New Teaching Tidbits Blog

Image Credit: Pixabay.com

When I started blogging in 2014, I was serving as Secondary ESL Teacher and was inspired to blog by my English learners. A few months prior, my students created individual blogs and while the objective was for them to develop their English writing skills, it soon became a powerful driver of both academic and personal growth. As their writing skills grew so did their confidence and I was so inspired by their accomplishments that I felt moved to create my own blog. Read my very first post here.

Initially, my posts consisted of reflections and celebrations from my ESL teaching experience and so my blog was appropriately titled "ESL Musings." However, as I developed as a globally connected educator I found my professional interests expanding and evolving. In January 2016, ESL Musings became Teaching Tidbits. I renamed my blog and purchased "teachingtidbits.com." but I didn't change the blogspot URL. Therefore, although my blog title reflected the change, the blogspot URL did not.

Fast forward to August 2017, I joined a new district and transitioned to an instructional facilitator role. That's when I lost my blogging voice. It's not that I'm not as reflective. Quite the contrary. The longer commute has given me lots of time to ponder and reflect. But frankly, there was so much newness last year- new, role, new school, new district- that I felt that I was in a season of intake.

But I really missed blogging.

While I'm still growing in my facilitator role, I really miss sitting at the keyboard and mulling over my experiences. Sure, I could just keep a journal or enter my thoughts on a Google doc, but there's a creative part of blogging that I really enjoy. I don't care if my posts are read by a single person, but as a technology enthusiast, blogging makes me feel as if I accomplished something as I reflect. It also serves as my professional portfolio.

For 2019, I've decided to restart my blogging practice. Teaching Tidbits will now be housed at gonzalezteachingtidbits.blogspot.com and I'm changing this blog back to "ESL Musings."  It will be linked to my new blog so I can go back and read my old posts when I need a little inspiration.

There's still lots I'm taking in and I'm enjoying every bit. I'm forever learning and growing. Celebrating the minute as well as the grandiose. Living every moment to the fullest and sharing my reflections as I travel on this journey of teaching and learning, in the hopes that I may offer a tidbit of inspiration to those who read my pages.
May 2019 be the #BestYearEver

Reflect Not Regret

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As I reflect on 2017, I must say that I wish I could hit the rewind button and change a few things. 

But I can't.

Most people that know me well will tell you that I am hopelessly optimistic.  I have learned to fail forward, to embrace my flaws, to see problems as opportunities, and to make the sweetest lemonade out of the tartest of lemons. But we all go through rough times and for me, it was last year. While I have grown tremendously both professionally and personally through all this, I have to say that my faith and my optimism have been tested. 

My decision to move districts to what I perceived as a growth opportunity, didn't turn out to be what I expected. I then tried to return to my former post but was not able to do so. On the bright side, a casual conversation with a colleague led to my current role. And while I'm still growing in my new position, I feel I am heading in the right direction and believe things are going to work out for the best.

I'm not going to share the details of my professional journey on this forum. However, through all this, I've learned some important life lessons and I'll share them below in the hopes that others will learn from them too.

Speak up when you think someone is about to make a wrong move.
Don't tell people what they want to hear, tell them what you know. Only after I made my move and expressed my regret did colleagues come out of the woodwork and agreed that my previous district was a better fit for me. But rather than sharing insight prior to my leap, they kept it to themselves because they didn't want to step on my toes. They could have spoken, but they didn't.

Listen carefully to those that do speak up.
Professional changes have personal and family implications. When people who know you well, express their hesitations, don't dismiss their comments. Rather talk with them and listen intently to their concerns. Family and close friends often see things we miss in the midst of the excitement and sense when things are not quite right. I should have listened when my daughter told me to not make the jump, but I didn't.

When in doubt, don't do it.
Risk is always scary and it's expected to feel uneasy before taking any leap, but if you are more nervous than excited, trust your instincts. If only I would have followed my gut, but I didn't.

Choose to reflect, not regret.
My head has been spinning with all the coulda, woulda, shoulda. But rather than drowning in my regret, I choose to reflect and move forward. Undoubtedly, I could have made different choices. I should have talked to and listened to more people. If only I would have thought about my decisions more carefully, I would have avoided some speed bumps. But I didn't and what's done is done. Looking back will not make my ride any smoother. 

All I can do now and is get back on the road and keep moving forward believing that God will work all of this together for my good because I love Him and am called according to His purpose (Romans 8:28). And so my word for 2018 is "forward."

May 2018 be our best year yet!

What a Facilitator Is Not

New role, new school, new district. In the words of Bob Dylan, "the times, they are a-changin'..."

As of August 22, 2017, my title is Middle School Academic Facilitator. Although it’s a position I have pursued for quite some time, I’ve been waiting for the right one. This summer when the opportunity came knocking, I went for it.

Ever since I entered the world of education, I've been in a collaborative role. First as a computer applications teacher, which made me the go-to technology person (before the days of technology facilitators). In 2012, I moved into the ESL field, which gave me the opportunity to coach and collaborate with teachers who served English learners. I believe my experience has served to prepare me well for this position, but there's still so much I need to learn.

