Larry Ferlazzo’s Websites of the Day…

…For Teaching ELL, ESL, & EFL

March 27, 2017
by Larry Ferlazzo
0 comments

iSLCollective Appears To Be A Jackpot For ELL Student Hand-Outs & Interactive Videos

I’ve had the iSLCollective on The Best Sites For Free ESL/EFL Hand-Outs & Worksheets for quite awhile.

However, I didn’t realize how large the quantity of their resources really spanned until this week – they’ve got tons of high quality (with a few exceptions) materials available for free download after a quick registration. Language teachers all over the world contribute what I hope are their own creations (with luck, none are uploading the work of others). I was looking for a few supplemental materials one of my peer tutors could use with a few students, and was very impressed.

I was even more impressed with a newer feature on the site – the ability to create interactive videos like this one:

There’s already a large selection, and it’s very easy to create your own.

The same site has materials for teachers of multiple other languages, too. You’ll definitely want to bookmark it.

March 26, 2017
by Larry Ferlazzo
0 comments

Everything You Wanted To Know About How We’re Using Virtual Reality With ELLs, But Were Afraid To Ask

I’ve previously shared a bit about our experiments with virtual reality (see A Beginning List Of The Best Resources On Virtual Reality In Education). 

Mary Stokke, a very talented student teacher, has “taken the ball and run with it” recently while she has taught a group of Intermediate English Language Learners (my classes are often comprised of multi-level ELLs and, when possible, student teachers work with small groups of them).

Here’s a guest post from her where she talks about initial experiments viewing virtual reality videos and photos to student creating their own. It’s now leading to ELLs teaching mainstream media classes in the school how to create virtual reality videos of the school.

Note that she has some questions for readers at the end of the post.  Please contribute your responses in the comments section if you can help.

Mary Stokke Vides is a new English and Social Science teacher, studying at Sacramento State. She was union organizer for 8.5 years:

I have been working in Larry Ferlazzo’s Intermediate English class for seven months. It is a great opportunity to try out new methods and be creative, because it is a very small class (it started with three students and has grown to seven).  Larry purchased durable VR headsets months ago, and we attempted to view 360 videos with them, but had a poor wifi connection and frankly hadn’t yet put a lot of time into figuring out how using the headsets added value to our instruction.

Later this year, our school’s innovative Digital Media teacher John Hull lent us our school’s only RICOH Theta S 360 degree camera to help us create our own images. We have been excited for the potential of this technology and looking for opportunities to try it out (and not waste Larry’s money). I thought that a good chance to do this again would be in our Persuasive Essay unit, as VR lends itself to taking a perspective.

More than just a novelty, I have found 360 media to be a great way for students to build empathy by immersing themselves in someone else’s story, like the children of this mother who is in hiding to avoid deportation.

Below you will find descriptions of the lessons that I created, and some of the results. There are some challenges to making this technology accessible to students through school, so feedback from technically inclined readers in the comments would be greatly appreciated!

 

Persuasion Lesson Plan Using 360 Technology

Evaluating & Creating 360 Photos

    1. Students wrote a prediction about what they thought the qualities of a good 360 photo would be using a graphic organizer. 
    2. Students viewed 360 photos on the app Roundme. We explored the map function of this app and students played around with different photos before we examined this photo together. 
    3. Students then revised their predictions based on what they saw. 
    4. Next, students shared what they wrote and created a list of what makes a good versus a bad 360 photo. 
    5. Next, we created our own photos. I borrowed some clothing props (hats, jackets, a bathrobe) from our drama teacher, Mr. McElheney and students had fun going out to the school stadium in their new attire. 
    6. Students created 360 photos that we uploaded via Google Street View. Here’s a sample:

The entire lesson plan link is here.

Results: Students enjoyed going outdoors to take photos. They debriefed their results as “good” or “so-so” because their pictures had an interesting background and people doing things, but as one student said, you don’t know what the people are doing, and some parts of the picture are blurry. If I did this again, I’d give students more specific prompts for the elements of the story they are trying to tell. Some words or captions would also be a good way to get students to write during this assignment, and make the purpose of the photo more clear to the audience.

Resources for viewing 360 photos and videos:

  • NYT Daily 360: This site has beautifully produced 360 degree videos on current news topics. They are especially good at producing pieces that allow students to explore an interesting landscape or experience a new perspective, like a brief narrative from a woman who faced xenophobic hatred on the subway in New York, or a view from the crowd at a huge free rural health clinic in Tennessee. In my experience, it’s actually easier to load and view this videos through the YouTube app at the New York Times Daily 360 channel rather than the NYT VR app when you have a slow internet connection.

  • Facebook now allows you to post and view 360 degree photos. There are some amazing images of man-made and natural wonders on the page 360 Photos that would be great for geography classes. The great thing about this site, and Roundme (used in the plan above) is that the images can be viewed well in a VR viewer or right on your desktop or tablet.
  • The Google Cardboard app and Google Streetview also are good resources for viewing still images of interesting places all over the world.

