Modern Language Mobile Activities for Pair or Small Groups

Many modern language teachers do not use mobile learning in their class because they worry that not every student has a mobile device. However, the modern language classroom is a cooperative environment. As long as at least half of the students have a mobile device (and they do according to Pew 2012),  then students can work in pairs. Even if only a third of the students have mobile devices, then students can work in small groups of three.

For example, in pairs or triads, the modern language student who has a mobile device finds a picture of a family member or friend on the mobile device. The other people in his/her group ask questions in the target language about the person in the photo.  When the partner has a turn, that partner looks at a different picture of a person and tells information about the person.The person with the photo confirms or negates the information.

In pairs or traids, world language students can take a series of five pictures that tell a story by using one student’s mobile device.Then, they combine with another group. The other group narrates the first group’s story and the first group adds any other information to the story. Then they switch roles.

Additionally, in their pair or triad, they look at an Internet image search of a city or town in the target language area.They say a sentence in the target language for the first fifteen different pictures. Each sentence proves unique information. Beginning students can say basic sentences  such as “It is tall.”

How do you use mobile devices in your class to promote student speaking?

I have 30+ activities (about 24 for Spanish and 6 for all Modern Language) to develop student speaking at http://bit.ly/tpthtuttle.
The following ebooks are available at http://bit.ly/tsmash

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

 

 

Modern Language Proficiencies: Can-Do Strategies

Modern Language Proficiencies: Can-Do Strategies

9 Myths about Mobile Learning in Modern Languages

Many modern language  teachers have heard of mobile learning and yet they are hesitant to try it.  Here are some common myths.

1) I need tons of mobile learning professional development.  Traditionally, professional development focused on learning the technology.  If you have a smartphone or tablet and can do the basic functions, you have enough of your own professional development to start using mobile learning in your class. If you do not have a mobile device, take 2-3 minutes of class to ask your students what app they would use to do a certain task such as audio recording or creating a video.  Students are the expert in the use of the mobile devices; we just have to harness those uses for modern languages.

2)  I do not have a curriculum for mobile learning.  Mobile learning is only a tool to help you in the modern language classroom so the only curriculum you need is your modern language one.  Once you know what language learning task you want, you  can have the students help you find an appropriate app for it.

3) Every student does not have a mobile device so I cannot do mobile learning in my modern language class.  Have students work in pairs or in groups of three so that at least one person has a mobile device.

4) I do not have the money to purchase apps for  my students.  Many common apps such as video recording apps are free.  Only use the free version of the apps. You can do a year’s worth of activities without having to purchase any  paid apps.

5) I do not have a 1,000 apps like another modern  teacher has.  Mobile learning is not about collecting a multitude of apps; it is about helping your students to improving in their language skills. You can do a whole year’s worth of mobile learning with a few common tools natively found on the mobile device such as picture taking, audio recording,  and video recording. Instead of having your student learn many different apps, find a few apps like video recording app that can be used for many different things such as interviews, telling a story,  making a movie about an event, etc.

6) I do not have the time to find  drill and practice apps. Save your time and focus on developing  your students’ speaking communication through the common mobile tool apps. They can take a picture of a friend or family member and describe that person to their partner.

7)  I already have too much to do  so I cannot do mobile learning.  Mobile learning replaces many classroom activities.  Instead of students looking at one  textbook picture of a city in your target language, they can do a quick  google image search on their mobile device  for the city and see many diverse images of the city. The students probably can find a google image quicker on a mobile device than they can open the textbook to the right page. Mobile learning with QR (quick response) codes can take students instantly  to a video, sound file, web page, or picture.

8)  I have no way to collect what they do on their mobile device  If the students have taken a picture, done an audio recording, done a video recording, etc, they can email it to you.  Students do the task,  click on a share icon and email it to you as an attachment. Students can show you their picture or even project it for the whole class using a document camera.

9) I do not know where to start so I won’t start.  Start simple with students talking about family or friend pictures on their mobile devices. You can do many diverse speaking activities based on pictures on their devices or pictures you ask them to take such as of their living room.

When will you start to use mobile learning for more language communication in your class?

