2014 San Diego Mini Regional CATESOL Conference So Many Choices, So Little Time Saturday, April 12, 2014 Rady School of Management at University of California, San Diego Things to Remember: 1. Exude enthusiasm . It’s contagious. 2. Be sure to model the activity for your Engaging Language Learners in Active Communication through Self-reflection students. They will love to see you participating! 3. Remember to select topics that will reinforce target language points or vocabulary . 4. Students may feel more comfortable if you give them privacy for the first few recordings. Let them walk around campus to pick a spot in which they feel comfortable . 5. If you store the device students record on, treat the recording like a journal. DO NOT SNOOP!! Allow students to select which recording you review. Give them the power to delete anything Questions? Contact me: Katrina Tamura [email protected] 760-744-1150 x5463 they do not want seen or heard. Clipart courtesy FCIT http://etc.usf.edu/clipart/ Presented by Katrina Tamura ESL Instructor Palomar College Devices Used Self-Reflection with Video Self-Reflection with Voice Step #1 : Journal/ Pair Practice Students engage in spoken journals. One student Voice recordings are also very effective for self-reflection interviews the other. Students are given specific questions or and increasing active communication. In my class, stu- topics based on targeted language points dents record me reading a passage. They are then asked Step #2: Self-Reflection In this stage, students will view their videos and do a selfreflection activity. Some recordings will be followed by the guidMany students have Digital camcorders cellphones with video can be used and aid in corders make it and voice recording easily collecting video easy to create a files for making an record of your capabilities. They love using them to outcome video. record their own Digital voice re- students’ speaking progress. progress. Benefits Observed •The camera enables the student to reflect on much more than just his/her textbook knowledge of the target language. • Students use the target language beyond the safety of pair work. This provides opportunity for students to engage and communicate with a larger community. •The camera empowers students. They become bold interviewers holding the camera between themselves and the interviewees. 1. Listen to and record the instructor reading the passage. should not be used every time to avoid creating anxiety or mak- 2. Record yourself reading the same passage ing this activity a chore. It should be fun and allow for free re- 3. Listen to yourself. Identify areas for improve- sponse. ment. Record your WPM. Step #3 :Reaching Beyond Comfort Zone 4. Over the course of the week, the student should In this step, students will interview people other than their part- become more aware of enunciation and more ners. This can be done within the classroom, but ideally, this familiar with the grammar point or vocabulary step will take students outside of the classroom and into their targeted in the passage. community. This gives them additional practice and opportunity to strengthen language skills and confidence. In this step, student’s become teachers as they encourage the interviewees to participate and help them to answer questions. With the help of the other teachers in my program, my class has interviewed students, teachers, and staff members from multiple other classes and different levels. Steps #4 and #5: Outcome Reflection •The activity promotes technological literacy. Students are ex- In these steps, students will answers questions to reflect on posed to and learn how to utilize cameras, phones, USB drives, their experience. They will select a video of themselves to turn and computer applications/software. in to you for review. These final submission videos will be col- •Students are engaged. Therefore, attendance and dedication to lected and viewed as a class. participation increases. once a day, for one week. ed self-reflection while others will not. The guided reflection •Engaging in repetition, students practice a targeted learning point and take ownership of the language they are using. to go home and read the same passage for one minute, 5. Read aloud in class.