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Messages - MarthaFace

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Attached is a creative writing unit that uses fanfiction to teach students about characters. 

Feedback--Peer Review / Re: Peer Feedback Worksheet
« on: April 07, 2015, 10:24:44 AM »
I also very much like the addition of the first part of the peer review sheet I think sometimes we take for grated that sometimes how we intend the reader to perceive our writing and how it is actually perceived are sometimes quite different.  I think way you did this WS really helps highlight that point.   

Feedback--Peer Review / Beginning Stages of Peer Review
« on: April 06, 2015, 10:57:27 PM »
Something I thought that might be interesting is, when students are just starting to do peer review,  might it be a good idea to do peer review on the peer review.   For example, after receiving their peer reviewed paper back and after making changes, they could answer questions like these:
What advice did you get that was most helpful?

What made it helpful?

What advice was not helpful?

What made it not helpful?
What did the peer review help you to improve?
What do you still need help with to improve?

The they could give this feedback back to their partner.  I think this kind of process might help to improve students intrinsic motivation to do peer review.  I think many times students just think of peer review as something they have to do and don't think about all the help it not only gives their fellow class mates but helps them in thinking about their own writing as well. This might help them not only to see that, but also to work on giving better feedback to their peers. 

I really like this idea.  It seems like a really good way to get students really involved in the class.

It might also be interesting to have students swap picture and then they can try and guess the story behind each picture.

Each student could write a story about their picture,  then swap pictures with a partner and write a story about what they think their partner's picture is about. Finally, they swap both stories so they get to read the original story and get to see what the other student thought their picture might have been about. 

A very simple post reading task might be to ask students to write a paragraph about what they believe may happen in the future based on what they have read.  They should use points from the article to support their point.  Next you could give them another reading that has conflicting ideas and ask students to revise their paragraph based on the new information they learn.

Motivation / Re: Change the Language Setting in Devices, Apps, Sites
« on: February 19, 2015, 01:36:34 PM »
I know necessity can be a great teacher and all, but I'm not sure how great an idea this would be for some things. 

I tried doing that quite a lot when I was in living in Japan, and there were times when it created more of a problem than a help.  You can do some really disastrous things when you have the language changed and then even if you change it back to your native language you can't figure out what you did.  Not to mention that a lot of the language that you see on devices is solely on devices. There are many computer error messages that I can't even understand when they are in English.  I can't imagine what it would be like in another languge or how useful it would be to eventually understand that. 

Technology and Teaching Reading & Writing / Re: TED Talks for ESL
« on: February 19, 2015, 01:04:50 PM »
Although I really love this site and the things it offers students it makes me wonder how more reading could be involved in these units.  It seems like it has pretty solid parts on getting students to write, but I didn't see much that involved a lot of reading (I did only look at a few though). 

Perhaps you could give students an article that has a differing opinion to read and then in discussions they could compare and contrast the opinions.  Or you could even give them an article that has the same opinion and get them to look how the topic is approached differently in spoken and written text helping students to discover more about the way both texts are structured.

General Writing Resources / Re: Writing Appropriate Emails
« on: February 19, 2015, 12:55:30 PM »
I'm a big fan of how you wrote the bottom part of it.  Almost as if you are giving them the information to write an e-mail through an e-mail itself.  I think it's very useful for getting the student to see the structure as they are learning about it.  It's obviously not super comprehensive, but I think for it's purposes it works very well. 

Learning L2 Reading & Writing / Re: Comic Books
« on: February 19, 2015, 12:47:15 PM »
I really like the idea of using things like comic and graphic novels for reading.  It's a main way I have supplemented my second language learning and I feel like the addition of pictures not only helps in comprehensions, but may help learners to understand some of the more subtle parts of words by seeing what is actually happening and comparing how it differs from other instances.  It also aids students when getting them to try and pick up meaning through context.  It is sometimes difficult for students to really understand just how all the things in written words can help them guess at a meaning of a word, but with the addition of pictures you can help students to see that you can do the same things they are doing with the pictures to guess at meaning can be done with surrounding words to get meaning.

Harry Potter Lessons! / Learning through Context
« on: February 05, 2015, 03:20:08 PM »
Because of all the unique vocabulary in Harry Potter it could be a good way for students to learn about learning vocabulary through context.  Students could be asked to write down words they are unfamiliar with and write what they think the definitions are from reading as home work.  Then students could be asked to share their ideas in groups in class.  That way they can share ideas why they came to the conclusions they did.  That way they could learn strategies that would help them in their future reading. 

Yes, I am very aware of this font, but now I wonder what kind of implications it has for people who don't have dyslexia.  Does it interfere with people who do not have dyslexia? This is research I have not investigated. 

Very interesting.  I had not put much thought into font aside from concerns with people who have dyslexia (in which it is a general consensus that a san-serif font is best).  It makes me wonder how many adaptations that are made in order to help some students may hinder the majority of the class without us realizing.  Good food for thought.

With all of the studies looking into whether or not we learn as much when reading paper books versus digital books, has any consideration been taking into this with L2 reading? What kind of implication could this make to the field of ESL especially with the availability of online classes and materials these days?

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