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle
90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

My ebook, 90 Mobile Learning Modern Language Activities, is available at http://bit.ly/90mlact.You can instantly use these many communication activities in your classroom with even beginning students when only half the class has mobile devices. It can be downloaded as a pdf.

I have developed 5 Visual activities/games  for any modern language (no words) and have developed 27 Spanish activities for students to begin to express themselves in the modern language and to move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

My three formative assessment books, Improving Foreign Language Speaking Through Formative Assessment, Formative Assessment: Responding to Your Students and Successful Student Writing Through Formative Assessment, are available at  http://bit.ly/tuttlebks

Photos Provide Context in Modern Language Speaking

When native speakers have a conversation, they use context. They talk about what they see and experience or have seen or experienced.  Visuals supply our students with a context to improve their speaking. Visuals such as photographs provide a scaffolded structured technique to talk about common topics.

One way for teachers to obtain photos is to search Flickr (flickr.com) in the target language with the topic and the country such as the  ”casa venezuela”.

When teachers do a house unit, teachers can have their students talk about the rooms in a  house that they see projected on the screen or that they have taken on their cell phones.  The vague “Talk about a kitchen” does not have any meaningful context to the students but “How does this (projected) kitchen compare to your kitchen?” has a very meaningful and concrete context.  Students can use all the visual clues to help them talk more. Students can see what is in the projected kitchen, go through the kitchen item by item, and say many comparisons.

Photos allow students to get engaged in a situation.  As students exam the people, their activities, the objects, and the location in a photo, they explain what is happening. The teachers ask their students to explain,  in detail, to their partners in the modern language,  “Will you stay at the party or leave?  Why?” as they look at a party photo from the target language area. Students can give many reasons in the modern language to support their opinion.

Projected images from sources like Flickr have the additional advantage of being culturally authentic. For example, as students do the house speaking, they are looking at an actual  house in the target language country.

How do you put your students into meaningful contexts for speaking through photos?

My ebook, 90 Mobile Learning Modern Language Activities, is available at http://bit.ly/90mlact.

I have developed 27 Spanish activities  and 4 Modern Language Visual activities for students to begin to express themselves in the modern language and to move toward spontaneous speaking Teacherspayteachers:  http://bit.ly/tpthtuttle

My three formative assessment books, Improving Foreign Language Speaking Through Formative Assessment, Formative Assessment: Responding to Your Students and Successful Student Writing Through Formative Assessment, are available at   http://is.gd/tbook

Dr. Tuttle’s Personal Links / Resources

**  Modern Language Proficiency: Can-Do Strategies (ebook)
Provide your students with many practical classroom strategies to achieve the NCSSFL-ACTFL Can-Do proficiencies of speaking, listening, reading and writing. Half of the 74 readings focuses on speaking, the least developed skill. Learn how grammar, vocabulary, culture, the textbook and mobile devices help develop proficiency. Contains mini-assessments. The ebook contains 40,220 words, the equivalent of a 148 double spaced page book. $9.99    http://bit.ly/tsmash

** 90 Mobile Learning Modern Language Activities ebook  http://bit.ly/90mlact  Instantly use these communication and cultural activities  even  if half the class has mobile device.  Also, available as a pdf.

** Modern Language and Spanish Spontaneous Speaking Activities  http://bit.ly/tpthtuttle
Modern Language speaking activitiesFor all languages :
Visual Board Game, Spontaneous Speaking Visual Game, Role Playing 10 frames (illustrations, no words) for School, Beach, City, and Restaurant

Spanish spontaneous speaking activities (25+)
I have these Can-Do activities:
Spanish Speaking Food Cooperative Learning Can-Do Whole Class; Spanish Speaking: City Mat Can-Do Novice Mid and High; and Spanish Friend /Family Member Detailed Description – Partner Talk
– Structured Speaking (Students substitute in or select words to communicate in pairs) – Modified Speed Dating (Students ask one question from a card-whole class) – In depth Speed Dating (Students ask their partners 10 questions about each part of the topic) – Speaking Mats (Students talk using a wide variety of nouns, verbs and adjectives to express their ideas- pairs or SG)
– Spontaneous Speaking (Students talk based on visuals or topics in pairs)
– Grammar speaking games (pairs or small group).

