CATESOL+2013

Annual CATESOL Conference, October 2013[[image:mccesltech/CATESOL2013Logo.jpg width="261" height="124" align="right"]]
= Riding the Waves of Success, San Diego, California = =// Featured Presentation: //= =// Engage Students in Grammar Instruction with Technology Tools //= ESL teachers have a plethora of technology options, from hardware and software to Web-based resources, for use at all stages of a grammar lesson. Actively participate using free, on-line tech integration possibilities, designed by the presenter, that engage students and assist them to retain what they learn. Presentation Slides: Handout:


 * Videos for Repetition: **
 * [|Irregular Past and Past Participles from ManyThings.org]
 * [|Irregular Verbs on][|Youtube]
 * [|Regular Verbs]
 * For many grammar videos, see [|//English with Jennifer//]Youtube series

View 2012 Presentation for many PowerPoint files and more
 * Slide shows for presentation, visuals, guided note-taking, flashcards **

**Online Flashcards** with [|**Quizlet**]: Parts of Speech flashcards

Short Video Clips - Speaking and Writing Prompts
Example 1: [|Video]
 * 1) Use short videos clips as speaking or writing prompts to practice verb tenses, especially past with past continuous. He/She was... (verb) + ing when... They were (verb) + ing when... [|Video clips]
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Provide students a list of words. Invidividually, in pairs, or small groups, students predict the story by writing it, using all the words on the list and a target verb tense. After students compose a paragraph with instructor feedback for revisions, students read their stories. Then the instructor shows the video clip. Incredibly, each team always writes a very different version. The team closest to the actual story wins! The "story" of the video clip could also be the basis of a verb conjugation exercise (see document at Example 1). Follow up with dialog writing. What did the people in the video say to each other? What happened next?

<span style="font-family: Arial,Helvetica,sans-serif;">Example 2: <span style="font-family: Arial,Helvetica,sans-serif;">[|Video] <span style="font-family: Arial,Helvetica,sans-serif;">[|More videos like these]

<span style="font-family: Arial,Helvetica,sans-serif;">**Animated Shorts** <span style="font-family: Arial,Helvetica,sans-serif;">"[|The Fantastic Flying Books of Morris Lessmore"] by William Joyce of Shreveport, LA (referred to me by an ESL teacher at TESOL Convention, who has used this animated short successfully with his middle school students) [|"The Lighthouse" from The Literacy Shed] with ideas for lesson activities (referred to me by Evelyn Fella) - the site contains much more -- see also [|The Great Animations Shed] Examples of other animated shorts that can be used for speaking, writing:
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|"Cat's Moew"]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|"Distraxion"]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Awesome Summer Vacation]

<span style="font-family: Arial,Helvetica,sans-serif;">Grammar and Pronunciation Practice
<span style="font-family: Arial,Helvetica,sans-serif;">Practice reading, speaking, verb tenses (simple present), and pronunciation (third person -s endings): The Difficult Daily Routine of an Aspiring Actor Video: [|SuperChill Monkey Does Hollywood] <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">Another Video that would work well for this type of activity: If you could have a personal assistant, what woul you have him do? [|Useful Dog Tricks]

<span style="font-family: Arial,Helvetica,sans-serif;">**Dialogs** – see “Beyond Dialog and Drill”
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Voki]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Dvolver]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|MakeBeliefsComix]
 * <span style="font-family: Arial,Helvetica,sans-serif;">PowerPoint with callouts (to insert thought and speech bubbles, on the Insert tab, choose “Shapes”; with the cross, drag to draw selected bubble)

<span style="font-family: Arial,Helvetica,sans-serif;">[|ABC: What Would You Do?] <span style="font-family: Arial,Helvetica,sans-serif;">[|Racism against Migrant Latino Workers Episode]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Video for discussion and writing **

<span style="font-family: Arial,Helvetica,sans-serif;"> [|Video Cellphone Karma] from presentation <span style="font-family: Arial,Helvetica,sans-serif;"> [|Piclits] - online writing based on visuals
 * <span style="font-family: Arial,Helvetica,sans-serif;">Writing **

<span style="font-family: Arial,Helvetica,sans-serif;">**Game Templates**: <span style="font-family: Arial,Helvetica,sans-serif;">[|**Parade of Games in PowerPoint**] Sample games and game templates for download, including Buzz Word Bingo, Correct Order, Idea Map, What is the Truth, What am I?, and more <span style="font-family: Arial,Helvetica,sans-serif;">[|**Fun and Games**] Compilation of some of the most popular PowerPoint game templates <span style="font-family: Arial,Helvetica,sans-serif;">[|**PowerPoint Games**]Jeopardy, Wheel of Fortune, and Pyramid Game, and others <span style="font-family: Arial,Helvetica,sans-serif;">[|ESL Games Templates] Jeopardy, Taboo, Hidden Picture <span style="font-family: Arial,Helvetica,sans-serif;">[|**Cnet downloads**][|**PowerPoint Games**] Sunken Treasure, Guess Louie, What's Behind the Box?, and more...
 * <span style="font-family: Arial,Helvetica,sans-serif;">Formative assessment **
 * <span style="font-family: Arial,Helvetica,sans-serif;"> Board races from PowerPoint slides or images **

