[ola] Re: Kahoot...
- From: Calysta Phillips <cphillips@xxxxxxxxxxxxxxxxxxx>
- To: ola@xxxxxxxxxxxxx
- Date: Tue, 7 Jan 2014 17:46:17 -0700
Awesome Nanosh! Great explanation of pulling out threads and asking great
questions. Of course, in your second thread, you lost the past tense as you
start debating mustaches... Fine, right? Did you want to work more on the
past tense or just a little- with fui/fue? Do you expect your Spanish 2's
to know the preterite tense by the end of Spanish 2?
On Mon, Jan 6, 2014 at 8:25 AM, Nanosh Lucas <nanoshlucas@xxxxxxxxx> wrote:
> Hello,
>
> Have you seen getkahoot.com? It’s sort of like poll everywhere with a
> twist - much easier to set up, and it looks like it would be easy to use in
> a classroom full of students, many of whom have access to smartphones. It
> is basically an online quizzing software. You can have students work on it
> individually or in groups with one phone, iPad, or laptop. The main screen
> is your digital projector hooked to your computer with the quiz running.
> All free, as of now.
>
> Here is an example of my process:
>
> http://www.youtube.com/watch?v=SnLNUMHz57M&feature=em-upload_owner
>
> I used Voki to make a Snowman say something about his vacation, then I
> cropped and broadcast the video to Youtube using a program called
> ScreenFlow for the Mac. Then, I referenced the video in Kahoot and set up a
> quiz. (You could skip a few steps by having you or another person simply
> make a video and upload it to Youtube).
>
> My goal is to have students in Spanish 2 be able to say something about
> their vacation - it seems like the most relevant thing to do now. I’m
> showing them how to say where they went, or where someone else went,
> through using the verb “ir” in the preterite. This is an interpretive
> exercise that calls on them to do more than correlates to their level in
> Spanish (NM heading to NH), but I believe they can use their intuition to
> figure it out, as interpretive skills are typically stronger than
> productive skills. They’ve also practiced using this before.
>
> I’m planning on making a few more questions for this particular exercise
> (Where did he stay? Who did he visit?) and to make the statements by the
> avatars more and more complex. While this set of activities seems like it’s
> tiered for ability levels and awesome for class, I believe the only thing
> that will make it interesting will be the medium through which students are
> accessing it (competition and technology). Once those have worn off their
> luster, students will become bored with it, like anything else. From this
> small sprout, I’m relying a lot on the technology, but it’s very easy from
> here to build a solid unit based on “Qué hiciste durante tus vacaciones?
>
> What else I will be doing, however, is showing students a picture of me
> with a full beard, and another with a mustache, and another dressed up as
> Donald Trump during a murder mystery party. These are a few of the things
> that I did over the break: grow a beard, chop it down to a mustache, and
> dress up like Donald Trump. The question is the same - What did you do
> during the break? My answers to this question are also going to be
> uninteresting to students even with the emphasis of content over form (See
> paragraph above - all form).
>
> In the 1st set, I expect my conversation to dry up a lot faster when I try
> to run a progression from it: “Where did you go during your break?” “What
> did you do?” “Some people like to stay at home, did you stay at home?” “Who
> visited family?” “Who else swam at the Y?” I’m dependent on the random
> student or two who has an interesting story to tell.
>
> In the 2nd set, my conversation simply has more potential avenues - all
> students have an opinion on mustaches: “Do you prefer mustaches, beards, or
> neither?” “Do I look creepy in that mustache?” “Does Dalí look creepy with
> his mustache?” “Who in your family has a mustache?” “Is he creepy?” “Did
> you visit him during your vacation?” “Is a mustache a sign of masculinity?”
> “Who are some famous people with mustaches?” “What about beards?” “Are you
> treated differently if you look like Paul Bunyan than an Imam, an Orthodox
> Jew, or an Amish person?” “Which one of these look more manly to you?”
> “Here are pictures of people who run the world’s fortune 500 companies -
> how many of them have beards?” “Is it necessary to shave?” “Should women
> shave?, Why or why not?" On and on and on and on… At some point, I expect I
> will find a hook that will get students talking, which will give me a new
> place to move to.
>
> And basically, that to me is the essence of OWL - we are trying to get
> students to talk to one another in order that their language can move from
> level to level. More importantly, they move from being unable to express an
> idea to another person to being able to express it. Whether one uses units
> or not to accomplish that goal is immaterial. I think I’m responding to
> Thomas Hinkle’s post a while back on the ambivalence of whether it might
> not be more advantageous to put together solid units when compared to times
> when “stuck” using OWL. What I have noticed so far, having just put
> together an assessment for students based on a very strict set of sentence
> frames is that students produce exactly what I’ve asked them to produce,
> and they seldom surprise with their language. Whereas when my goal is to
> bring them something interesting to explore, I am always surprised,
> excited, and even a little scared to be swimming in uncharted territory.
>
> I hope these ramblings are helpful to someone out there in teacher land.
>
> Best,
>
> Nanosh
>
>
>
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