Oral Communication

Resource 

I chose a podcast called Nerdy Cast to listen to this week. It's an educational podcast that links education to 'nerdy' things. I listen to Season 3 Episode 9, which talked about homework, Star Wars, and the value of pop culture when raising kids. It talks about how kids shouldn't have as much busy work for homework, but they should have something that highlights their creativity. The speaker talked about his son coming home and playing with his Legos, which is just like writing a story or script because he created characters, dialogue, and a narrative while playing. We should have more hands on and creative activities for kids to do, rather than just have boring worksheets for homework. It also talks about using speech to text apps to complete homework, instead of constantly writing everything.

Micah Elizabeth Scott. (2010, May 29). A Lego minifigure on a skateboard [photograph]. Retrieved from: https://en.wikipedia.org/wiki/Lego_minifigure#/media/File:LEGO_Minifigure_skating_through_town.jpg 

Ontario Curriculum 

The second Overall Expectation in the Oral Communication strand applies to these strategies, "Students will use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes." This resource would be useful for teachers of literacy because they need to be aware that there are other methods of getting their students to participate in literacy, other than filling in worksheets. It gives good strategies to engage students with fun, creative, and interesting ways to communicate their ideas. 

Howard Lake. (2011, March). Speak Up, Make Your Voice Heard [Image]. Retrieved from: https://www.flickr.com/photos/howardlake/5540462170 

What now?

Since I am in a French classroom, the main focus is on Oral Communication. One of the biggest challenges is getting the students to speak in French. We are starting a Unit in Pop Culture, so this resource will actually be really useful for when I get to teach. I can use these ideas to get students to talk about something they are passionate about. I can get them to choose their favourite show or movie to recreate a scene, or create a script or trailer to present in front of an audience. I can get my students to use some fun apps to present their work, as the visual component of their oral presentations. I think using technology to present would be more fun for students, instead of a traditional presentation where students stand in front of the class and read off of cue cards. Using these apps to communicate their learning will allow students to produce more authentic speech, because they have time to prepare for what they will say. It will also relieve some of the stress from traditional presentations, which will reduce stress and anxiety. Below are some of the apps that I think will be good for oral communication. 

Tellagami 
I used this app in my French class at Brock, so I know that it will be useful in my placement. Students can create a character and choose a background to create a story. They can then record their voice and the avatar will look like he/she is speaking. This is a fun way to present short scenes, because you can only record up to 30 seconds (unless you buy the full version). I can get my students to prepare short speech or advertisement that their character will present to the class. This way students can produce oral communication, but without the pressure of standing in front of an audience. 

Woolley, E. © 2015

Sock Puppet
This is a fun app that I would use to present my Minds On section for younger students, because it would appeal more to them, than younger students. It allows you to create a sock puppet show on the iPad. Students can choose up to 4 characters to use, a background, and any props they want. I would also have older students create their own stories using this app. I think it would be fun, (and not considered too childish) for older students. Again, students can record their voices and have their characters talk and move around in the scene. This would be good for my students to create a script for a story and work individually or in small groups. I could have my students create an ad for a product, or a short story and have them present it through this app.     

iMovie trailer 
A much bigger project I could have my students do is use iMovie (or another program like Telestory). I would have to teach my student the aspects of a movie trailer before expecting them to create their own. I would also have to show my students how to use programs like iMovie, because they can be confusing. I would have my students create their own movie trailer for a movie or their own, or recreate a trailer for a movie of their choosing. They would have to work in groups to write a script, film, and edit their trailers. Below is a trailer I created in my Tech class using iMovie. Unlike my example, I would have my students either voiceover or film themselves speaking, to show their participation in oral communication. 

TED talk video 
TED talk videos are becoming more and more popular, especially in the classroom. I find that teachers are showing their students these videos to introduce new ideas, and to inspire creativity. I think it's a great idea for a Minds On activity in the classroom. Below is one of my favourite TED talks. The speaker talks about how he impacted a girl, but didn't realize until she thanked him years later. I would definitely show it to my students to show them the impact one small act can have on another person, and to inspire them to be nice to others. I would have my students create their own video about something they are passionate about, or a time someone inspired them. They would have to plan out their script and edit it before they film. This would all be done in French, so I would need to revise their scripts before they start filming, to make sure their grammar is correct. 

