Bringing Novel Study Into the Computer Lab

I highly reccommend reading:

Bringing Novel Study Into the Computer Lab http://glendastewart-smith.blogspot.com/2010/07/bringing-novel-study-into-computer-lab.html

It explores the use of computer labs and class sets of laptops, Inquiry Based learning, PBL, collaborative learning and of course technology. The focus on literacy, diverse learners and how to bring it all together.

Here are some excerpts:

The creation of heterogeneous groupings is an important component to the success of this project. A good reader may support a poor reader, and a student with a more “expert” background in computer skills will provide support for their group during project time in the computer lab. Heterogeneous groupings also provide opportunities to separate students-at-risk from their peers. If, for instance, reception level ESL students always work together, then they are denied the opportunities to learn more advanced grammar and syntax from native-speakers. Support can also be provided for struggling readers through the use of audio books on CD and tape. Everyone “reads” the story and everyone can contribute to the web site projects.

In longitudinal studies that looked at the impact of learning from computers (using them as tutors or as part of integrated information systems), and learning with computers (using them as a reading and writing tool during collaborative learning situations), researchers found that in all cases student achievement was positively impacted. (Barnett. 2003) In the first scenario, students’ gains could be measured in increased scores in statewide tests and increased discipline, and all evidence indicates that this benefit continues in higher grades. Students learning with computers made significant gains in other areas:

1. Students routinely used higher-order thinking skills far beyond what was expected for their grade level.
2. Students demonstrated enhanced ability to collaborate with peers to develop projects and reports.
3. Students demonstrated increased initiative. They maintained time on task for longer periods and often continued their work during recess, before school, and after school. (Barnett. 2003)

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Another question centers on acceptance of this learning context as valuable. Certainly it is not traditional. Society is on the verge of a paradigm shift and electronic technology will revolutionize learning to the same extent as the printing press did in the 1500s. Computer literacy will certainly begin to become almost as important as language literacy. Will oral literacy be enough? Can voice recognition software and a fast computer replace the need for reading and writing competency? Will educators consider computers valuable or is it just an expensive and under used toy? Hopefully the use of project-based and collaborative learning in the computer lab will help answer these questions and promote students’ literacy learning and critical thinking.

Strategies to use with ESL students in class, Adapting lessons

This site has some great strategies for helping EAL/ESL/ELL students in your class.

A reality in my district is that most classes have multiple students who receive extra help with learning English. (EAL/ESL/ELL) but how do you include these students when they are in the regular classroom?

I find often these students disconnect from lessons and either do their own thing or work on "ESL homework"

I love some of these strategies to make lessons more inclusive and to get these students more involved in the lessons happening in class regardless of their level.

One thing I often do is give the student the information in advance so they have a chance to review before hand. Then I check in before to see if they have any questions. Sometimes I will ask them some questions and if they get the answer correct I let them know I will ask them that question again during the lesson. This helps them gain confidence too!

Here are a few more awesome ideas:

Introducing new vocabulary or terms as you show diagrams or examples in a traditional “lecture” or teacher-centered format

Providing a copy of your teaching notes, especially the terms, in advance. If you prepare materials on the computer, expand your notes to leave space for them to add their own notes. You can delete information that is strictly for your teaching use, such as materials lists, question prompts, etc.  The same materials would possibly help your Learning Support students, if you have any. Be SURE to do a SAVE AS and rename the file as "Adapted Student notes for..." or you will be very angry with yourself! Keep the file for future years. Consider offering a graphic organizer version of the notes. Create one using one of these online tools and save them as part of your online account. As the year goes on, you can wean students by offering partially completed ones (remove some of the terms or definitions) before you print or share electronically. Students build notetaking skills as their language improves.

Having the students do free writing or journaling Reading ESL students' journals and responding to their content without correcting grammar errors.  Students will rapidly improve the quantity and quality of their writing and eventually self-correct their grammar. Sticky notes are an easy way to leave a quick comment.  Check out more on this site.