Despite an extended commute, my new school and the colleagues I'm privileged to work with have made the change very worthwhile. Rather than fret about traffic, I use the longer drive time to ponder and reflect on my goals, expectations, and challenges of this new position. Because I leave while it's still dark and am usually the first one in my wing, I get at least an hour of peaceful solitude. I have to say that (most mornings) I find the commute a blessing in disguise.

So, what is a facilitator? I've received this question from family, friends and even the staff at my school. The middle school facilitator position is not only new to me, but also new to the school. I'm at a K-8 magnet school and am primarily charged with supporting the middle school faculty. While they've had a literacy facilitator and a math facilitator for quite some time, it's been several years since the middle school wing had anyone in an official facilitator role.

Webster defines a facilitator as "someone or something that facilitates something; especially someone who helps to bring about an outcome (such as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance or supervision." More specifically an academic facilitator, a term synonymous with instructional coach, is "someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders"  (Pennsylvania Institute for Instructional Coaching). A facilitator, academic or otherwise, is one that makes things easier.

Facilitators can make or break a school. Like fire, their energy can be productive or destructive. In order for our teachers to achieve professional growth and for our middle school students to thrive, my role needs to be clearly defined. That being said,  in defining my new role, it's crucial that I understand what I'm NOT.  

Here are a few things I've learned thus far, as I'm settling into this new position.

A facilitator is not a know-it-all.  

My job is not to know all the answers, but instead to listen and ask lots of questions. Good listening is the cornerstone of good coaching. Not listening to respond, but rather listen to understand. While my ESL teacher role exposed me to the entire North Carolina's Standard Course of Study, I'm still no expert in all curricula. And I don't have to be. I aim to provide the tools and resources that will facilitate the quest for answers.

A facilitator is not a fixer-upper.

We are all works in progress and there's always something that can be fixed, but my job isn't to fix anyone or any school. Real change and improvement comes from within. Furthermore, nothing or no one is all bad or all good. So, rather than coming in and turning the school upside down, I'm here to shine a light on their successes so that we build up from there. We can improve test scores, step up engagement and implement the latest and greatest tools and strategies, but nothing will improve if we don't keep moving forward.

A facilitator is not an enabler.

Educators have lots on their plates and for a new teacher, the role can be quite overwhelming. In my efforts to be supportive and resourceful to struggling teachers, I must be careful to not end up enabling instead of empowering them. From lesson planning to technology integration to classroom management, making their path easier to navigate doesn't mean I need to drive. Just like an athletic coach, I need to remain on the sideline and let them play their position.

A facilitator is not a principal's eyes and ears.

My principal made it very clear to the staff that I was not in an evaluative role, but while I am not their supervisor, I am there to hold them accountable. However, I'm not a "spy for administration," as one teacher openly asked me. This question made me realize that if I am going to be a successful facilitator, I must first and foremost, earn their trust. I must place personal opinions and biases aside and work for the betterment of all teachers.

While there's much improvement to be made, there's also lots and lots to celebrate at my school. The close-knit staff and small student population make the school warm and inviting, making it easy to connect with students and their families. I'm excited about this school year and am eagerly looking forward to what happens next.

Advice to My First-Year Self

If I only knew then what I know now.  Famous last words.

The Common Sense community of educators recently posed the following question to their Facebook group: "What advice would you give your first-year self?" I could probably write a book, but there are a few points that quickly came to mind as I think back to that adventurous year.

I always say that I didn't find my calling, but rather it was my calling that found me. I embarked on my teaching career in 1996 as a Lateral Entry Business Education teacher in the small, rural town of Sparta, North Carolina - population 10,000.  Two months prior, I lived in Miami, Florida - population 2 million - where I had lived from the age of 18 months and never left until my husband and I had this romantic idea of moving to a cabin in the Blue Ridge Mountains.  My first degree is in Business Administration and I worked in sales and marketing for a  commercial health insurance company. I had not stepped foot in a high school classroom since I graduated in the 1980s. Shortly after arriving in Sparta, I decided to substitute teach until I found a permanent job in the insurance field. That "permanent" job ended up being my vocation. Never in my wildest dreams did I think I would be a teacher and now I can't imagine doing anything else.

That first year was almost a blur. Because I came in mid-year, I wasn't assigned an official mentor until my second year. Thankfully, there were a few angels God sent to help me survive as I was flying off the seat of my pants most of the time, especially the first couple of months. Reflecting back, because I drew from my corporate experience, I not only survived but thrived. Furthermore, since I regularly presented in front of large groups, I was comfortable presenting to my new "clients". Nonetheless, if it wasn't for my unofficial mentors, I'm not sure I would have lived to tell this story.

If I could go back and talk to my first-year self, this is what I would tell her:

• One size does not fit all. Differentiation may appear monumental but it's crucial to ensuring that all students learn and it's really very doable. School is not about you, it's about your students. Remain flexible and find what works so that students meet their learning objectives. It's more than fair to modify a strategy, assignment, or even deadlines. For some students, differentiation is required, but you may find that others simply need a little grace. So long as the students are meeting the learning targets, it's important to remain flexible. In doing so, you will find that you are not only capturing their minds but also their hearts. 

