It was quite an interesting Monday and Tuesday in class. To rehash our knowledge of transforming sentences from direct to reported speech, the class worked on a few sentences. It used to be that we marked and corrected our synthesis and transformation exercises in this manner: Three Years Ago 1. Student A reads the original sentences from their seat. 2. Student A reads out the transformed sentence. 3. Other students listens to the correct answer and writes in their corrections. 4. Other students asks Student A to repeat the answer. 5. Student A gets asked so many times, Learning Facilitator steps in to read the transformed sentence. 6. Repeat from 1 - 5 until the whole exercise is answered, marked and corrected. Variation: Student A or Learning Facilitator writes the sentence on the board. | |
Two Years Ago
1. Learning Facilitator flashes worksheet on the screen using a laptop and a projector.
2. Student A reads original sentences and dictates answer.
3. Learning Facilitator types Student A's answer on the document for the class to see.
4. Other students ask about variations.
5. Learning Facilitator types variations in.
6. Repeat from 1 - 5 until the whole exercise is answered, marked and corrected.
Variation: Student A walks over to Learning Facilitator's desk and types in the answer.
One Year Ago
1. Learning Facilitator flashes worksheet on the screen using a touchscreen PC and a projector.
2. Student A walks over to Learning Facilitator's Desk to write in their answer using the stylus.
3. Learning Facilitator provides immediate feedback on what needs to be corrected using the stylus and a different coloured (digital) ink.
4. Other students ask about variations.
5. Learning Facilitator (considers time constraints) writes the variations in.
6. Repeat from 1 - 5 until the whole exercise is answered, marked and corrected.
The whole process can be viewed by all the students in the classroom.
1. Learning Facilitator flashes worksheet on the screen using a laptop and a projector.
2. Student A reads original sentences and dictates answer.
3. Learning Facilitator types Student A's answer on the document for the class to see.
4. Other students ask about variations.
5. Learning Facilitator types variations in.
6. Repeat from 1 - 5 until the whole exercise is answered, marked and corrected.
Variation: Student A walks over to Learning Facilitator's desk and types in the answer.
One Year Ago
1. Learning Facilitator flashes worksheet on the screen using a touchscreen PC and a projector.
2. Student A walks over to Learning Facilitator's Desk to write in their answer using the stylus.
3. Learning Facilitator provides immediate feedback on what needs to be corrected using the stylus and a different coloured (digital) ink.
4. Other students ask about variations.
5. Learning Facilitator (considers time constraints) writes the variations in.
6. Repeat from 1 - 5 until the whole exercise is answered, marked and corrected.
The whole process can be viewed by all the students in the classroom.
Starting This Week 1. Learning Facilitator refers students to a Worksheet or set of sentences from a book. Students work in their own. 2. Learning Facilitator plugs in the laptop to the projector. Turns AirServer on. 3. Learning Facilitator reminds students with configured iPads to make sure they are on the same WiFi server and turn on their mirroring function. 4. Students connect to the correct laptop and turn on their mirroring function. All connected iPads go up on the screen. 5. Learning Facilitator assigns different students to answer the different items. 6. Students simultaneously write their answers on their iPads. Answers are projected onscreen for all to see. Some students remind the people writing their answers in of the conventions of writing (spelling, tenses, punctuation marks). Students learning from each other and from teaching peers. 7. Learning Facilitator goes around to mark and correct the different items as they are completed. When all from the batch are done, and answers are discussed, the class pauses to correct their answers based on what are flashed on the screen. 8. All screens move to the next page and a fresh set of sentences are transformed, simultaneously, projected and in real time. |
I knew this last approach would provide a wow factor and a visual avenue for my visual learners. What came as a pleasant surprise was the way it ushered in collaboration. Students who are not usually engaged are watching the screens carefully and reminding each other of the conventions of sentence construction ("You missed a full stop!" "The first letter is a capital letter." "You spelt the word wrong."). It seems a bit busy administratively these past two days (setting up iPads and what-nots) but I'm sure it will flow smoothly once all get used to the system.
Super glad to have this tool in class!
(Many thanks to my sweet husband and staunch support for my iPad Birthday Gift! Now alternating between wishing to get my hands on the newer and lighter MacBook Pro and praying and wishing for AirServer to develop their Android platform.)
Super glad to have this tool in class!
(Many thanks to my sweet husband and staunch support for my iPad Birthday Gift! Now alternating between wishing to get my hands on the newer and lighter MacBook Pro and praying and wishing for AirServer to develop their Android platform.)