Zoom Classes at Southeastern Iowa Community College

I recently spent the afternoon learning from John Romeo at Southeastern about the ways he uses technology to teach math classes using Zoom and other tech tools.

John using classflow.com via Zoom and tablets

John is using a Promethean interactive whiteboard to project a math problem onto the board.  An alternative is to use a Mimio, which is less expensive, to make any whiteboard interactive.

A Mimio close-up

He has students come up to work the problem he is projecting while he is sending different math problems to students (who are located at multiple locations) via https://classflow.com/  The teacher needs a tablet, but students are able to respond with multiple types of devices.

Zoom view on John's interactive white board (Promethean)

The laptop that is capturing video and running Zoom

Relevance Matters

By Chris Widmer, ELL Instructor

               One of the most important things that I took away from the ICLC was how to use students’ experiences and things relevant to them to teach all aspects of ESL. The main benefit is that students are more engaged in lessons that are relevant to them, but there are additional benefits that I had not considered as well. For instance, lessons that use relevant experiences show the students how to apply the lessons that they are being taught and take abstract ideas and make them more real for the student. Additionally, on a self-serving level, students that are more engaged and that see the applications of their lessons are more likely to have better attendance, to return for other classes, and to bring in new students by word of mouth.

                The prime example for this was in a lesson outlined about immigration statuses. Many adult ESL students are going through the rigors of immigration either for themselves or for family members and a lesson on that is likely to be relevant and interesting for them. The instructor started the lesson by generating discussion on what the students knew about immigration and then moved directly into a vocabulary lesson that included the words the students would need to know for the rest of the lesson. From there the instructor can move to any other category since the basic knowledge is established.  In this instance she decided to work on grammar and talk about using the modal verbs "can" and "should." The rest of the lesson detailed ways that the instructor could use the topic for listening, speaking, and reading--all which related back to the discussion generated at the beginning of the class and which included and reviewed the vocabulary and grammar the instructor started with.

                This type of lesson was designed specifically to make sure that the topic was relevant to the students and that it was consistent throughout the lesson so that the students could see clear, real world applications for the concepts they learned. Such a lesson is more likely to engage the students and also drive their interest to learn more and practice more as they can see that it is useful to them immediately. 

Acquiring English as a Foreign Language

I presented my master’s thesis at the MIDTESOL 2015 conference in October. The foci of my presentation were on Second Language Acquisition (SLA) theories, curriculum design, and instructional strategies for teaching adult English learners.

SLA theories provide insights into how adult English learners acquire a new language. The foremost goal of any ELL course curriculum and instructional strategies is to assist English learners in acquiring the ability to communicate in English. Therefore, the available SLA theories should be examined when exploring second language development and learning outcomes of adult English learners. Here are some of the insights that I keep in mind when I teach my ELL students:

• Collaborative learning encourages learners to use prior knowledge and experiences to construct new knowledge 
• Adult learners accumulated a growing reservoir of experience which is rich in resources for the purpose of learning 
• They acquire the grammatical features naturally, when learners are engaged in a meaningful use of the language
• Comprehensible input is important for second language acquisition

• Modified instruction should include elaboration, slower speech, gesture and provision of contextual clues 
• Language competence acquisition occurs when second language learners acquire language one step beyond the level language that has been acquired by the learners.