’t have the resources to investigate other types of crime. As a result, there’s little probability that criminals will be detained and prosecuted. Kidnappings have also become more common, so if any of my family are late getting home, and if I can’t reach them on their cell phone, I start to get nervous.

Car robberies at gunpoint have also become common, so we’ve just agreed to give up the car rather than risk injury. We carry cards, produced by a local university, with the emergency telephone numbers of the army and navy, which have responded effectively to calls for help. We park as close as possible to stores if we go shopping, and we don’t stop at convenience stores at night. There have been cases of people being followed home from convenience stores and robbed when they arrive home.

If we have appointments or meetings to drive to, we give ourselves generous travel time, in case there’s a roadblock, typically organized by a cartel in order to disrupt traffic and prevent law enforcement officials from arriving at the scene of a crime or skirmish. We might also need extra time if there are police filters slowing down traffic as they’re searching for particular persons or vehicles. Roadblocks and filters are becoming acceptable reasons for arriving late for appointments.

How do you think your students would say it has affected their lives?

I asked some of our students this question. The first thing they mentioned is that their parents won’t permit them to walk to the park, the store or a friend’s house anymore. They have to wait for a parent to drive them. Some of them are not allowed to go beyond the suburb where most of our students live and where our school is located. In fact, some don’t even visit grandparents who live in other parts of Monterrey.

Our students generally have very active social lives – lots of parties and celebrations. They still go to parties, but on average, their curfew now is two hours earlier than it was prior to the problem with drug violence. Some also said that while they’re out with friends, their parents make frequent calls to their cell phones to ask if they’re all right or if they’re ready to be picked up.

Students or their parents also check the security situation of the roads and the area where social events are going to be held. Students told me that they check TV news, Facebook and Twitter for this information. In many cases, incidents of violence are reported first on Facebook and Twitter before they reach more traditional news services. (My daughter just told us that there’s a report on Facebook tonight of gunfire near the school she attends.)

Since Monterrey is located only 2-3 hours from the U.S. border, students and their families used to make this trip frequently to go shopping or to go to South Padre Island for a long weekend. Students reported that their families no longer drive to the border or else they go less frequently because of robberies, assaults and kidnappings that have occurred on the roads. When families do go, they try to go accompanied by several families, so that the vehicles travel together. Some families opt to fly rather than drive.

Perhaps saddest, every student I spoke to knows some family that has left Monterrey to escape the drug violence, usually to go to the U.S.

Have you ever considered leaving Mexico?

In the past, when I’ve heard news of countries experiencing violence caused by criminal organizations, political upheaval or war, I wondered how people could continue living there, and I imagined that those who stayed had no other option. I suppose that there are people living in Monterrey who would leave if they could. However, there are many who choose to stay despite the violence, and now I understand this choice. My home and family are here, as is my work, which I look forward to every day. Like many people here, we’re thinking about the situation here in terms of probabilities. Taking precautions can lower the probability of the occurrence of an unfortunate incident. Beyond that, we just hope that at the end of the day, we’ll arrive home safely. Right now, we feel we’d lose a great deal by leaving Monterrey. Of course, my family hasn’t been directly affected by the drug violence. If it were, that might change our perspective completely.

Interestingly, although the drug violence has made us more wary of strangers, it’s strengthened our relationship with our neighbors. We all watch out for each others’ homes and families. During my trip to the ASCD conference, I knew that my neighbor would watch for my daughter to get home safely from school every day. We all have a sense of commitment to each other and to our neighborhood. I assume that many people in Monterrey feel the same. My friends talk about people who have left Monterrey, but they rarely talk about leaving themselves.

Is there anything I haven’t asked that you’d like to share?

I’d only add that there’s still a faith here that this situation is temporary, and that it will eventually pass. Every day brings discouraging news. Yesterday 14 deaths in the Monterrey area were attributed to drug violence – 3 police officers, 5 suspected criminals, 5 armed criminals, and a university student who was an innocent bystander. Still, people get up every day to go to work and school, they spend weekends with extended family, they go shopping and to restaurants and movies, and they make plans for the future. Monterrey has always been known for its industrious people who place a high value on education. People who make Monterrey their home deserve to maintain this reputation.

Thanks, Janice, and be safe!

April 11, 2011
by Larry Ferlazzo
2 Comments

How We Made An Excellent Speaking Activity Even Better

Last week I posted about an Excellent Speaking Activity, one that I learned from Paul Nation. Here’s an excerpt:

He calls it the “4-3-2″ Fluency Activity. In it, students line up (standing or sitting) facing each other. Each one must be prepared to speak on something that they are already quite familiar with. First, they speak to their partner for four minutes about the topic. Then, they move down the line, and say the same thing for three minutes. Next, they move and speak for two minutes. Then, the students on the other side do the same thing.

It’s a great idea, and I think Katie Hull (my co-author on an upcoming book on teaching English Language Learners) and I were able to build on it and make it even better in the class we co-teach.

Here’s what we did:

We told students they were going to pick any topic they wanted, and prepare to speak about it first for three minutes, then two, and finally one (we thought that reduced time was more realistic for a first try). We first asked students to think of a topic they knew a lot about, and to write down as much as they could think about the topic.