 

360 Video Creation

My English students read the book about a young teen who joins a gang, called “It Doesn’t Have to be This Way/No tiene que ser asi” by Luis J. Rodriguez.  After reading, they wrote a brief essay evaluating why some people say gangs have positive or negative consequences, and then explaining their own opinion about the consequences of joining gangs. I thought a great way to expand this lesson to give students chances to listen, speak, write, and collaborate was to figure out how to create 360 degree skits about questions related to gangs.

My lesson plan with links to different scaffolding documents (Storyboard, setting, dialogue, etc.) to help students prepare sketches is here.

Here are two of the videos that they came up with:

If they look strange on your browser, you will have better luck viewing them on your phone through the YouTube app.

Results: Students were highly engaged in this activity. They were creative, and had fun. They were motivated to write the elements of their videos, plan their props, practice their acting, and help one another record.

Their feedback:

  • Here are the notes students typed up as we debriefed the lesson as well as the agenda we created for teaching other students about the lesson.

Next steps:

  • Frontload some vocabulary activities before making the video and ask students to use some of those words in their skit. 
  • Use a microphone and teach students to add captions on YouTube (I did it this time) so they get practice creating videos that are more engaging and comprehensible to an audience. 
  • Students are going teach what they learned to Mr. Hull’s yearbook class to inform an experiment with creating a 360 digital yearbook to go with the print copy.

Technical Practices for 360 photos and video

Uploading photos:

  • The Google Street View app is a great tool for this. An important thing to do is pair your smartphone with your RICOH Theta S before you take photos. That way you can use the photo editor. Make sure to hit the wifi button on your camera and then go to your phone setting and select the camera’s wifi connection as your wifi source. It will be a name that includes the word “ricoh” or “theta” and a lot of digits. Once you do this, you can go to Google Street View on your smartphone, select the camera icon, and as you take photos with the Ricoh camera, you’re able to view them on your phone, make edits, and upload the photos.

  • The great thing about the Street View app is that it can detect faces and blur them out for anonymity.
  • Uploading photos on the Theta S smartphone app also allows you to blur photos, but as far as I can tell, you can only share photos to Facebook, not save them to your phone or another location.

Shooting, editing and uploading videos:

  • 360 videos need to be uploaded to spherical format in order to appear on Youtube to be compatible with Google Cardboard or other VR viewers. This format also makes it possible for you to watch the video on your desktop in Youtube on a flat screen where you can drag the cursor in order to navigate to different views within the video.
  • The RICOH company offers a variety of applications for editing and sharing photos and videos for phones and desktops. However, the desktop doesn’t seem to allow you to do a spherical conversion. As a result, I had to download 2 smartphone apps from the company, the “Theta S” app and the “THETA+ Video” app. First, I had to upload a video from the camera to the Theta S app (by connecting through the device’s wifi as by hitting the wifi button on the camera and then selecting the camera’s wifi connection as my wifi source). Then, I had to open the THETA+ Video app and select the video format 360 video in the app. In this app you can add filters and trim the video or edit it’s frame speed. Finally, you can upload this video to your Youtube account.
  • In YouTube, you can add captions to your video by going to the “Subtitles/CC” tab in your editing settings. Happily, the captions carry over into a VR viewer like Google Cardboard.

Materials we used:

360 camera, Camera mount (we put it on a borrowed hard hat),VR viewer (for viewing the final product), and a smartphone.

Questions for readers:

  • Is there a way to upload 360 videos into a desktop computer and convert them to the spherical view needed for VR viewers so students could edit these videos in a computer lab?
  • What kinds of lessons have you done using 360 cameras? Do find it adds value in the classroom above simply viewing or taking pictures and videos?

March 25, 2017
by Larry Ferlazzo
0 comments

Now This Is A Student Goal-Setting Strategy That May Actually Work

I posted “Everyone Is A Teacher” Is A New Engagement Strategy I’m Using & It Seems To Be Working earlier this week, and it was – rightfully, I think 🙂 – a very popular post.

In it, I discussed how I was trying to build a classroom culture in my Beginner ELL class where everyone would feel they had a responsibility to be a teacher. It’s early, but has gone very well, and some of my colleagues have already begun to replicate it in their classes.

On Friday, I tried a next step to the strategy. I created a simple form listing the actions the class had determined they could do as “teachers” and had them glue it in their notebook. You can download it here.

I explained that each Friday, they would grade themselves on how they had done in that area during the previous week, but that I would not look at it. I would ask that they would share their grades with a partner of their choice and also identify one – just one – area they wanted to improve on in the coming week. I would ask that they share that goal with the entire class.

Students approached it eagerly. Then one student came up to me and said she wanted to show me her grades. They were accurate, and also not very good. I publicly praised her for her honesty and then everybody wanted to show me their grades. Everyone, and I mean everyone, was brutally honest with themselves. Here are a couple of examples:

 

Students liked sharing with a partner, and then everybody picked an area for improvement. And just about every student picked the area that I would have chosen for them!