** Modern Language  Blog  http://bit.ly/imprml  mostly for speaking and mobile modern language activities

** My Formative Assessment books (Improving Students Foreign Language Speaking Through Formative AssessmentSuccessful Student Writing Through Formative Assessment, and  Formative Assessment: Responding to Students) : http://bit.ly/tuttlebks

Education and Technology Blog  http://bit.ly/hgtblog

Twitter http://twitter.com/HarryGTuttle

90 Mobile Learning Modern Language Activities ebook

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

Improve your students’ modern language communication and culture awareness through mobile learning tools and apps. Engage your students in these easy to integrate in-class and out-of-class learning in fourteen different mobile categories.  Have them participate in authentic culture.

http://bit.ly/90mlact

 

 

 

 

 

My structured Spanish spontaneous speaking activities (24+) includes Structured Speaking (Students substitute in or select words to communicate in pairs), Speaking Mats ( Student can talk using a wide variety of nouns, verbs and adjectives to express their ideas in pairs or small group), Modified Speed Dating (Students ask their  partners one question from a card-whole class), Role Playing (Students talk as people in pictures or drawings from 2-4 people), Spontaneous Speaking (based on visuals or topics in pairs), and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers: http://bit.ly/tpthtuttle.

At the same site, I have a series of activities for any modern language  such as visual stories with no words (the beach, the city, school, etc.) for two students to role play; the restaurant role play involves four students.

My book, Improving Foreign Language Speaking Through Formative Assessment, and my book, Formative Assessment, Responding to Students, are available at http://is.gd/tbook

Improving Students’ Modern Language Skills Through Mobile Learning

Recently, I was honored to have a chapter, “Improving Students’ Modern Language Skills through Mobile Learning” published in the Handbook of Mobile Learning. The Handbook covers these major categories: Foundations and Future: Learning and Learning Support; Teaching and Instructional Design; Policies, Administration and Management; and Cases and Perspectives.  While most of the 53 chapters have a review of the literature or are a research study, I selected a different approach. My article suggests a wide variety of  classroom mobile activities  to improve students’ modern language speaking. I focus on speaking since the essence of language learning is to be able to speak the language. I believe that often teachers do not use a new technology such as mobile learning since they cannot envision how the technology will help their students.

After doing that chapter, I expanded my activities into an e-book, 90 Mobile Learning Mobile Learning Activities.

My Spanish spontaneous speaking activities (24+) includes Structured Speaking (Students substitute in or select words to communicate in pairs), Speaking Mats ( Student can talk using a wide variety of nouns, verbs and adjectives to express their ideas in pairs or small group), Modified Speed Dating (Students ask their  partners one question from a card-whole class), Role Playing (Students talk as people in pictures or drawings from 2-4 people), Spontaneous Speaking (based on visuals or topics in pairs), and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers: http://bit.ly/tpthtuttle.

At the same site, I have a series of modern language visual stories with no words (the beach, the city, school, etc.) for two students to role play; the restaurant role play involves four students.  These can be used in any language since there are just visuals, no words.

My book, Improving Foreign Language Speaking Through Formative Assessment, and my book, Formative Assessment, Responding to Students, are available at http://is.gd/tbook

Your Feedback on 90 Mobile Learning Modern Language Activities ebook

Dear colleagues,

I am writing an  ebook, 90 Mobile Learning Modern Language Activities, with the anticipated publication date of May 2013 and I would appreciate your feedback.   I have the following categories and  numerous classroom examples of each category in the book:

Introduction (Why? What is it? How to implement? Why focus on communication?)
Speaking Activities
Mobile images
Internet searching
Internet image searching
Timer
Survey /Polls
QR code
Voice and video recording
Phone
Video chat
Apps for media
Texting
Twitter
Facebook
Writing to a blog Wiki or website
Listening activities
Reading activities
Listening activities
Culture (is integrated into the activities)
Assessment activities

Are there any other categories of mobile learning activities that you feel need to be included in a book on mobile learning? If so, would you please add a comment  to this blog that includes that particular mobile learning category with a phrase of definition or explanation of the term.  Thank you very much.  With your help, this book will better help modern language teachers as they begin mobile learning to improve their students modern language communication skills.

