Teacher Talk In An Online ESL Class

Teacher Talk In An Online ESL Class

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  Well…In a nutshell…
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  200 – 300?s per day 2..Yes, a whopping 2! Average Teacher vs Student questions https://www.tes.com/news/john-hattie-teachers-must-see- their-impact-believe-it
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  So, how muchtalk is too much talk? vs
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  A better question: Whendo students learn? http://www.ascd.org/publications/books/108035/chapters/ Why-Talk-Is-Important-in-Classrooms.aspx
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  http://www.ascd.org/publications/books/108035/chapters/ Why-Talk-Is-Important-in-Classrooms.aspx “Reading and writingfloat on a sea of talk,“ James Britton
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  First, lets defineTeacher Talk It includes non-verbal gestures…. Everything a teacher says in a class (online or other) And…
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  But, it isdifferent from other talk because it is... • Focused and deliberate with purpose • Supports student thinking and learning • Motivates students to want to learn • Stimulates language learning • Builds rapport • Graded to level of learners • Creates a language-rich environment
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  What color didyou use? I. Language with Purpose (Construction) A. Asking questions • Open-ended, not ‘fishing’ questions vs You used the color blue. Did that remind you of something? • Extend wait time to support student thinking • Redirecting – ask ?s to recall prior learning What did we say was the next step in ________? vs The next step is _____.
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  B. Feedback—timely, informative,brief, non- judgmental Non-Verbal: Watching, and then acknowledging with a nod or a smile. I. Language with Purpose (Continued) • Types Statement: I like what you did with ___ because…. Question: Am I understanding you to mean ____? • Critiquing that motivates student to learn Good start. What do you want to add to that? https://youtu.be/hqh1MRWZjms (need to copy into browser) Ron Berger, The Story of Austin’s Butterfly http://perino.pbworks.com/f/Effective+Feedback.pdf
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  II. Talk asa Means of Learning (Construction) C. Strategies for Language Learning • Repairing Language – 1. Repeat incorrect phrase and emphasize error 2. Rephrase your sentence using other words 3. Elicit student self-correction by repeating up to the error 4. Use TPR with any of the above • Instructions: use ‘to the point’ language • Supplement with non-verbal gestures (TPR) Ex: Can you repeat that?; Listen and spell the word I say. https://www.eslbase.com/teaching/giving-checking-instructions https://americanenglish.state.gov/files/ae/resource_files/etf_55_3_pg10-19.pdf
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  • Modeling 1. ThinkAloud for new concepts/words Keep language simple and brief. Visuals and TPR are helpful when appropriate • Scaffolding Provide connections with student home language and learning from prior lessons Ex: You learned common sayings in your language.; or, What did we learn about verbs with the subject ‘it’? Yes, add ‘s’. Now, we learn animal subjects follow same rule for ‘it’. https://www.edglossary.org/scaffolding/ https://files.eric.ed.gov/fulltext/ED518758.pdf II. Talk as a Means of Learning (Construction) C. Strategies for Language Learning (Cont’d)
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  • Eliciting StudentTalk-Questions & Sentences 1. Eliciting Vocabulary a. Like Jeopardy, give student a word/answer and they ask a question. Ex: What word means to make something new? (create) b. Give student definition of word and they think of the word. c. Give student a synonym of target word to elicit a word. d. Use defined word in printed material; ask student to paraphrase e. Ask student question that requires using vocabulary word 2. Eliciting Grammar a. Provide student with a prompt using target grammar, so their response must use it, too b. Have student notice target grammar in text readings and explain them. 3. Eliciting Ideas a. Use titles/headings to elicit predictions from student as to subject of text b. Use pictures and mind maps to elicit thoughts and ideas from students c. Student thinks of 3 weekend/vacation activities; ask ?s until matches w/activity of Teacher. II. Talk as a Means of Learning (Construction) C. Strategies for Language Learning (Cont’d) https://busyteacher.org/23819-15-eliciting-techniques-for-esl.html Susan Verner, What is Eliciting?
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  • Eliciting StudentTalk-Questions & Sentences 1. Eliciting student talking through Listening and Silences a. Allow students time to think at their own pace b. Allow students time to reflect and think through their choice of words before responding to a question c. Formalize this by specifically stating to students to take an amount of time to think. II. Talk as a Means of Learning (Construction) C. Strategies for Language Learning (Cont’d) https://theartofeducation.edu/2017/11/06/silence-teaching-tool/
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  III. Summary The goalof teacher talk is not to prevent the teacher from talking in the classroom. Rather, it is to use our words with the purpose of guiding ESL students to find their voice in the English language. Learning to use question and feedback strategies for the purpose of eliciting students to express their own thoughts and ideas, provides students opportunities for exploring and using a vocabulary-rich dialogue, with less fear of failure and more rewarding encouragement for incremental accomplishment. Students who are encouraged to persevere in their step-by-step progress by purposeful teaching, ultimately will gain mastery of the English language. Following is a brief discussion of how to use some of these strategies to present a lesson on ‘Safety Tips’.
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  IV. Presenting OnlineSafety Activity A. There are two things about the topic of internet safety in an online classroom: one good, one not so good. 1. Most students have familiarity with this in their home language. So, this is a scaffolding opportunity. Visuals will definitely help with this. Students will find many opportunities to connect and understand corresponding words in English. However, the topic itself is not so interesting, which makes it all the more important to use language and visuals to motivate students to connect with the topic.
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  IV. Presenting OnlineSafety Activity B. Strategies To Use 1. Introducing Student to Topic Holding up a picture while asking an open-ended question that stimulates student thinking about their internet activity. Ex: What web gadgets do you have in your home? Then you can brainstorm ways you both use them, how many you both have, and discuss each other’s favorite. This is an opportunity to redirect students to connect with prior learning about technology in their home and words that name gadgets.
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  IV. Presenting OnlineSafety Activity B. Strategies To Use 2. Transition to Instruction—Show Picture Ask an open-ended question that provides an opportunity for students to reflect on what think about when they see this. Ex: What do you think is happening? Provide an extended wait time to elicit student responses that students will be able to think through the words and formulate complete sentences. Write responses on whiteboard, providing reinforcing language in the form of comments on student language. Then a second question that will start the instruction, such as: What ideas do you have about making the internet safe? What are some things we need to protect?
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  IV. Presenting OnlineSafety Activity B. Strategies To Use 3. Instruction-Use Images for Each Safety Rule You can elicit more structured responses by circling words from their responses that fit the 5 rules, such as personal information or name, phone number, and so on. Then ask students: How can we keep our personal information safe? You could make blank posters, filling out information students express something like this sample. You could further help students to keep these positive by changing ‘Don’t Meet Up’ to ‘Meeting Up is Dangerous’. Then you can extend to show this makes an acronym to help them remember. Using these strategies to- gether utilizes the reminding strategy as learning rules are presented as positive things, with students using their own words and learning in a fun way.