Sunday, May 4, 2014

8 Ways to Use Kakao with Students

8 Ways to Use Kakao with Students

KakaoTalk is a free instant messaging app for smartphones, tablets, and the PC. There are many such apps to choose from, but Kakao, being Korean, is ubiquitous here. It is also popular around the world – it is localized in twelve different languages and has over 90 million users. KakaoTalk is tied to both your phone number and a user ID. Simply adding a person to your phone’s contact list adds them to Kakao if they also use the service.
(See below to learn how to quickly add a whole class of students to Kakao.)
Ninety nine percent of my students use Kakao. Since all students use it, it makes sense to harness it in and out of the classroom. Some of its features include instant messaging, group messaging,  photo and video sharing, polling, and VoIP free calls. Aside from free calls, I have used all these features to transform Kakao into a powerful edtech tool.
Here is a list of 9 ways I use KakaoTalk. Can you think of any more? Sound off in the comments below.
1. Announcements
Cancelled class? Upcoming test? Paper due next week? Changed room? You can use Kakao to send important announcements and reminders to students.
2. Homework and Quizzes
Many of my homework assignments are detailed on course homepages. Many of my quizzes are based on Google Forms. It’s quite easy to send these links to students so that they can easily access them anywhere, anytime. If you want them to complete an online quiz in class, just grab the link and Kakao it to them! As a bonus, if you forget to assign homework, you can always send a message after class. I did this a number of times throughout the semester. The students surprisingly didn’t seem to mind.
3. Link and Resource Sharing
Want to give them a little help with a grammar point? Share the link. Want to share a related website, blog post or video? Give them the link. Want to share a cool story or song? Give them the link. With Kakao, it’s easy to push content to students’ phones. This is also one way in which you can extend learning beyond the classroom. Link real-world media to classroom content. You can even make it part of their homework (see number two above)!
4. Student Contact
Sometimes you want to contact a student individually. Calling is too personal. Email is sometimes not checked. You can send a text message, or use Kakao. Next to each message’s time stamp is a small number that tells you how many people have read the message. If you are only talking to one student, you will see a 1, indicating they didn’t read it yet, or nothing, indicating they have read it. That’s pretty handy information.
5. Q & A
Sometimes students have questions about assignments, homework, or even course content. I always recommend that they ask in Kakao because it is likely other students have the same question. If it is a question of a personal nature (such as messages related to absences or grades), I suggest they ask with a private message. However, most of the time it is a relevant and important question, one which the whole class is usually thankful for. Bonus: they can ask also ask in their native language and receive answers from other students.
6. Polling
The polling option is relatively new. It allows you to set up a question which is asked to all the students. These questions come with multiple choice options, including a free choice option. If you want their opinion about a lesson, or to vote on some classroom issue, polling is where it can be done. I polled students on who was using gFlash+ or Quizlet, and even what they would like to work on in a class between units falling right before a holiday. Non-bonus: I allowed the free choice option and got several “nothing” responses to the latter question.
7. Scavenger Hunts
One of the activities I did last year was a scavenger hunt. I hope to write a detailed blog post about this in the future. Students, in teams of 3-4, would start at their designated question and follow answers to other questions. The answer to major questions had to be Kakaoed to me. I would then Kakao back with feedback (if they were wrong), a clue, or the location of their next question. It went on like this until a team completed all the questions and solved the puzzle. It was a little difficult to manage on the phone, but now with KakaoTalk for the PC, it will be a breeze. Bonus: students can also submit videos for conversation-based questions
8. Socializing
This isn’t really something I did, nor was it related to learning, but I did notice students using the group to organize an end of semester outing. I thought this was really cool. They could get together, eat, drink, and probably make fun of me. In a way, KakaoTalk helped them form a community outside the classroom. Ideally, they could also use this to schedule study sessions or schedule a meetup for practicing English. Ideally.
 How to Add Students to Kakao Talk Quickly
  1. First, gather all the students names and phone numbers. Hopefully you used a Google form to get all this at the begining of the semester.
  2. If you have an iOS device (iPod, iPhone, iPad), the quickest way is to go to iCloud.com, login, choose Contacts, and add the students one by one. Just copy the name, then copy the phone number. A class of 20 students takes less than 5 minutes. My record is 20 students in 2 minutes.
  3. If you have an Android, you can import them to gMail or try this app. I don’t have an Android phone, so I don’t know the best method.
  4. Be sure to give your students a unique name so they are better organized on your phone. For example, if a student in my advanced English 102 class is named 김바보, I will name him “SS A102 김바보” so that I know exactly who he is and what class he belongs. Plus, all students are organized under SS and by class on my phone. They are very easy to find.
  5. After adding contacts to your phone, open Kakao. They should sync automatically.
  6. Create a group. Under “Chats” click the + sign, then select your students. If you followed my naming protocol, they should be easily found under SS + class.
  7. After adding them, send a welcome message. Then, click on the drop down arrow, choose Settings and rename the group. Also, turn off notifications because you willget a lot of messages.
  8. Finally, make sure students know some good chat etiquette: no texting after midnight!