• A.S.K. (Always Seek Knowledge). Listen more than speak and ask lots and lots of questions. Seek knowledge from colleagues and also from students. Fellow teachers may seem busy but we all remember that first year and no one will deny you a helping hand, but you will usually have to ask. Students, especially teenagers, may seem uninterested in talking to their teachers, but give them a listening ear and they will tell you all you need to know (and often more than you want to hear). It's imperative that you know your students, so you best know how to reach them.

• Teach, don't just give grades. With ever-increasing class sizes, teaching duties can be quite overwhelming, but remember that our primary duty is to help young people learn. Our mission is to empower, edify and prepare young people for a lifetime of learning and growing. We are so much more than grade givers. When students don't submit work, find out why before entering a zero in the grade book. Chances are they need help and are too afraid to ask. What may appear as laziness or apathy, may actually be a cry for help.

• View mistakes as stepping stones not as stumbling blocks. Remember that failure is not an end but merely a beginning. We are all works in progress. And don't be afraid to share this message with students. They really need to hear it, especially if you teach at the secondary level.  

What advice would you give your first-year self? I look forward to hearing from you.

Small Changes for the Final Stretch of the School Year

Image Credit: photosforclass.com

As we enter this final stretch of the school year, spring fever is in the air and everyone is eager for summer vacation. Warm and sunny days make for beautiful weather, but the classroom climate can be quite tempestuous as students are ready for the school year to be over. They slouch in their seats, slack on their work and whine about anything that's remotely rigorous. And those, of course, are the easy problems - other more challenging students may step up their rebellion a tad bit putting discipline issues on the rise. Like a tired runner on her last lap of the race, it's very easy for teachers to lose momentum, but this is a critical time to pick up speed to ensure we finish strong. For many of us, this may mean making a few small changes. The last lap is crucial as it will determine the year's outcome. We may feel tempted to slow down or drop out, but we can't achieve a win unless we persevere until the very end.

As we near the finish line, we want to be creative, spontaneous and engaging, but also consistent and focused. However, we can't disregard the human factor. It's easy to become frustrated at the disengagement, yet in order to win them over, we may need to adjust our own approaches and shift attitudes.  If we are not excited and positive, much less will our students be.

Here are some small changes that I have found help stir up some positivity and brighten up the remaining school days.

• Increase positive recognition. I'm usually pretty good about pointing out the good in my students, but I've been trying to dig a little deeper.  And I don't want to just tell them individually, I want to make sure the entire class knows about the treasures I find.
• Ignore the small stuff.  I'm picking my battles carefully and so I can stay focused on the learning targets.
• Share myself.  Be open and honest, willing to share joys, successes, and setbacks.  As I tell students about my own stumbling blocks and how I turn them into stepping stones, many may find connections and hopefully be encouraged. 
• Take time to laugh.  A little amusement can do a lot of good. Happy teachers will make happy students.  Learning and laughing are not mutually exclusive.
• End the class with a joke.  I try to end my class periods on a positive note by sharing a little motivation or encouragement as they are launched from my room.  This last quarter I'm ending the class period with a riddle or joke.

I believe these small changes, can reap great rewards. Bottom line, kids won't care about learning, if they don't know that we care about them, the learner.

Image Source: photosforclass.com

Kahoot as a Presentation Tool

It all started when one of my classes read an article on digital.readworks.org titled "Ten Things You May Not Know About Martin Luther King Jr." As a follow-up, students were asked to present "Ten Things You May Not Know" on the topic of their choice using the presentation tool of their choice. Topics ranged from themselves, their native country, favorite sport or a popular celebrity. Most of them used presentation tools such as Google Slides, Keynote or Emaze. Interestingly, one of my learners asked if he could create a Kahoot game in order to make his presentation more engaging and it was a hit! That's when I discovered that Kahoot was not just a formative assessment tool, but it was also a very effective presentation tool for students.

Now that I am at a different high school, I decided to recycle the idea with my current group of English learners, but instead of asking them to just make a presentation, I asked them to present using a Kahoot game as a presentation tool. While I'm all about "voice and choice", this particular group of learners had never used Kahoot as a presentation tool - actually most of them had never created a Kahoot game at all - so I seized the opportunity to teach them a new way to present.

But how is it a presentation when it's simply a game you may ask?  Using a Kahoot as a student presentation tool is similar to a teacher using a Blind Kahoot to introduce a new concept. However, after every question students are expected to expand on the answer by giving an explanation prior to moving on to the next question. Therefore, students must prepare just as they would using any other presentation format.

It's about much more than competition, engagement, and wow-factor. Rather than a sit-and-get slide show of facts that are often uninteresting to both the audience and the presenter, the game-style presentation requires the audience to be alert and engaged. And that engagement is invaluable to the presenter. The more attentive the audience, the more confident, relaxed will the presenters be and they will generally much more effective.  It's a win-win situation.

I used this primarily to help my students develop their English speaking skills, yet there are numerous ways this can be implemented to cover our state standards. Moreover, while I used this for individual presentations, they are ideal for group presentations as well.

