Hunger and Hardship

     The Third World Farmer game would be an effective way to practice language autonomously outside the classroom because target vocabulary could be used in context to problem solve. In this game, one pretends to be a farmer who does not have sufficient money or resources to survive.    I chose "Third World Farmer" because it reminded me of effective discussion stimulating activities I used to implement in my classroom before technology was available. This game could be played by beginners to practice numbers, months and food vocabulary as well as  to practice math as native speakers might by adhering to a budget. Solving math problems to stay within a budget is (in my opinion) a preferable way to learn math vocabulary than by  studying from a textbook.   The subjunctive and conditional might also be practiced by discussing possible choices and consequences of decisions made playing the game. How would it feel to be the farmer?
     Although I played this game twice,  after the first time, I felt such empathy for third world farmers and all people who do not have quite enough to survive, despite immense effort.  One drawback of this game is that  it does not seem realistic or possible to ever have enough of anything for survival.  To me, that is very discouraging.
     Language learning objectives in a lesson which features this game would be  to reinforce vocabulary,  to practice answering "why" questions and reinforce the past tense as well as the subjunctive. Students would write (as they play the game) what they bought, why they bought it,what the consequences were and how they felt about problems a poor farmer might face.  After summarizing and sharing  with a peer what they wrote,  students would then write a journal reflection about what they learned from the game. Students' summaries and journal reflections would be my assessment that learning objectives were met.

Escaping!!

     I played Polleke's Blue Room four times because I was attempting to escape from the room just a bit faster each time.  I was intrinsically motivated and engaged which is one of the arguments for teachers to implement such games according to Stephan Franciosi.  In his article   "A Comparison of  Computer Game and Language-Learning Task Design Using Flow Theory"  Franciosi  stressed that games can  facilitate language learning because of immediate feedback and clear, concrete goals.  He wrote "computer games and language learning tasks are fundamentally identical  in that both can be considered goal-oriented and rule-driven activities."  I  never considered such  benefits online games offer to foreign language students until I learned about gamification, which entails using game style logic  in a non-game situation  so  the lesson is more enjoyable and participatory.  Hence, learning objectives can be met by problem solving which includes solving puzzles and working collaboratively.  Completion of a puzzle and a search for hidden objects are  required to escape from "Polleke's Blue Room."  
     "Polleke's Blue Room" would enhance a language learning lesson because as  students converse, they  would  practice using  prepositions, vocabulary words and  imperative verb forms as well as reinforce listening and reading comprehension skills.  So, reinforcement of prepositions, key vocabulary and imperative verb forms would be the language learning objectives. Prior to this game, students will have studied necessary vocabulary.  Each person would also be given pictures of the room (as shown online) as one way to anticipate what will happen in this lesson.  I subsequently describe how to play the game showing images of the room and a walk through.  This way, students  sharpen listening comprehension skills. Reading comprehension skills are addressed when I distribute a script of the instructions to escape from the room. I would add about four or five questions at the end of the walk through script to ensure understanding. Students  help each other answer questions after first attempting to answer the questions themselves.    By labeling items in  pictures, and making notes about where things are, students practice vocabulary and review prepositions.  Working in groups of three, so one person would  write what their group does to problem solve, one person would explain what to do using imperative verb forms and prepositions and the third person would be actually playing the game.  Roles are switched partway through the game.
     To assess learning, students would write their own reflections about this lesson in a journal.  Journal entries would be in response to teacher questions such as where the particular items were found (to assess preposition knowledge) or how they would tell another person to escape from the room (to assess knowledge of the imperative verb forms and vocabulary).


 

Twitter: The Ultimate Engagement

     It happened this week; I am now a convert to twitter because it is quite an effective way to teach writing skills.  Posts must be brief, so it is inherent that they be meaningful and inspirational as well.  Hence, superior writing and more engaging posts are inevitable.
     Twitter  is ideal for timid students who would not otherwise ask questions or express opinions about class discussions, projects, assignments and debates. One student in a video entitled "Academic Excellence in 140 Characters" described how with twitter she expresses herself  "without feeling judged."   A impressive guide entitled  "Educational Technology and Mobile Learning: A resource of educational web tools and mobile apps for teachers and educators"  contained innovative classroom twitter ideas and was my favorite resource because it was so  incredibly thorough.  Ideas were organized into categories as follows: communication, organization, resources, writing skills and twitter exercises.  Students already are accustomed to sharing messages via cell phones.  Twitter can be an extension of that as a learning tool when used for example to write poetry, to write a bit of a story. to debate, to discuss, to summarize or to play games.  A plethora of  additional options are included in the aforementioned guide. The creativity of  several teachers using twitter to spark debates, implement pen pal writing activities and share photos was emphasized in an associated press news article entitled "Twitter Gaining Acceptance as a Classroom Tool."   Parental concerns about twitter  regarding privacy were effectively addressed according to the article.
     A picture, such as the one below, might be a twitter story starter as students imagine being in the picture writing about a destination, snacks  animals, friends, family, feelings, jokes and anything else pertinent to the learning objective.       

     Twitter is not only an attractive way to maintain engagement in a lesson, but it is a very practical professional development tool as well.  For example, ideas and advice are immediately available any time from experts via the chats or by "tweeting."  So twitter becomes an ideal "personal learning network."  Moreover, twitter is a quintessential way to be mindful about up-to-the-minute ideas, developments and any other matters related to education

Twitter Chatter

     Last night I had an amazing and unique experience because  I participated in the #ELLchat.   The discussion  was about what the future might hold for English language learners after graduation or the completion of a program.  Various tests were mentioned and one person commented that high standards were essential because otherwise it would be difficult for students to succeed outside the classroom.  My opinion is that a person's success on a test does not necessarily signify  success in life outside the classroom.  One teacher posted that there is not enough time in the classroom and  I replied that families should be involved to support students and teachers.  One remark was about a lack of communication at school when a regular education teacher is not aware that a student is an ESL student   and that ESL students should have the same support as special education students.  I know from experience that special education students  very often do not receive any support whatsoever from the regular education staff, but I did not want to post that. Nevertheless, I did post that  in my opinion it is often very difficult to include in an IEP  (Individualized Education Plan) everything that should be in it.  Additionally, not all  items  in all IEPs are always followed by everyone, unfortunately.
     Twitter is  an absolutely wonderful concept because it is refreshing and informative  to spend time exchanging opinions and ideas with people who share similar interests.  I will continue to use it as part of my professional development because I would not otherwise have the opportunity to interact with such a wide variety of professionals.  Sometimes one person's idea or remark sparks another idea.