Sunday, April 27, 2014

35 Digital Tools That Work With Bloom’s Taxonomy

35 Digital Tools That Work With Bloom’s Taxonomy | Rural & Distance Education NSW

35 Digital Tools That Work With Bloom’s Taxonomy

Blooming apps - by Kathy SchrockIntegrating technology in the classroom and engaging students in higher order thinking creates the ultimate learning experience for learners. Bloom’s Taxonomy and digital tools creates an innovative learning environment where students are engaged in their assignments. The following article is a list of digital tools as it relates to Bloom’s Taxonomy. It is a repost by  added on  28/11/2012 on Edumemic.
1. Creating – In creating, students create projects that involve video editing, storytelling, video casting, podcasting, and animating. Digital tools to allow students to create include: Story KitComic LifeiMovie, and GoAnimate.com,SonicPicsFotobabble, and Sock Puppet.
2. Evaluating – In evaluating students show their understanding of a topic or participate in evaluating a peers understanding of a topic. Digital tools to allow students to evaluate include:Google DocsPoll EverywhereSocrativeBrainPOP, and Today’s Meet.
3. Analyzing – In analyzing students complete tasks that involves structuring, surveying, outlining, and organizing. Digital tools to allow students to analyze include: Corkboard.mePoll EverywhereSurveyMonkey.comStudy BlueKeynote, and Stickyboard.
4. Applying – In applying students illustrate, present, demonstrate, and simulate. Digital tools that allow students to apply include: ScreenChompSonicPicsQuickVoiceFotobabbleKeynote,Podomatic, and Skype.
5. Understanding – In understanding students explain, blog, subscribe, categorize, annotate, and tweet. Digital tools to allow students to understand include: PowerPointGoogle Blogs,FotobabbleBit.lyTwitter, and neu.Annotate.
6. Remembering – In remembering students recall, bookmark, list, search, create mindmaps, and write. Digital tools to allow students to remember include: PagesGoogle DocsStudy BlueBit.ly, and Wordle.
For a sample lesson using digital tools with the levels of Bloom’s Taxonomy visit my post at:http://t.co/GjO2PNx5.

Monday, April 7, 2014

Teaching Tools for ESL Listening

1) Vocaroo.com
Simple and great tool to make recordings. You can directly share the recordings you made via email, Facebook, blog, website, and etc from the website, which seems very convenient. The website also allows me to download the recording in mp3 format, which enables me to edit the recordings later using other programs. When creating a sample listening sample, you can use this website to make a brief recording and then edit the audio file using Audicity. 
1) ESL Daily English - Google App








ESL podcasts with various episodes! You can manage the speed of each episode, and there are tons of great podcasts on various topics. The scripts are also provided along with the audio, and it is incredible that this app is free for everyone. This app could be used to teach listening and grammar at the same time by using the scripts. This app could also be used in role play where students can adapt the topic of the listening sample and the script to make their own. Possibly, students could continue the story after listening to an episode.
3) Audiobooks

ESL students often express their preference on listening to the audio along with reading the passage visually. It is great that there are greater choices of selecting audio books, and perhaps it would be helpful to choose a book from Audiobooks and have the hardcopy of the book to teach integrated skills through both the hardcopy and audio version of the book.
4) Newsy






This website provides news reports on current events, and it was very interesting that the reporter of the news uses quite understandable English. Since a lot of ESL students express difficulties watching the regular news that are broadcasted from CNN or NBC due to their highly advanced word choices, Newsy will provide the most authentic listening samples. With this website, you can create listening comprehension questions which the students can answer after listening/watching the newscast. Continued from this activity, you can also design a more communicate activity where the students can choose a current event and create their own newscast like one from Newsy.