The next day, we went to the computer lab, and students spoke for one minute on Fotobabble on their topic, with their notes in front of them. You can hear their recordings on our class blog.

Next, students were allowed two minutes to review their notes, and were told we would begin the the 3-2-1 activity — without their notes in front of them. The key new addition we made to the lesson (it was actually Katie’s idea), though, was preparing students to ask questions of their partner if he/she seemed “stuck” on what to say next. Katie and I modeled that situation in front of the class, and then the class was divided into two lines.

It turned out great, and the question-asking helped a lot.

Afterwards, we asked students write a reflection on the experience by answering two questions:

1) Did you like this activity? Explain why or why not.

2) Think about the first time you spoke about the topic and compare that time to doing 3-2-1 this period. How did it change? Easier? Harder? Did you improve?

Here are some of their responses:

I like it because it’s fun and we get to communicate with our friends and with new person. Also, it’s a good thing for your brain because this activity is a game to test your brain to see if you can still remember.

I like this activity because is fun and we can get time to communicate in English to each other.

Yes, I liked this activity because it help to do better for my speaking and also know more knowledge.

I nervous when I did first time because I didn’t do that before. It easier for me when in class because I more used to it.

The first time I spoke about the topic in the computer lab is hard because we don’t do it before. I am more improve when we talk in class.

I really improve doing 3-2-1 this period.

I improve in class because I talk more good than last time.

Because of logistics, we couldn’t get back to the computer lab last week. When we do this activity again, though, we’ll plan it so we can. That way, students will be able to listen to themselves speak the first time and then see how much they have improved the second time around.

April 10, 2011
by Larry Ferlazzo
0 comments

“The Fragile Success of School Reform in the Bronx”

The Fragile Success of School Reform in the Bronx is the title of a massive article in today’s New York Times Magazine, and it’s well worth reading. It’s about a middle school in the South Bronx and its principal, Ramón González.

Given his and Klein’s conflicting agendas, it’s no surprise that González is critical of many of the policies of education reform. He has no problem with schools being held accountable for their performance, but he worries that the reform movement’s infatuation with competition will undermine the broader goal of improving public education — that by grading schools against their peers you are encouraging them to hoard their successful innovations rather than to share them. He is concerned as well about the fact that the new principals being sent, disproportionately, into disadvantaged neighborhoods have little experience with or connection to the communities they’re supposed to serve. And he is made uncomfortable by all of the educational experimentation, the endless stream of pilot programs, being implemented in neighborhoods like his. “I’m just afraid that our kids are being sacrificed while everyone is learning on the job,” he says. “This is not some sort of urban experiment. These are kids’ lives were talking about.”

and….

It’s hard to disagree with the reform movement’s insistence that poverty, like ignorant or apathetic parents, should not be accepted as an excuse for failing schools. But watching Saquan, it’s just as hard to ignore the reality that poverty is an immutable obstacle in the path of improving public education, one that can’t simply be swept aside by the rhetoric of raised expectations. Is it really a surprise that a child whose family had been forced to move into a homeless shelter where he was sharing a bedroom with his mother and three brothers was having trouble getting himself to school and was acting out in class? Is it realistic to think that demanding more of him and his teachers is all that is required?

April 10, 2011
by Larry Ferlazzo
2 Comments

Study: Reading Books Is Only Out-Of-School Activity That Helps Students Get Better Job Later

Here’s what a new British study says:

Reading books is the only out-of-school activity for 16-year-olds that is linked to getting a managerial or professional job in later life, says an Oxford study.

Researcher Mark Taylor, from the Department of Sociology, analysed 17,200 questionnaire responses from people born in 1970, which gave details of extra-curricular activities at the age of 16 and their careers at the age of 33. The findings, to be presented at the British Sociological Association today, show that girls who had read books at 16 had a 39 per cent probability of a professional or managerial post at 33, but only a 25 per cent chance if they had not. For boys who read regularly, the figure went up from 48 per cent to 58 per cent.

I’m adding this info to My Best Posts On Books: Why They’re Important & How To Help Students Select, Read, Write & Discuss Them.

Thanks to Chad Ratliff for the tip.

April 10, 2011
by Larry Ferlazzo
0 comments

Excellent Info On “Value-Added” Approach To Teacher Evaluation

Education writers from throughout the United States are at a meeting in New Orleans this weekend, and I’ve been reading their tweets about the conference. I was particularly interested in the session on the value-added approach to teacher evaluation, and found some excellent resources I’m adding to The Best Resources For Learning About The “Value-Added” Approach Towards Teacher Evaluation.

Douglas Harris is from the University of Wisconsin, and has written a book titled Value-Added Measures in Education What Every Educator Needs to Know. He spoke at the conference, and I’ll include one related tweet at the end of this post. Here are links to two pieces he’s written:

Not by “Value-Added” Alone

Value-Added and Other Measures of Teacher Quality: Policy Uses and Policy Validity

Matthew Nathan quoted Harris in this tweet:

It’s like publishing 10 politicians names as corrupt when you know the data tells you 6 of 10 are not