Powtoons 

Finally, I would have my students create a video using Powtoons. This would be a good project for a Summative Assessment, because it should be used to summarize student's learning from the unit. In my class I would do an inquiry with my grade 8's on why they should be learning French. I have proved a good example of a presentation that was created through Powtoons for this assignment. Students would do research on the subject, and put their findings onto Powtoons. I would have them record their voices onto this program, instead of having them present a poster in from of the class. I think this use of technology is much better for this generation, and is much more engaging for the class audience.

Writing

Resource:

I found this resource by searching through the hashtag #edtech on Twitter. It is a blog post that gives 7 strategies that teachers should teach their students on how to post on social media. It talks about what students should and shouldn’t write about or share online. It talks about how students need to think before they share their feelings online, because they may regret it later on. However, it also states that students can change the world with what they share (in a good way).

Geoff Livingston. (2010, March 2). Like and Dislike [Photograph]. Retrieved from: https://www.flickr.com/photos/9397412@N06/6946516369

Ontario Curriculum:

I think the third overall expectation from the Ontario Curriculum: Language for the writing strand best applies to this resource. It states that students will: 3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively. Using this resource, students can practise editing and publishing their writing on social media to present their work online. This is a useful resource for literacy teachers because they can use it teach their students about their digital identity, while also improving their writing skills.

Gideon Burton. (2009, January 1). Online ID dog-tag [Image]. Retrieved from: https://www.flickr.com/photos/wakingtiger/3157622308/ 

What now? 

I could use these strategies in my placement by having my students write and post something on social media. They could write an insightful tweet or blog post about something meaningful that they learning in class, but before they posted it online they would have to edit and reflect on it. I would also have them get a peer to review their work before publishing it online. 

My Associate Teacher just handed out a form to all her students to get signed by their parents, to give them permission to be posting online. This letter outlined the assignments that the students will be completing, and which media platforms they will be using. My Associate Teacher wants to keep the parents informed, and involved in their children's schoolwork. The parents are encouraged to read over everything their children post online (not just for class). In my own classroom I will use this form to communicate with my students' parents, and to get others to edit their work. 

Digital Identity

Woolley, E. © 2015

I will teach my students about digital identity before they start sharing their work online. Above is an image I created to illustrate my digital identity; it is an avatar of myself. Students can create their own avatar using various sites to generate these images. This is a good method to protect students' identity, so they do not have to share a photo of themselves online. 

Next, I would go over Internet safety using the 6 Internet Safety Games To Help Kids Become Cyber Smart. I want my students to use social media, but I want them to be smart about it and be safe. This site also gives detailed information and provides good examples of interactive games that kids can play that talk about Internet safety, so that the students can learn, but still have fun. I would use the games provided from this site to explain to my students the importance of being smart and safe when using the Internet. It teaches ways to stay safe on the Internet, like keeping a password secure and how to keep personal information safe.  Before my students actually get to post online, I would have them write an initial blog post on what they have learned about Internet safety, that I would review before they posted it online. 

Paul Klintworth. (2008, June 4). Internet safety [Image]. Retrieved from https://www.flickr.com/photos/27340884@N07/2550796119  

Netiquette

I would also teach my students the etiquette rules that everyone should follow when posting online. This is called Netiquette, and these unwritten rules are the acceptable ways of communicating on the Internet. Let’s look at a few major ones to know if you’re going to post on the Internet:

• If you wouldn’t say something to someone’s face, don’t say it online. Some things are better left unsaid, especially if it is something nasty.  
• It’s okay to disagree with other people’s opinions, but be respectful. You’re entitled to your own opinion, but there’s no need to be rude or offensive towards someone else
• Use proper spelling, grammar, and use appropriate language. Remember, everything on the Internet is there for the world to see, so be cautious of what you put out there. Future employers, teachers, and family members can see what you say, so be kind! 
• Never post someone else’s work/words without their permission. Give credit where it is due. If you like what someone else has said or have created, feel free to share it, but let everyone know who the creator is

These are the criteria students should know so that they can edit their work before they publish it. 

Classroom Practise 

Finally, I would get my students to start writing and publishing their work online. A few of the sites that they can post on includes, but are not limited to, are Twitter, Facebook, and Blogger. Using Twitter and Facebook my students will need to be concise with their texts, and be sure to edit their ideas based on the Netiquette criteria. I would have them post questions on these sites to see what their peers and other people have to say on their ideas. I could have them start an inquiry or short stories on these sites. On Blogger they can post much longer texts such as critical reflections or their own stories. 

Another fun way to get students to publish their work as a newspaper article. This site allows students to copy and paste their writing and it turns into a newspaper clipping. Below is an example of an assignment I made that I created in my Tech class a few weeks ago

Woolley, E. © 2015