If you haven't used Kahoot in this way, I highly encourage you to try it - especially in this last stretch of the school year. It just may be what you need to add a little fun and ensure a strong finish.

Below are links to some of the games my students created last week.  I welcome your feedback or suggestions.

Ecuador - https://play.kahoot.it/#/k/381167f5-f45f-468f-a247-b06bd36be068
Italy - https://play.kahoot.it/#/k/470799ae-93f0-4de8-ad42-8b28a2b62bcb
Dominican Republic -  https://play.kahoot.it/#/k/3d25e4db-4edc-40c9-8708-9f4d6132f790

Spin-Off of Write Around

Vocabulary development, parts of speech review, creative writing and a few laughs along the way! That's the "write around" strategy. If you've never tried it, read on and see if this perks your interest.

Here's how it goes.  First, divide your class into small groups of 4-6 and give each student a sheet of writing paper - in my small ESL classes, the entire class is a small group of 4-6. Next, give the class a writing prompt, topic or term and ask each student to write a topic sentence only. The students pass their papers to the right. Students read the sentence that is there on the sheet and add just one sentence. They again, pass their papers to the right and repeat the process until each student has had the opportunity to write at least one sentence. Ideally, the original writer - the student who wrote the topic sentence - also writes the conclusion. Once the piece is completed, each group member reads their story aloud and writing pieces are collaboratively edited and revised, which can be done one of two ways. I prefer to subdivide the groups into pairs and they will choose one of their papers to edit and revise.  However, when I first learned of the strategy I was instructed to have the entire group work together on editing and revising. I find the former to be more effective because with a larger group one or two dominant members will take over the task while the others sit back and passively observe.

Although designed to be a writing strategy, it's ideal for vocabulary development. After all, a strong vocabulary is essential in developing writing skills. Moreover, this strategy requires creativity and deep thought, which will prove challenging for many learners, but it's a cognitive workout that will further enhance their writing practice. I used a word wheel (see screenshot below) using the "Random Name Picker" from classtools.net. I spin the wheel as we pass papers to the right and the selected term must be used in the sentence. Because I teach English in context, the words are related to a story or unit of study and therefore, the prompts and vocabulary are connected to what was covered in class. As I call out the words, we also review parts of speech and I check for understanding. This is not a quiz, so if a student is unsure of the definition or context, they can certainly ask a peer or their teacher. And because my classes are small, I join in the fun and participate in the writing activity, giving me the opportunity to model.

I learned of "Write Around" at an Exc-ELL Training with Dr. Margarita Calderon a few years ago. While this activity works very well with English learners, it is by no means an ESL strategy and can be adapted to any student population and used in any content area.

If you decide to implement "Write Around" strategy in any form or have used it in the past, I would love to hear from you. It can certainly be a stretch for students but in today's digital, social-media-driven world, creative writing is an essential skill they must develop.

I look forward to hearing from you!

Import, Export and Personalize Vocabulary

Image Credit: Pixabay.com

Whether you are attempting to personalize instruction or are simply looking for a time-saving shortcut, here's a way to quickly and easily use Google forms, Quizlet and Quizalize to help students review and develop academic vocabulary.

Last December I wrote "Personalizing Vocabulary Development with Quizlet and Quizalize" where I shared how I had been exporting Quizlet study sets and importing them into Quizalize to create personalized formative assessments. Well, I recently learned how to import into Quizlet, quickly and easily creating study sets. So to piggyback on December's post, I'd like to add a few easy steps to what I shared a few months ago.

First, students create a personalized vocabulary list by entering their selected words and other related information into a Google form; the results subsequently stored on a Google sheet. I then copy the words and their definitions from the spreadsheet and import them into Quizlet. Once students have studied the words on Quizlet, I export the study set and develop a quiz on Quizalize. This is personalized learning at it's best - not to mention it's quick, easy and painless for their teacher.

Check out the screencast below where I take you through the entire process.

These activities are certainly supplemental to learning the terms in context, but they provide extra study tools that have proven invaluable to my students' vocabulary acquisition.

If personalizing vocabulary instruction is not on your radar, this combination of tools is still perfect for vocabulary review as users can copy terms and definitions from any document and create the study set and formative assessments. But you can also personalize larger classes by dividing the class into groups and having students collaboratively develop their word lists. Moreover, if you feel personalizing vocabulary isn't necessary or appropriate for the entire class, these tools may provide a way to scaffold instruction for English learners or other special populations.

I hope you will find this helpful and if so, please email me or enter comments below and let me know how you've used it. I would love the feedback, but most importantly, I'm always looking for new ideas.  I look forward to hearing from you!

Rethinking My 21st Century Classroom

So, what exactly makes a 21st-century classroom?

The Partnership for 21st Century Learning identified a set of four essential skills they call the "4Cs": critical thinking, creativity, collaboration, and communication. In the late 1990's, 21st-century teaching and learning was all the buzz. We were on the cusp of a new millennium and the term was synonymous with cutting edge technology and pedagogy. Now, 17 years into the 21st century, the four C's have become the norm and no longer about the latest trends.