<span style="font-family: Arial,Helvetica,sans-serif;">AND thanks for Heather Hargas for sharing this Web site, which can be used for making game-show materials saved online: <span style="font-family: Arial,Helvetica,sans-serif;">[|Super Teacher Tools.] Her [|sample Jeopardy Game]for a midterm review. [|ESL][|Games World]: Example [|Active / Passive Basketball][|Game] <span style="font-family: Arial,Helvetica,sans-serif;">[|Road][|to][|Grammar] [|Quia]: Example [|Irregular][|Verbs Challenge Board] <span style="font-family: Arial,Helvetica,sans-serif;">[|ESL Games Plus] <span style="font-family: Arial,Helvetica,sans-serif;">[|Verb Tenses Jeopardy Game] <span style="font-family: Arial,Helvetica,sans-serif;">[|Grammar Gorillas Game] <span style="font-family: Arial,Helvetica,sans-serif;">[|Word Invasion Game] <span style="font-family: Arial,Helvetica,sans-serif;"> [|Grammar Ninja] <span style="font-family: Arial,Helvetica,sans-serif;">Children’s University of Manchester - [|The Adjective Detective] and [|Naming Nouns] (for kids) <span style="font-family: Arial,Helvetica,sans-serif;">[|Grammaropolis] (for kids) <span style="font-family: Arial,Helvetica,sans-serif;">[|Grammar Practice Park] (for kids)[|Fun English Games] (for kids) <span style="font-family: Arial,Helvetica,sans-serif;">[|Daily Grammar] <span style="font-family: Arial,Helvetica,sans-serif;">[|British Council] (for kids) <span style="font-family: Arial,Helvetica,sans-serif;">[|English Media Lab]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Web Sites with Games for Team Competitions and Fun in the Classroom **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Cell phones and mobile devices / apps **
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Mobile Phones in the Classroom Video on OTAN]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|PollEverywhere](can also be computer-based polling)
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Polldaddy](polls, surveys, quizzes)
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Socrative] (student and teacher app)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Podcasts: [|Grammar Girl Podcasts], [|English Grammar Help! Podcasts]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Apps (for grammar, not all free -- new ones developed every day) - not reviewed - results from itunes search: [|Mobile Apps for Literacy Playlist][|SayHi Voice Translator][|Painless Grammar Challenge][|English Basic Level][|Daily Grammar Lessons Workbook][|Grammar Up: Phrasal Verbs Lite][|SentenceBuilder for iPad][|Grammar Basics and Advanced Lite][|Grammar Up][|Grammar Express][|English TestBank] (TOEFL, etc)


 * <span style="font-family: Arial,Helvetica,sans-serif;">Performance / Project-Based Assessment **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Student-produced video
 * Autobiography narrated PowerPoint (simple past and present)
 * [|My Characteristics and Emotions]narrated PowerPoint (participial adjectives)
 * Life Changes narrated PowerPoint (used to)
 * My Job, My Classmate’s Daily Activities (simple present tense)
 * A Wonder of the World, An Invention (present & past passives)
 * Life Experiences poster (present perfect)
 * If I Could Change the World, If I Could Have Three Wishes (unreal conditionals)
 * [|Digital Stories](multimedia narratives)
 * “Bucket Lists”
 * [|Voice Thread]online conversations
 * [|Glogster] online multimedia posters
 * Newsletters, magazines, blogs, wikis


 * <span style="font-family: Arial,Helvetica,sans-serif;">Favorite Web Sites for Supplemental Grammar Exercises for Students **
 * * <span style="font-family: Arial,Helvetica,sans-serif;">[|ESL Blues] || * <span style="font-family: Arial,Helvetica,sans-serif;">[|Guide to Grammar and Writing] ||
 * * <span style="font-family: Arial,Helvetica,sans-serif;">[|ESL Writing] || * <span style="font-family: Arial,Helvetica,sans-serif;">[|Purdue Writing Lab] ||
 * * <span style="font-family: Arial,Helvetica,sans-serif;">[|ESL Writing Den] || * <span style="font-family: Arial,Helvetica,sans-serif;">[|Road to Grammar] ||
 * * <span style="font-family: Arial,Helvetica,sans-serif;">[|Grammar Bytes!] || * <span style="font-family: Arial,Helvetica,sans-serif;">[|The Big List] ||
 * * <span style="font-family: Arial,Helvetica,sans-serif;">[|Grammar Games] || * <span style="font-family: Arial,Helvetica,sans-serif;">[|UsingEnglish Quizzes] ||
 * * <span style="font-family: Arial,Helvetica,sans-serif;">[|NoRedInk] || * <span style="font-family: Arial,Helvetica,sans-serif;">[|English Page] ||