I have tried tons of different goal-setting strategies over the years (see Best Posts On Students Setting Goals) with varying levels of success and failure.

This one might end up being one of the more successful ones.

March 23, 2017
by Larry Ferlazzo
0 comments

What ‘Scarcity’ Does To The Mind & Why Social Emotional Learning Isn’t Enough

I’m a big advocate of Social Emotional Learning (see The Best Social Emotional Learning (SEL) Resources), but I’m also concerned about it being “over-sold” and used to short-circuit needed policy changes.

I’ve written about those concerns in my Washington Post piece, The manipulation of Social Emotional Learning.

I’ve also shared many pieces on those concerns at The Best Resources Showing Social Emotional Learning Isn’t Enough.

Among those articles are several talking about some specific research finding that poverty causes a lack of self-control and perseverance and it’s not the other way around. In other words, we have just a certain amount of “cognitive bandwidth” which can be overwhelmed by worry and concern related to “scarcity.”

Today, NPR did an interview with one of the authors of that study, and you can read and listen to it at How The ‘Scarcity Mindset’ Can Make Problems Worse.

Here’s an excerpt:

Another quote from the piece – this one from the NPR host – says:

To be clear, it’s not that poor people focus on immediate needs because that’s all they want to think about. It’s all they can think about. Scarcity captures the mind. In fact, the tunnel vision produced by scarcity can actually lower how you perform on an IQ test.

As I’ve said before, SEL has its place, but it also has to be kept in its place. Yes, we should help our students develop self-regulation skills. But we should also organize for better public policies that can Outside Of School Factors That Impact  Student Achievement.

And, of course, want to help equip students with the skills so that they can also effectively advocate for themselves.

March 23, 2017
by Larry Ferlazzo
3 Comments

“Everyone Is A Teacher” Is A New Engagement Strategy I’m Using & It Seems To Be Working

We’re going into the home-stretch of the new year, and I’m always trying to figure out new ways to finish strong (see The Best Ways To Finish The School Year Strong).

In fact, On Monday, April 17th, at 8:00 PM Eastern Time, I’ll be hosting an Education Week Facebook Live discussion on this topic, and will share more information as the date grows closer.

Last weekend, I had a brainstorm and tried out something new with my English Language Learner Beginners in order to help everyone get a “second wind.”

It began with me having individual conversations with some students about the question, “Who else (apart from myself) is going to benefit from what I am doing?”  (see Here’s A Great Motivating Question For Students To Consider…).

On Monday, I introduced this question to the entire class and, in the middle of discussion, I thought of the phrase, “Everyone is a teacher.”  I shared that English is hard to learn, they only had a few years of high school left, and that it was going to take more than one teacher to help everybody learn.  So we all had to be teachers. I shared some ideas to illustrate the concept (“I’m a teacher when I speak English because I’m an example”; “I’m a teacher when I come to school because I’m a model for others”) and then invited students to contribute other ideas.   They came fast and furious, and students made posters like the one at the top of this post.

Students have taken it seriously at different levels but there is clearly one huge benefit – It’s far more energizing to students and to me if I say to off-task student “Everyone is a teacher!” than saying “Angela, please get back to work.”

We’ll see for how long it’s effective, but it certainly can’t hurt….

I’m adding this post to

The Best Ways To Finish The School Year Strong

The Best Posts On Helping Students Teach Their Classmates — Help Me Find More

The Best Posts & Articles On Student Engagement

March 22, 2017
by Larry Ferlazzo
0 comments

ELL Beginners Jobs & Careers Project With Hand-Out & Videos

My ELL Beginners class is finishing up our unit and jobs and careers with a simple research project on careers of their choice.

They write three simple essays about three jobs of interest using this downloadable essay frame and then pick one to use Adobe Spark (which is on The “All-Time” Best 2.0 Tools For Beginning English Language Learners list) and create a video like this one:

You can see more videos at our class blog.

There are some obvious errors that students will fix later this week, as well as making comments on their classmates’ videos. I’ve got to say that Adobe Spark is just about the easiest and most versatile Web 2.0 tool out there. It’s great for speaking practice, and students love showing their videos in class.

March 21, 2017
by Larry Ferlazzo
0 comments

“StoryShares” Lets You Create Virtual Classrooms Where Students Can Read & Write Books

StoryShares lets teachers create virtual classrooms for free and offers a collection of books that students can read. Even better, there’s an option that provides audio of the text in a pleasing-to-the-ear-voice.

The best part of the site, though, is that students can also write and publish their own books to share.

Right now, students have to register by their own email. That’s pretty cumbersome, and I’ve suggested to them that they create an option that lets teachers add students, which is how similar sites operate. In addition, they don’t provide the ability for students to annotate text right now, but say they’ll have that up and operating in a couple of months.

I’m adding it to The Best Sites Where Students Can Work Independently & Let Teachers Check On Progress.

Skip to toolbar