Tuesday, November 18, 2014

Motivating students - Ken Wilson

Vector of Orange Guy Reaching for the Stars by Leo Blanchette  MOTIVATING THE UNMOTIVATED

This was the title of Ken Wilson's workshops last week - November 14th and 15th 2014.  He demonstrated some activities which could be useful in our classes. Here are a few of them . There was an emphasis on using the students' own imagination, knowledge, interests and abilities (very Thornbury dogme), asking them questions for which every answer is 'correct', and getting them out of their chairs. 

1.  Make students curious - He suggested showing a visual as a lead in and getting the students to discuss what they think or feel about it.  So, project a picture of something that is not obvious, where every student's answer is 'correct' and what each person has to say about it is just as good an answer as anyone else's.  They are using their imagination.  This may need some explanation!  Even at the workshop there were participants saying 'I don't know'.  Of course this is not an acceptable answer - they must have some idea about a picture - who is it? where was it? when was it?  what was happening.  They could discuss in L1. The idea is to make them curious... After this they can read the text and may find out something they didn't know before.  KWL technique is similar.  Students write what they know about a topic, and what they want to know; then later what they have learnt.  This treats the text as an interesting piece of  news rather than 'a reading comprehension text'.

2.  Let students use their imagination.  For a reading text, ask them questions - where the answer is not in the text! For example, olr 0.5 33 Job Ads - you could ask them who is the owner of the business, what do they look like, how old are they? etc etc - the answers are not in the text!!
Similarly play a short piece of music, students close their eyes and then write and discuss what they saw.  No one's answer is wrong.....

3.  Have fun!! Get students to stand up. They could work in fairly large groups so they don't get bored waiting for their turn.  They have to count to 100 fairly quickly, but each '4' is replaced by 'bang'.. They count 1, 2, 3, 'bang', 5....11, 'bang', 13, 'bang', 15, 'bang'.. etc..  of course they lose count and you can all fall about laughing.

4.  Let the students use their mobiles to get real, instant information. They nearly all have smart phones, and the can be an amazing source of information, not just online dictionaries or flashcards.  For instance, they are reading about a town e.g. olr 0.5 32 on Washington, they can find out what the weather is at that time.  Ken Wilson warned us that letting them use mobiles means setting rules for use - he had set rules, a student had broken them and he had then banned their use.  The students had used peer pressure to make sure the rules were kept to. 
  Ken Wilson's blog is http://kenwilsonelt.wordpress.com

Friday, October 24, 2014

Five ways to introduce concordances to your students.

I don't know about you, but I find that students today have limited experience in applying discovery learning, or 'data driven learning' as Tim Johns described the discovery of English from patterns in concordances.  So, I've put together a brief description of four collocation samplers or collocation dictionaries which may be the most useful way to expose students to the idea of concordancing and corpora.

Just the Word

This blog post has more details on how to use Just the Word, including some ideas on how to introduce this tool to students.  Just-the-Word is a front-end to the British National Corpus, and provides you with a an easy way to survey collocations in that corpus.  I stumbled across the work of Phil Edmonds almost a decade ago, and his Just The Word it is still one of my favourite collocation samplers.

Phil Edmonds of Sharp Labs - father of Just-the-Word

Little did I realize, but Phil is a Canadian like me!  Read a little background into Phil's life and work at Sharp Labs.   For those of you curious about how Just-the-word came to be, read this interview.

Anyway, back to Just-the-Word.  Below is a screenshot of the 'alternatives' feature, having put in 'valuable lessons' as the search string.  You will see it gives the adjective collocates of 'lessons' (valuable, important, salutary) as well as the noun collocates of 'valuable' (lessons, experience, exercise, point) along with a frequency of use indicator.  Really nice!!!  Thanks Phil!!!

Just-the-Word output for 'alternatives' to phrases

Unfortunately, Phil runs the site on a shoestring, and the server can go down unexpectedly. I'm not sure if the interruptions are related to the amount of donations received on any given week, but if you do use this site and you want to support Phil, there is a DONATE button.  Anyway,  Just-the-Word was down the other day in a session I was holding on concordancing, which threw a monkey wrench into my session. I didn't have a contingency plan so after the session I had a look around for a few more tools that I can have up my sleeve if Just-the-Word is not working.

OZDIC - collocations dictionary

You can use OZDIC online at http://www.ozdic.com/ - basically a collocation dictionary.

