This is a VETC09 session. Live Blogging…
Sharon McGlone, TRT at Booker T in Norfolk, is presenting.
Things that help:
- TRT gives overview to students
- TRT creates samples when planning with the teacher
- TRT co-teaches
- students practiced in diads
- Rubrics given to students before they were assessed
- Teacher training is key
- refer to podcasts as “audio files” to increase teacher comfort
- Students in groups worked best
- be careful about identifying students when putting their projects on the web
- sometimes you may need to use a file converter depending on your intended application
Using recordings to improve student oral language – Oral assessments every 4 weeks
Students were able to listen to themselves and classmates while creating their projects once files were posted on the web. Students self selected conversational topics.
Students work is posted on the web as part of a student portfolio and for comparison of student fluency. After students learned to record themselves – they did extensions. Research a topic and then record themselves talking about it. Students got excited. Shy students were more apt to participate. Additional project extensions include creating a slideshow (PPT, moviemaker, photo story) and using the student audio files with pictures. Students can make wordles out of their speeches out of their topics. Students wanted to reread or recreate their readings to help with the timing when using the file for projects.
Teachers were able to create files for students to listen to and practice and put them on the web. Files are posted on their websites (linked from NPS site http://ww2.nps.k12.va.us/education/components/sectionlist/default.php?sectiondetailid=34&category=168&). Teachers can show students how to download the files to MP3 players (PPS kids could practice this in class if the teacher has borrowed the class set of MP3 players from OITMS).
Students could peer review each others work…