Or have they really?

Although seating arrangements and instructional deliveries in many classrooms have changed, I frankly question whether we are really reinforcing the four C's or if, in fact, our learners are still doing nothing more than memorizing information just like learners of the past.

Based on what I've observed in both my own classroom as well while visiting other classrooms, I've compiled a list of common assumptions that are causing me to rethink 21st-century teaching and learning.

Critical Thinking
Assumption: Because today's learners have increased access to information via the internet, they are thinking more critically and making more informed decisions.
Reality: Today's young people are bombarded with information but they aren't necessarily thinking critically about all the information that's available to them. It's essential for learners to be able to compare and evaluate resources, distinguish between fact and opinion, discern between fake news and accurate news, and make informed decisions based on careful analysis not just on what is perceived to be true. It's interesting that after all the mini-lessons I've taught on digital citizenship, many still cite "google.com" as a source for information and images. Sadly, many of my learners are quick to believe and share fake new stories circulated on social media without checking for accuracy and often times reading nothing more than the headline. We may have access to the internet in nearly 100% of classrooms in America, but are students thinking critically about all the information accessible to them?

Creativity
Assumption: Creativity is a talent and some students just aren't creative. And because it's difficult to measure, why bother? 
Reality: Webster defines creativity as "the ability to make new things or think of new ideas."  Creativity is more about creating, than it is about a talent. Many people associate creativity with art or design and yet it's really about newness and risk. In my experience, I have found that when we foster an atmosphere of safety and security, students will feel comfortable stepping out of their comfort zone and thinking outside the box. Creativity cannot only be developed, but it must be modeled and coached.  When I give students the time and freedom to think their ideas through even the most uninspired will blossom. It's an essential skill that helps students adopt a new perspective on innovation, problem-solving and adapting to change. And while it may be difficult to objectively quantify, we have to remember that not everything that counts can be counted.

Collaboration
Assumption: When students work in partners or small groups they are collaborating.
Reality: First, let's distinguish between cooperation and collaboration.  I'll again refer to Webster for clarification. In terms of group work, cooperation is "a situation in which people work together to do something."  Inarguably, anytime my students work with other students whether it be brainstorming, problem-solving, reviewing for a test or just answering questions after reading a passage, cooperation is occurring.  Conversely, collaboration is defined as "to work with another person or group in order to achieve or do something." That something is a common goal, not an individual goal.  Furthermore, when one person carries most of the weight while the others watch, there's no collaboration. This certainly is not a new phenomenon and rather just human nature, but if collaboration is an essential 21st-century skill, as a facilitator of learning, I must ensure that students are collaborating not merely cooperating, much less being passive spectators. This will only happen if I plan activities and lessons that require every participant to have an essential part and of course, when I hold each group member accountable.

Communication
Assumption: Communication is not a problem for my students. And thanks to digital media, they can communicate with anyone anytime and in many different forms. 
Reality: Despite the ubiquity of social media and other communication technologies, I find that many of my students are lacking effective oral presentation and interpersonal skills. They share their life story with the world on social media, but they stand in front of class and freeze, or much worse they want to read straight from the screen. And when it comes to interpersonal communication, many of them feel very awkward - and I'm not just referring to English learners. Interestingly, many of my students have expressed an interest in pursuing careers in service-oriented industries where communication skills are vitally important. Additionally, in today's global marketplace, students must be able to communicate both linguistically as well as culturally. Technology has given rise to global work teams that span time zones, nations and cultures, which may translate (pun intended) into multilingual communication. This is where skyping with students in another part of the world or field experts would greatly benefit our learners.

So what's the solution? There's no one-size-fits-all answer, but I wrote this post in the hopes that we all reflect on what is happening in our classes and see how well we are equipping our kids to thrive in the real world. While I may be officially charged with the responsibility of teaching English to speakers of other languages, I am essentially responsible for preparing them to be successful, productive members of a technology-rich global society.  Their success (and mine) may mostly be measured by English language proficiency growth,  however, if I fail to weave the 4C's into my instruction I'm doing my learners and society at large a huge disservice.

I'd love to hear your thoughts.

Image Credit: Eric Patnoudes @noapp4pedagogy

Translation Tools For Newcomer English Learners

Webster's definitions of a newcomer include (1) one recently arrived, or (2) a beginner, rookie. Likewise, the U.S. Department of Education defines a newcomer as a foreign-born student who has recently arrived in the United States (USDOE, Newcomer Tool Kit).  I'm not a beginning teacher nor am I a recent immigrant or new language learner, however, I am now a newcomer.

Last week, I made a lateral move to a neighboring district closer to home and as I reflect on my first week, I relate well to newcomer English learners who often feel lost and anxious. While I may be a fluent English speaker and an experienced educator, I'm still a newcomer to the culture, lingo, and nuances of a new and larger school district.  However, in order to thrive, not just merely survive, I must focus on that which I do well and not allow the unknown aspects of my new position to cause me to lose momentum.  I can't let what I cannot do, interfere with what I can do.

