 Our goal  Definitions  Guidelines  The roles of technology

To provide the most effective and efficient language learning experiences that I can.

Kf = Kp + A + M + O Knowledge and skills in the future Knowledge in the present Abilities Motivation/Affect Opportunity are a result of Spolsky, 1989

What kinds of opportunities do you offer your students to learn English? Task: Opportunities Checklist 5 minutes

A Vision of K-12 Students Today (See for a version with university students)

Task: Discuss What are the students in the video suggesting about the opportunities they want/need? How do they differ from what they get? 5 minutes

 Whatever the opportunities are, students need to be engaged in them in order to learn from them.

Be absorbed in, attentive to, focused on

A short anecdote about presenting about engagement

Engaged language learning

Task: Discuss Were you ever bored in language class? Why? What could your teacher have done to engage you? 5 minutes

Engagement Languageachievement

 Engagement occurs when  Ss believe that they are capable of doing whatever is being demonstrated,  learning whatever is being demonstrated has some potential value, purpose, and use for Ss,  Ss are free from anxiety, and  Ss feel that they are respected, admired, and trusted (Cambourne, 1995)

 Open tasks encourage engagement because they provide opportunities for  challenge and self-improvement,  learner autonomy,  pursuing personal interests, and  social collaboration. (Turner, 1995 )

Three necessities:  Make connections to students’ lives  Create safe and responsive classrooms  Have students interact with each other and with text (Meltzer and Hamann, 2004)

In other words, the language task is authentic to students meaningful to students doable for students

 Engagement is about the relationship between the learner and the task.

Task – Student Interest Survey 5 minutes

Let learners show you.

 Academic (“Yesterday we…and today we’ll…”)  Personal (“This makes a difference in your life/ connects to your life outside of class in this way…”) Task: Listen for connections to student interests

 What can learners do? Task: Brainstorm -What can YOUR students do? 5 minutes

 Provide choices to reach the same goal

Focus: Modal Verbs  The Excuse Song (by Kevin, English Teachers Everywhere) bruff-off-modal-song

 Slam Dunk Digital Lesson handout

Task: Providing Choices worksheet 10 minutes

 Answer their own and others’ questions

Take notes as you watch the video about using MovieMaker. Make sure everyone in your group has correct notes. With your group, make a plan for your movie. Each student’s plan will be checked. Step 1. a. b. c. Step 2. a. b. c.

What teachers need teachersneed.mp4

 Provide teacher and student resources

 Provide multimodal input DATA MOVIES SOUND TEXT GRAPHICS

 Provide access to and outlets for creativity and other 21 st century thinking skills

 Support group work/social interaction

 Save face

 In other words, it helps to engage learners in the task.

 What about time?

 What about the curriculum?

 What about technology access?

Questions, concerns, comments