<span style="font-family: Arial,Helvetica,sans-serif;">//**From: TESOL Virtual Seminar “Implications and Applications of the Latest Brain Research for English Language Learners and Teachers” presented by Ken Pransky, Collaborative for Educational Services & Dr. Francis Bailey, Director of TESL MA Program, University of Kentucky**// <span style="font-family: Arial,Helvetica,sans-serif;">Baddeley, A. (2007). Working memory, thought and action. Oxford: Oxford University Press. <span style="font-family: Arial,Helvetica,sans-serif;">Bailey, F. & Pransky, K. (2014). Memory at Work in the Classroom: Strategies to Help Underachieving Students.ASCD <span style="font-family: Arial,Helvetica,sans-serif;">Gathercole, S. and T. Alloway. (2010). Working memory and learning: A practical guide for teachers.Los Angeles,CA: Sage. <span style="font-family: Arial,Helvetica,sans-serif;">Gattegno, C. (1972). Teaching Foreign Languages in Schools: The Silent Way New York: Educational Solutions, Inc. <span style="font-family: Arial,Helvetica,sans-serif;">Frawley, W. (1997). Vygotskyand cognitive science: Language and the unification of the social and computational mind. Cambridge, MA: Harvard University Press. <span style="font-family: Arial,Helvetica,sans-serif;">Harrington, M.and Sawyer, M. (1992). L2 working memory capacity and L2 reading skill. Studies in Second Language Acquisition, 14, 112-21. <span style="font-family: Arial,Helvetica,sans-serif;">Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information: Psychological Review, 63, 81-97. <span style="font-family: Arial,Helvetica,sans-serif;">Nisbett, R. (2003). The Geography of Thought. New York: Free Press. <span style="font-family: Arial,Helvetica,sans-serif;">Paradis, M. (2009). Declarative and procedural determinants of second languages. Amsterdam: John Benjamins. <span style="font-family: Arial,Helvetica,sans-serif;">Plass, J., Moreno, R., & Brunken, R. (2010). Cognitive Load Theory.Cambridge, UK: Cambridge University Press. <span style="font-family: Arial,Helvetica,sans-serif;">Pransky, K. (2008). Beneath the surface: The hidden realities of teaching culturally and linguistically diverse young learners. Portsmouth, NH: Heinemann. <span style="font-family: Arial,Helvetica,sans-serif;">Ortega, L. (2009). Understanding second language acquisition. London: HodderEducation. <span style="font-family: Arial,Helvetica,sans-serif;">Sweller, John, JeroenJ.G. van Merrienboerand Fred G.W.C. Paas(1998). Cognitive Architecture and Instructional Design. Educational Psychology Review. Vol. 10 no. 3., 251-296. <span style="font-family: Arial,Helvetica,sans-serif;">Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics11. <span style="font-family: Arial,Helvetica,sans-serif;">Sousa, D. (2011). How the Brain Learns. Thousand Oaks, CA: Corwin. <span style="font-family: Arial,Helvetica,sans-serif;">Tulving, E. (2002). Episodic memory: From mind to brain. Annual Review of Psychology, 53, 1-25. <span style="font-family: Arial,Helvetica,sans-serif;">Vygotsky, L. (1986). Thought and language. Cambridge, MA: The MIT Press. <span style="font-family: Arial,Helvetica,sans-serif;">Whitehead, A.N. (1929). The Aims of Education. New York: MacMillan.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Learning / Brain Research **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Technology Integration: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">“Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge,” by Punya Mishra & Matthew J. Koehler, Michigan State University, in Teachers College Record, Vol. 8, #6, June 2006, pp. 1017-1054
 * <span style="font-family: Arial,Helvetica,sans-serif;">See []
 * <span style="font-family: Arial,Helvetica,sans-serif;">See College of William & Mary School of Education TPACK resources: curriculum-based learning activity types ('LATs'), teaching strategies, and performance assessments []
 * <span style="font-family: Arial,Helvetica,sans-serif;">TPACK in 3 Minutes video on Youtube at []

[|www.cnn.com/2010/TECH/innovation/10/22/south.korea.robot.teachers/index.html]
 * R-Learning:**