I share John Wooden's words pictured above with my newcomer English learners almost daily and I also share them with content area teachers who feel as overwhelmed about teaching newcomers as are the students about learning. Language barriers make teaching and learning appear to be a monumental task, but we must focus on what they can do, rather than what they can't. We can find ways to make content comprehensible so they can learn which is why they attend school in the first place.

One simple way to help learners comprehend the course content is to use translation tools. Even if they may have a helpful classroom buddy, technology tools help our newcomers help themselves. Here are a few favorites that many of my students have found tremendously helpful.

• iTools Translate Web
• Powered by Google Translate, iTools will translate web pages to and from more than 20 languages. If a web resource is not available in the student's native language, this tool will quickly and easily translate the entire webpage. 
• Lingro
• Lingro enables users to instantly look up the translation and play the pronunciation for any word on any given webpage by simply clicking on the word. It also provides definitions in English. Webpages will not look much different until users click on a word.
• Linguee
• This unique tool is a dictionary with a search engine that enables newcomers to search for bilingual texts, words and expressions to check meanings and contextual translations. Many learners use it in conjunction with Google Images.
• Google Translate
• Last, but not least. A go-to app for many travelers, Google Translate translates words and phrases between more than 50 languages. While it's unrealistic for newcomers to translate pages and pages of documents, it certainly is helpful for translating sentences or even short passages. I also highly recommend it for communicating with learners. I've used it on many occassions to communicate basic instructions to newcomers who speak a language other than English or Spanish and find it to be nearly as accurate as a human translator. 

While using these tools is generally not permitted during standardized tests, they can certainly be beneficial in helping students complete classroom and homework assignments, increasing comprehensiblity and productive engagement. Also, keep in mind that these tools are simply a scaffold and are not to be used indefinitely.  They are like training wheels to help them get started. As they develop English language proficiency, and are no longer newcomers, they will eventually wean themselves off of translation tools.

Furthermore, lessons and assessments must be adapted and modified to meet learners' needs. Check out Teachers First's resource: Adapt-A-Strategy - Adjusting Lessons ESL/ELL Students. It's also crucial to implement strategies that will enhance and accelerate both content and language learning.  I recommend reading "Seven Teaching Strategies for Classroom Teachers of ELLs". I think you'll find those strategies helpful to all students, not just English learners. Also, be sure to reach out to your building's ESL teacher for tips and strategies for reaching those newcomer students in your classes. If your state is a member of the WIDA Consortium, request to obtain a copy of your newcomers' "Can-Do Descriptors" if you don't have them already.

Just because newcomers don't speak English doesn't mean they can't learn and just because you may not share a common language doesn't mean you can't teach them. While overcoming a language barrier may appear to be a daunting task, it certainly is not impossible to overcome and technology makes it just a little easier.

My New 3 R's - Reading, Writing & Recapping

Image Source: Pixabay.com

Ever since I can remember, the foundation of education has been the 3 R's - reading, writing, and 'rithmetic.  But as education evolves so have the new three R's. Furthermore, as we evolve professionally, we identify and develop a foundation of basic skills for our own practice which brings me to today's topic.

This fall after discovering a powerful video reflection tool. I came up with my own version of the 3 R's - Reading, Writing, and Recapping using Newsela, Blogger and Recap. My students read, blog and record. These three have really stepped up literacy instruction and deepened learning, most especially reading comprehension and vocabulary development.

Here they are:

Reading - Newsela.com
I teach all English lessons in context and are usually based on nonfiction reading selections. Newsela has long been one of my favorites for informational text. Why Newsela? (1) Articles are relevant and interesting to teens but also aligned to curricular standards. (2) Stories are scaled at different reading levels, making differentiation a breeze. (3) It has a nifty annotation feature that helps readers interact with the text without having to print. (4) Most of its offerings are FREE.

This year, my district purchased the premium version, Newsela Pro. And while I've always found the free version to be more than adequate, the added data features of the Pro version have made this tool a staple in my classroom. Furthermore, as many social studies and language arts teachers use the tool as well, I not only use it as a reading tool, but I also help English learners navigate the site so that they may be better prepared to use it in other classes. Here's a comparison of Newsela vs. Newsela Pro, in case you are considering it.

Writing - Blogger.com
My students have been blogging since 2014 and I often use blogging to check for understanding as students reflect on their learning. Newsela's interesting articles give students lots of food for thought and lots to write about.  Students' writings are original as they share their views and opinions on a given topic. However, as they express their views, they also write about the main idea and other points as well as use new vocabulary, providing evidence of reading comprehension and vocabulary gain.  It's a much better assessment than any multiple-choice quiz.

Why Blogger?  For me, it's simply because we are a Google school and it's easier for students to use a Google tool.  There are a plethora of blogging tools out there to consider.  I say that so long as students are writing to an audience of more than the teacher, use the tool that works best for you and your kids.

Recapping - Letsrecap.com
Recap is a free, multiplatform student video response tool that lets teachers see how students learn. While it offers English learners invaluable speaking practice, it can be effective with any student population and any content area. At first, I thought my students would cringe when videotaping themselves, yet they loved it. Furthermore, teachers have the option of providing video prompts/instructions, which for me is a must. It's best if I ask students to do as I do, not just as I say.