Also, if you would please answer a question about what you would be willing to pay for such an ebook https://docs.google.com/forms/d/1v1jFzrtGHApRxGaf6kcwYY9DKYYm-nrzDm0mXr7R_sI/viewform#start=invite

Please forward to any other modern language  teacher who uses mobile learning for his/her reaction.

My Spanish spontaneous speaking activities (24+) includes Structured Speaking (Students substitute in or select words to communicate in pairs), Speaking Mats ( Student can talk using a wide variety of nouns, verbs and adjectives to express their ideas in pairs or small group), Modified Speed Dating (Students ask their  partners one question from a card-whole class), Role Playing (Students talk as people in pictures or drawings from 2-4 people), Spontaneous Speaking (based on visuals or topics in pairs), and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers: http://bit.ly/tpthtuttle.

At the same site, I have a series of modern language visual stories with no words (the beach, the city, school, etc.) for two students to role play; the restaurant role play involves four students.  These can be used in any language since there are just visuals, no words.

My book, Improving Foreign Language Speaking Through Formative Assessment, and my book, Formative Assessment, Responding to Students, are available at http://is.gd/tbook

Different types of Modern Language Apps and Questions

At my sister  technology blog, I posted a blog about the various types of modern language apps.  My greatest fear about mobile learning  is that we will turn mobile learning devices into drill and kill machines instead of using them to engage the student in communicating and  reacting to culturally authentic material.
If you do use mobile learning, which different apps do you use? How does each help your students to communicate better?  Do your students spend more time communicating in the target language when using mobile learning  or in creating something that has very little actual communication? Do your apps involve your students in the current culture of the language area?

My Spanish spontaneous speaking activities (29+) includes Structured Speaking (Students substitute in or select words to communicate in pairs), Speaking Mats ( Student can talk using a wide variety of nouns, verbs and adjectives to express their ideas in pairs or small group), Modified Speed Dating (Students ask their  partners one question from a card-whole class), Role Playing (Students talk as people in pictures or drawings from 2-4 people), Spontaneous Speaking (based on visuals or topics in pairs), and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers: http://bit.ly/tpthtuttle.

At the same site, I have a series of modern language visual stories with no words (the beach, the city, school, etc.) for two students to role play; the restaurant role play involves four students.  These can use in any language since there are just visuals, no words.

My book, Improving Foreign Language Speaking Through Formative Assessment, and my book, Formative Assessment, Responding to Students, are available at http://is.gd/tbook

Replacing the Modern Language Textbook with QR Codes: The Advantages

In another blog, I argued how textbooks can be replaced with QR codes.  I think that modern language classroom is an ideal place to replace the textbook with QR codes.

The advantages to QR code -based modern language learning:
– With QR codes, teachers can link  to a comprehensive list of vocabulary for a given topic. The teachers can indicate critical vocabulary and useful vocabulary.  Some  textbooks introduce certain fruits in one unit and, then, more fruit in another unit.  Many textbooks have only a partial list of vocabulary for a topic even when it is the only unit for that topical vocabulary.  Many textbooks do not include verbs, adjectives, and typical sentences when they present the  noun vocabulary list  for a topic. The teachers may link to various language apps that not only illustrate the word but show it in English and the target language.
– With QR codes, foreign language  teachers can link to videos that  introduce and review grammar  in diverse ways.  The educators can have QR codes that link to different types of online grammar practice.  The educators are not limited by the textbook’s manner of presenting or reviewing grammar.
– With QR codes, modern language  teachers can link to audio or video files of native speakers who are talking about important topics.  Either the teachers or the students can record the native speakers as they talk about such things as family, eating, weekends. These conversations are authentic conversations, not ones designed to teach a particular grammar point.  Likewise the teachers can link to radio or TV shows from the target area.
– With QR codes, foreign language teachers can link to current or past cultural events in the target language country.  Students can learn about the culture as it happens as opposed to waiting for the textbook to possibly cover it in a future unit. The teachers can use QR codes to show what is happening at this very moment in the target language country.
– With QR codes, the modern language teachers can link to  pictures or videos that serve as speaking prompts or the basis for a conversation.  These same pictures or videos can serve as writing prompts.  The teachers select  target language cultural pictures.  For example, students look at a family having a  Sunday picnic in Tijuana, México.
– With QR codes, the foreign language teachers can link to quick formative assessments that students take in just a few minutes to demonstrate their achievement of some learning goal.
– With QR codes, modern language teachers can link to target language reading such as  the news,  magazine articles, and  literature.  They can have the students read authentic materials.  Students can select which aspect of the news they want to read about  such as  sports, TV, politics, and food.

