Return10 Engaging Ideas to Get ELL’s Passionate about Producing Oral Language
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Colorado Convention Center, Bluebird Ballroom Lobby, Table 27
Participate and share: Poster 
Trips and ToursPresenters
Session description
Purpose & objective
Learning how to communicate in another language takes practice, time, and a motivated learner that has multiple, FUN, real-life opportunities for SPEAKING the language. Participants will explore tried and true digital projects that will be shared, and deconstructed, that include creative and engaging strategies and technologies including animated talkies in Wixie, spin and speak games, visual realia, student-created content tutorials, and more. A wealth of complimentary resources, including the image site Pics4Learning, lessons and articles from the Creative Educator and ELL guides from Wixie will be shared with participants.
Outline
Hello. Survey about participants (title, location, etc.)
10 minutes -ish while chatting- Why multimodal, oral production of language learning is critical for ELL’s. When affective filters are lowered and learning is fun, students feel more confident and comfortable speaking in another language. Show examples
Research by Mindset leaders Angela Duckworth and Carol Dweck
- Discuss sensory lesson led in Guatemala for vocabulary
- Discuss animation and visual realia as a means for lowering the affective filter and promoting writing (NYC post 9/11 story)
10 minutes - Importance of Visuals in Concreting Abstract Concepts for ELL’s
-Present Research by Visual Literacy Expert, Dr. Lynell Burmark and the importance of connecting words, ideas, and concepts to visuals for long-term memory.
Introduce to free authentic image site- Pics4Learning Site
Visual realia
10 minutes- Interactive Games- Pair and Group
Spin and Speak Projects, Speak Tanks
Communication “We can’t really know anything that we can’t communicate.” Ludwig Wittgenstein
Student created skill videos.
Resources and Questions ( Creative Educator)
- Questions and Answers (this will be throughout as it is a poster session)
Supporting research
Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria: ASCD.Marzano, R. (2009). Six steps to better vocabulary instruction. Educational Leadership, 67(1), 83-84.
Boaler, J ( 2019) Limitless Mind; Learn, Lead, and Live Without Barriers. Harper Collins Publishing.
Duckworth, A (2016). Grit; The Power of Passion and Perseverance. Simon and Schuster Publishing.
Kinsella, K. (2005) Teaching Academic Vocabulary, an Aiming High Resource. Sonoma: Sonoma County Office of Education.
Kinsella, K ( 2010) Improving Education for English Learners: Research-Based Approaches. California Department of Education.
Marzano, R. J., Pickering, D. J., & Pollack, J. E. (2001). Classroom instruction that works. Research-based strategies for increasing student achievement. Alexandria: ASCD.
Tomlinson, C.A. and J. McTighe. (2006) Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids. Alexandria: ASCD.
Visually Speaking | Edutopia http://www.edutopia.org/visually-speaking
Wahl, L, & Duffield, J (2005). Using Flexible Technology to Meet the Needs of Diverse Learners: What Teachers Can Do. WestEd, Retrieved October 19, 2008, from http://www.wested.org/online_pubs/kn-05-01.pdf.
Session specifications
Designer
- Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
Knowledge Constructor
- Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
- Students create original works or responsibly repurpose or remix digital resources into new creations.