The Top Ten Ways To Use Wordle At School

The Top Ten Ways To Use Wordle At School


Click the title above to see some great teaching ideas using the wordle.net

Tuesday, March 25, 2014

COCA Tutorial

Great tutorials on how to use COCA.



If you would like to use the corpus to learn about how English is being used in and outside the U.S. here are some great tutorials for you.



COCA 01:





COCA 02:

COCA 03:


Saturday, March 15, 2014

Digital Video In ES/FL Classrooms


Digital videos are used in a variety of ways in classrooms nowadays. As technology develops, teachers are accessible to many great video resources online or they can create their own materials using various computer programs or apps for mobile devices. Especially in ES/FL classrooms, digital video gradually takes over its role in the classrooms as one of the favorite resource for teachers to motivate and engage their students in learning English (Epstein and Omiston, 2007).  
Digital videos can be used to help students improve their language skills as well by filming their presentations or their learning process.
(a)   Broadcasting news
  1. Ss choose a topic of their interests in local, domestics, or international news.
  2. Read the article of their choice on their own carefully and paraphrase the news into a “announcement version” of the news.
  3. Depending on the number of students, this can be done individually or in groups of no more than two.
  4. Each presentation will be video recorded by the instructor.
  5. Each student or pair will receive the video of their presentation and will write a reflection.

(b)  Role-play
  1. Retrieve about 30sec-1min length clip from a movie or a drama
  2. Instructor provides a sample dialogue and present to the class (Instructor can apply certain grammar points, pronunciation, or idiom instructions freely depending on the focus of the lesson)
  3. Students work individually to groups of as many as the instruction instructs them to do so.
  4. Play the clip as background (no sound) and student(s) present the script/dialogue.

(c)   Jing-Library research technique
  1. Academic writing classes
  2. It is great to go over each step one by one in class with the students while instructing about library research, but instructor can share the presentation in Jing with the students so that the students can view it whenever they need to.
  3. *also useful for teaching MLA, APA, or Turabian styles for English writing.

(d)  Video and comprehension questions
  1. Involve students’ thinking process while watching a video clip.
  2. Students will answer comprehension questions as they are watching a film.
  3. Questions involve direct comprehension, analysis, critical thinking, and interpretation skills.
  4. Students exchange their worksheet with a partner to compare and contrast their responses by discussing about them.
  5. Instructor debriefs and reviews the answers. For critical thinking and application questions, remind the students that the responses the instructor made may not be as same as their responses.

(e)  Books and Movie with subtitles
  1. In a reading class, instructor may show a movie while reading a book which made into a video. It is better to align each portion of the book and the movie instead of finishing the book first and the show the whole portion of the movie. Make sure to turn on the English subtitle
  2. Students write about any differences they observe between the book and the movie.
  3. Students also find some interesting expression made from the movie such as idioms. 

References:

Epstein, R., & Ormiston, M. (2007). Tools and tips for using ELT materials. Ann Arbor, MI: University of Michigan Press.

Gromik, N. (2006). Meaningful tasks with video in the ESOL classroom. In E. Hanson-Smith & S. Rilling (Eds.), Learning language through technology (pp. 109-124). Alexandra, VA: TESOL.


Saturday, March 8, 2014

Lammily - Average is Beautiful

Barbie Vs. Lammily: Compare and Contrast





Visit the website for more discussion questions and great ideas for teaching in an ESL class: http://www.esl-library.com/blog/2014/03/07/barbie-vs-lammily/

For integrated skills class, this is a great resource to lead listening, speaking, and writing practices. Grammar lesson can be created and delivered in your class. There is a grammar practice worksheet provided from this website, but you should join for a paid membership to get more worksheets and lesson plans related to each topic.

This is a great and interesting current topic to discuss with your students! How does your culture look "average"?

You can add some more current news articles for reading practices to get some more ideas and thoughts related to what is being talked about in this video!