Why not try a mini-QR code lesson  to see how engaged in the target language the students become?

My Spanish spontaneous speaking activities (25+) includes Modified Speed Dating (Students ask their  partners a question from a card-whole class), Structured Speaking (Students substitute in or select words to communicate in pairs), Role Playing (Students talk as people in pictures or drawings from 2-4 people), Speaking Mats (Can talk using a wide variety of nouns, verbs and adjectives to express their ideas- pairs or small group), Spontaneous Speaking (based on visuals or topics in pairs), and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers: http://bit.ly/tpthtuttle. I have a series of modern language visual stories (the beach, the city, school, etc.) for two students to role play; the restaurant role play involves four students.  These can use in any language since there are just visuals, no words.

My book, Improving Foreign Language Speaking Through Formative Assessment, and my book, Formative Assessment, Responding to Students, are available at http://is.gd/tbook

Cell and Smartphones to Improve Modern Language Learning

ACTFL Nov. 17, 2012

Rationale: World wide change;   QR codes

 Developing some language skills:
Speaking: their world, real things, apps → speaking, speaking eportfolio, peer assessment

Reading: authentic newspapers, TV website mini-articles, ereader for literature, create own readings
Writing: text teacher, text activity, twitter, wiki/blog
Culture: see actual up-to-the -moment culture, analyze cultural differences within the target countries

Assessment and formative feedback: short formative assessments, QR codes for differentiated feedback, Edmodo

Concern: Dumping textbooks, etc on mobile devices;

school can create QR code sheets per unit as their textbook.

Creating QR codes:

1) Shorten url by using bit.y  (https://bitly.com/). Type web address  in upper right.  If you accept their name or click on custom to customize your url.
2) Next go to http://createqrcode.appspot.com/, type in the URL (you can put more than one in), decide on your size, copy it.   I usually save it, then copy the graphic into my document or PowerPoint.

How do you use cell and smartphones to improve Modern Language learning?

Other resources:

My Spanish spontaneous speaking activities (25+) includes Modified Speed Dating (Students ask partner a question from a card-whole class), Structured Speaking (Students substitute in or select words to communicate in pairs), Role Playing (Students talk as people in pictures or drawings from 2-4 people), Speaking Mats (Can talk using a wide variety of nouns, verbs and adjectives to express their ideas- pairs or small group), Spontaneous Speaking (based on visuals or topics in pairs), and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers: http://bit.ly/tpthtuttle. I have a series of modern language visual stories (the beach, the city, school, etc.) for two students to role play; the restaurant role play involves four students. Can use in any language since there are just visuals, no words.

Free Flickr Images for common vocabulary collected by my students Blog, http://wp.me/p262R-De for full info. 1) Go to http://www.flickr.com, 2) click on the word Search, 3) click on Tags only, on the right side of the search box, 3) then enter spancon +(casa, clima, comida, deporte, descripcion, la hora, naturaleza, numeros, or trabajo- see the blog for the listing such as spancon +comida. No words, just pictures. Can be used in any language for quick vocabulary review using real objects and for speaking in short sentences. Click on Slideshow in upper right for pictures to show the pictures quickly.

Improving Foreign Language Speaking Through Formative Assessment (Larchmont, NY: Eye on Education). For each of fifteen language functions such as socializing, asking for and giving information, explaining, etc., my book provides ten different speaking strategies to help students to improve. Also, includes a procedure to assess all students in just three minutes. http://bit.ly/flspeakfa. Also, have a book,Formative Assessment, Responding to Students.

Two Youtube videos on the importance of speaking in modern language class http://bit.ly/mlspeaking and of monitoring students’ speaking http://bit.ly/MLFAP2

Search for modern language on my education and technology blog bit.ly/hgtblog

(Am on EdTech’s “The Honor Roll: 50 Must-Read K–12 Education IT Blogs”). Am in the process of moving all modern language blogs over to this blog.