I have to admit that when I was first introduced to Recap by a colleague last summer I was not very impressed. After all, there are a few video tools on our MacBooks that offer speaking practice without having to log in to one more website. Nonetheless, I decided to give it a try and my students were very enthused.  So much so that they asked to use it more often and so it became part of my weekly routine - hence the 3 R's.

How does it help with reading? For me, it's the icing on the cake and enhances reading by getting students to think beyond what they read. I always give them questions that draw on their personal experience or viewpoints, but we have also had fun with some "would you rather" questions. Regardless of the type of question or prompt, students record a concise summary of what they gained from the article.

As we move forward to a new year, I encourage you to try these tools, if you haven't already.  And if your students have Internet access at home, these activities can be completed at home, although a simple guided practice at school may be helpful.

Once you implement these 3 R's, I would love to hear from you and your experience.

Happy 2017!

A Few of My Favorite Things

Image Credit: Pixabay.com

As 2016 draws to a close, I contemplated writing a reflective piece about my favorite things of the year.  Rather than writing about my own accomplishments as I have in previous years, I decided that I would write about my favorite tech tools of 2016. As I pondered, the song "My Favorite Things" from The Sound of Music got stuck in my head.  If you've never watched this classic musical film, here's a clip of it where Julie Andrews performs the song.

And since I can't seem to shake that song out of my mind, I'm going to attempt to write a parody of that lovely song about my favorite ed tech tools.

Here we go....

My Favorite Things

MacBooks and Google Drive for every student

Limitless resources for more than amusement

Tech integration made seamlessly

These are a few of my favorite things

ESL Bistro is the learning venue

Choice of assignments listed on a menu

Voice and choice give students wings

These are a few of my favorite things

Buncee, eMaze, Keynote and Google

Make presentations that gain our approval

Then we use Recap for reflecting

These are a few of my favorite things

When Internet's slow, when the site's down

MacBook tools like Pages come through

I simply remember these favorite things

And I don't feel so blue

Study on Quizlet and play Quizlet Live

Export the flashcards to Quizalize

Kahoot and Quizizz also interesting.

These are a few of my favorite things.

Skype and Appear.in for global connections

Peace and politics made great conversations

Also use Blogger for connecting

These are a few of my favorite things

Grammar practice with No Red Ink

Newsela reading makes all students think

Listenwise helps with listening

These are a few of my favorite things

When Internet's slow, when the site's down

MacBook tools like Quicktime come through

I simply remember these favorite things

And I don't feel so blue

Hopefully my readers aren't cringing too badly. It sure has been fun writing it.

Most importantly, check out these tools and you may find them on your list of favorites too.  And be sure to keep checking my blog for tidbits on how I use these great tools. If you have any questions, please don't hesitate to email me or enter a comment below.

I wish everyone a most blessed holiday season and may 2017 be the #BestYearEver!

Personalizing Vocabulary Development with Quizlet and Quizalize

Image Credit:  Pixabay.com

If personalizing vocabulary development seems unrealistic because of the workload it would create, I'd like to share some tools that can help make it a reality.

After reading this article on Quizalize's blog, I soon realized that personalizing vocabulary development and assessing understanding had been made much easier thanks to Quizlet and Quizalize. These two tools work together beautifully as they enable users to import Quizlet study sets into Quizalize to create formative quizzes. The export/import process is relatively quick and simple, facilitating personalized vocabulary development and allowing me to better meet my students' vocabulary needs. Since I generally involve students in creating their own word list and Quizlet study set, importing into Quizalize was just the icing on the cake.  

Quizlet has long been my favorite online tool for developing and reviewing vocabulary.  The multi-platform tool enables users to create digital flashcards and engage in various study modes including tests and games. Learners are able to add graphics to every flashcard and its audio component helps to ensure that students are not only learning spelling and definitions but also accurate pronunciation. And last spring, after adding the collaborative gaming feature, Quizlet Live, it quickly became my one of my favorite tools. Read more about how I use Quizlet in my recent contribution to Larry Ferlazzo's Q&A column on ed tech tools.

I'm also a fan of competitive, game style, formative assessment tools. I like them not only because they're fun and engaging for students, but I love the data they provide. Last summer I discovered Quizalize and found it very useful for both formative assessments and student review.  Soon after I learned that users can export Quizlet study sets and import them into Quizalize enabling teachers to check for understanding relatively quickly and easily.

So, here's how I'm using these tools, usually with informational reading selections.  After the initial reading (which I read aloud to class), students select 12 new or relatively unknown words from their reading material and create a Quizlet study set.  These can be in addition to or in lieu of a provided word bank. I find it much more effective to give students a voice in developing their vocabulary list rather than providing a predetermined list. Students share their Quizlet sets with me and I review them for accuracy. I then export the study set and import it to Quizalize, creating a personalized quiz. Aside from checking understanding, quizzes can be offered as a review tool and teachers can choose to have students complete the quizzes in class as a competitive game and/or on their own time as classwork or homework.