Home page of the OZDIC collocations dictionary

It has an entry for each collocation, so they appear on a page.  That means, unlike Just-the-Word, this is not linked dynamically to a corpus.  So, only the words chosen by the dictionary, and their collocations, will appear.  Here is an example for the collocates of 'lessons' - as you can see from the URL, this is on a pre-defined web page:  http://www.ozdic.com/collocation-dictionary/lessons

OZDIC dictionary entry for LESSON

As you can see, under the second meaning (something learnt through experience), the same adjective collocates appear as in Just-the-Word...minus the frequency data or any dynamic links to contexts in a corpus.  Nevertheless, quite useful, but I do miss the dynamic link to a corpus.  There is another site that is similar to Just-the-Word in that sense, it is Word Neighbors.  

Word Neighbors

Word Neighbors home page
The interface lets you search dynamically for a word or a phrase, and you can also specify whether you are looking for collocates left or right of the word in question, and you can also allow for words to appear in a span of words left or right.  In addition, you can limit the search to a specific part of speech of the word.  Here is a screenshot of the collocates of 'lesson'.  

As you can see below, the same adjective collocates appear as in the other two sites, but like Just-the-Word, Word Neighbors includes the frequency of use as well as a link to the authentic contexts from the corpora it is linked to.  The full search includes 141 million words from a number of different corpora, unlike Just-the-Word which is based on the 100 million word British National Corpus.  Also, unlike Just-the-Word, you can select a specific corpus if you want, say, to look for collocates in a corpus of spoken English.  And, the output from Word Neighbors is given as a parsed URL, so it is really handy to give a link to a specific collocate pattern directly to a student.  Here is the link for the collocate pattern of ADJECTIVE + lessons shown below:  

Word Neighbors output for ADJ + LESSONs pattern


I'm not sure where I came across this, or if someone sent me the link, but http://www.netspeak.org/ is quite a nice simple tool.  It has a set of 'symbols' that let you form search patterns.  You can just click on the example below the search box, and you will see the results.  Very easy to figure out.
NetSPEAK home page - elegant simplicity

Below is the result of a search pattern looking for words similar to IMPORTANT occurring before the word LESSONS.  

NetSPEAK output for words similar to IMPORTANT before LESSONS
I tried looking for words similar to VALUABLE occurring before LESSONS, but there were too many instances of VALUABLE over other adjectives.  This is one aspect of the use of any such tool -- the results are sometimes unpredictable or not always useful.  It does require a bit of trial and error, which demands some curiosity and sticktivity on behalf of the user.  These qualities are not easy to instill or draw out of students who are used to mobile devices that deliver everything on a silver platter.  But, the rewards are great in terms of language learning if these qualities are developed.


StingNet is another interactive tool that is worth looking at.  It is also extremely powerful, but the interface can be a bit confusing for the uninitiated.  The home page is simple enough:  But there are many layers of complexity that unfold in the output.  Below is an example of my quest to find the ADJECTIVES that appear before LESSONS.  As you can see, the collocates IMPORTANT, VALUABLE and SALUTARY appear high in the frequency list.  You can also see the examples drawn from the corpus.  While the interface looks a bit confusing at first, it is easy to navigate through the layers by clicking on elements in the table, so once you get used to that it provides a neat way to get lost in a word.  I can think of a lot worse places to be lost!

Thursday, October 2, 2014

those podboards again

Podboards can be used for anything it seems! Add zest to your class....
So far this semester (October 1st) the podboards have been used successfully for two new types of activity:- 
1 Students used their smart phones to research 'metu myths' and wrote the stories on the podboard
2  Students were asked to do a mechanical exercise - writing questions for underlined parts of a sentence. Groups collaborated and shared their answers with the teacher and the class

Both teachers reported great enthusiasm. Interesting that activity 2 would usually have been just 'boring'!

Wednesday, September 17, 2014

Our 9th Workshop Festival 10th September 2014

Grant Kempton's 6 points from his talk Hazirlik - Rickety Bridges or Suspension Bridges 
1.  Create a context for learning
2.  Provide opportunities for Critical Thinking, a vital 21st century skill which students need
3.  Relate learning to personal experience and real life - practise  speed reading
4.  Provide scaffolding and support beware of stuff from the Internet!
5.  Foster learning and doing - e.g. in the Scenario in Language Leader
6.  Hand over the class to your students - push them don't pull them

and remember
You can lead a horse to water but you can't make him drink!
Students need to take responsibility for learning; Teachers need to provide opportunities and encourage this.