Why 12 words you may ask? In order to play Quizlet Live, sets must contain at least 12 words. While I would not suggest more than 12 words with English learners or special populations, you can certainly include as many terms as appropriate for the unit of study.  And if you haven't tried Quizlet Live, I highly recommend you resolve to try it in 2017.

In terms of the wow-factor, my students have not found Quizalize to be as fun as other competitive tools. However, the ability to quickly import from Quizlet facilitates personalized instruction and assessment and I think it will win any teacher over, just as it did me. And if creating a quiz for every learner may be a bit overwhelming because of class sizes, consider dividing classes into small groups where group members collaborate on creating a list instead of each individual student. The possibilities are endless!

I created the screencast below to demonstrate how easy the process is.


So if you're looking for an easy way to personalize and/or differentiate vocabulary development, I encourage you to try Quizlet and Quizalize.

Old, New, Borrowed & Blue

Created with Pixteller

Something old, something new, something borrowed and something blue.   A popular American wedding ritual. No, I'm not planning a wedding or have any invitations to attend one anytime soon.

Like many teachers, summer is a time to catch up on the 3 R's - relax, reflect and read.  Old, new, borrowed and blue describes my summer reading selections.  As I laid out my books and considered writing about my summer reading plans, I realized I had old books, new books, borrowed books and blue books.  Hence the inspiration for the title. Some of them are for professional development, and some are purely recreational, but they are all of great interest, and I look forward to reading them.

Below is a brief description of each book, as well as a little background on how each made my list.

SOMETHING OLD:

A few months ago I stopped at a used bookstore in Sparta, NC and found these two bargains at the $1 table. Legal drama is my genre of choice, and back in the 90s, I binged on John Grisham's novels as their popularity peaked. However, I never read either one of these two books nor did I watch the movies, so these were quite the deal and a great addition to my library.

The Chamber  - Like many of his novels, this story is set in the south and features a young lawyer. The defendant in this story is a former Klansman and unrepentant racist on death row for a fatal bombing in the 1960s. After many lessons on the Civil Rights Movement, I'm intrigued by this realistic fictional story.

The Client -  Also, a legal thriller involving secrets, the mob, and a young lawyer.  It appears to be similar to some of the Grisham's other works and full of suspense.  I'm sure they will keep me at the end of my seat (or my pool chair).

SOMETHING NEW:  
At the end of July, I'm excited to have the opportunity to offer a 3-day digital tools training for ESL Teachers at NCDPI's ELL Support Conference in Greensboro,  NC.  I will be reading these two new books in preparation for the training as each of the training participants will receive a copy of these books, courtesy of the North Carolina Department of Public Instruction.

Ditch That Textbook -  After subscribing to Matt Miller's newsletter and following him on Twitter, I knew I needed to share this book with the session attendees. Many thanks to Matt Miller for my treasured review copy so I can be well prepared for the session. This book not only provides ideas on technology integration, but it's mostly about adopting a more progressive instructional approach to engage and captivate 21st-century learners.

50 Things You Can Do With Google Classroom - Along with #DitchBook, this book will provide a valuable resource to session attendees. Whether a Google novice or a veteran, there's a wealth of tips and techniques on making the most of Google tools.  As I prepare for my session, I'll be planning new tools to implement for the next school year.  Many thanks to Dave Burgess Consulting for my review copy.

SOMETHING BORROWED:
Fair Isn't Always Equal - I was very close to buying this a few months ago but thought I would first ask one of our school's media specialists if it was available to check out from the professional reading collection. Although it was not, she agreed to order it and let me borrow it for the summer.  After watching a few of Author Rick Wormeli's videos on YouTube, I am looking forward to digging into this great read on differentiated instruction.  This may actually make an interesting book study for next year.

Untangling the Web - Another resource for the digital tools training, this book will be provided to
ELL session participants as an e-book.  Much of the tech tools covered in the book I'm familiar with, but there are some interesting tools included in the book that I've never experimented with. I'm always on the lookout for something new to share with my students and fellow teachers, and I think this will give me some to new tools to spice up my lessons next year.

SOMETHING BLUE:
Girl In The Blue Coat - I picked up this book at my son's recent BOGO Free book fair.  Taking advantage of the freebie offer, I always look for something for me to read.  This story is set during World War II in Nazi-occupied Germany. No one has recommended it, but the Amazon reviews look pretty good, and I'm looking forward to reading it.

Judge & Jury - This book has been on my bookshelf for a few years, but this summer I'm determined to get to more of my unread selections.  It's about a juror on trial against a notorious mob boss. I've never read any of this author's works although many of my friends rave about his legal thrillers, so I'm expecting to enjoy this blue oldie but goodie.

Whether on the beach, by the pool or on my couch at home, summer reading mentally transports me and helps to recharge my batteries. While many of these selections are professional reads, I anticipate there will be some inspiration from my old books and my blue books.  From new insights to new perspectives to new cool tools, summer reading helps me grow at my own pace and on my own terms.

Please share what you are reading this summer and how it has helped you (or will help you) grow professionally and personally.  I look forward to hearing from you.

#TheBestIsYetToCome