Reflection#8

This week I experimented with a variation of the crossword puzzle for vocabulary
practice, embraced the use of videos, and learned the power of evaluation in the presentation
classtopromotecriticalthinking.

First, in my preintermediate reading and vocabulary class, I used a variation of the

common crossword puzzle to promote interaction and collaboration among students. I created a
crossword puzzle with the vocabulary words for the chapter and gave each student a copy with
half the words filled in. To complete the puzzle, they needed to combine their words with their
partners words, but were not allowed to say the words directly. Instead, they hadtoexplainthe
words using synonyms, antonyms, or their own definition of the word. To get a better idea of
how this looks, here is puzzle 1 and here is puzzle 2. The activity worked very well in making
the vocabulary lesson more collaborative and fun. I was very happy to hear how the students
explained the words to each other. Sometimes they usedsynonymsorantonyms,butmostofthe
time they were able to give their owndefinitionandonestudentevenprovidedexamplestohelp
her peer remember the word. Aligning with studentcentered teaching, as explained by Weimer
(2013), this activity was studentdriven, encouraged collaboration, and transformed the
classroom into a community where everyone shared the learning. Indeed, as Doyle (2011)
suggests, as the teacher I simply served as the facilitator to encourage full participation,
promote understanding, and cultivate shared responsibility (p. 53). Once the students finished
their puzzles, we came together as a class to review the words and read the sentences aloud.To
continue reinforcing vocabulary, I asked them to give me the synonym or antonym of the word
as we read each sentence. Again, the two of them did very well and seemed confident in their
understanding of the words. I will use thistypeofactivityagainforvocabularyreview,asaway
toformativelyassessmystudents,andtopromoteamorecollaborativelearningenvironment.

As for technology, this week I found videos to be useful in both my reading class and
presentation class. For the preintermediate reading class, I used a video as a supplemental tool
to provide a visual representation of the concepts/ideas discussed in the readings. Thisweekwe
read about the bystander effect, so I used this video, after reading and completing the
comprehension questions on the book, to show students the bystander effect in action. First, I
played thevideooncewithoutstoppingandthenplayedonemoretimestoppinginsomesections
to ask students questions related to the reading. For instance, I asked them Why are strangers
not helpingtheman/woman?orWhathappenswhenthepersoninneedisyourfriend?.These
questions were similar to those inthereadingandhelpedstudentsstrengthentheirunderstanding
of the concept (bystander effect) and the ideas presented in the text. At the same time, in some
parts I stopped to ask them questions related to vocabulary. For example, I stopped thevideoin
one section in which people were walking by the person in need and told students The people

are not helping or acting (emphasizingthesetwowords)andthenaskedWhatisasynonymof

the word act?.Onestudentansweredintervenewhichwasoneofthenewwordswelearned.I
did this with a few other words related to the reading (e.g. witness victim).AsErben,Ban,and
Castaeda (2009) argue, when ELLs have opportunities to visualize curriculum content through
videos, they can more effectively engage with the target language. Indeed, the images students
saw in the video conveyed the meaning of the words and the ideas presented in the textbook.
Similarly, as Doyle (2011) maintains, using a multimedia approach helps create more authentic
learning experiences because students learn better from words and images than they do from
wordsalone(p.113).Therefore,ingivingstudentsavisualcontextforwhatthebystandereffect
is and how it works, they connected more successfully to the reading and this enhanced their
overall understanding. For future readings, I will try to incorporate short videos that may help
booststudentsengagementinclassandunderstandingofthetext.

With regards to the presentation class, I used a video to have students evaluate a speech
based on what we have learned so far about delivering successful presentations. This week
students started working on a problemsolution speech and one of the sample speeches in the
textbook talked about selfdriving cars, so I used thisTEDvideo(withsubtitles)fortheactivity.
Using this peer assessment form, students evaluated different aspects of the presentation.
Students were familiar with how to use this form as they have used it during their previous
presentations to give each other feedback. We started by evaluating the first part of the speech
(e.g. introduction). I gave students time to watchandratethespeakersintroduction,afterwhich
we came togetherasaclasstodiscusswhetherthepresentersintroductionwaseffectiveornot.I
facilitated the discussion by asking students questions such as Does the introduction build
interest? How? After discussing the first part of the speech, we moved on to do the same with
the body of the speech and finally the conclusion. Once again, asking questions such as What
connecting devices does the speaker use? How are they helpful? generated a dynamic
discussion. As Doyle (2011) holds, classroom discussion is an essential element in a
studentcentered classroom as it affordsstudentstheopportunitytodevelopcriticalthinking. As
a matter of fact, by analyzing the video, students were able to identify core aspects of a
successful presentation, form their opinions about the presentation, and draw from prior
knowledge to support those opinions. They were critically thinking about the video (a reallife
presentation) and applying what they had learned. They seemed to enjoy giving feedback tothe
speaker and actively shared suggestions. For instance, one of them gavesuggestionsforabetter
introduction, stating that using a rhetorical question would have helped the speaker better
connect with his audience.Inaddition,bydiscussingtogether,theclassroombecamecommunity
of learners, which aligns with Weimers (2013) principles for a studentcentered environment.
She claims that in such classrooms the teachers and the students become learning partners who
explore the theory, problem, or concept together to better understand it. Thisisexactlyhowthis
lesson felt and I was glad to witness howstudentsactivelyevaluatedthespeechandsharedtheir

ideas. Before students do their final speech, I plan to carry out a similar activity and also have
themselfassesstheirspeechtoencouragereflectionandcriticalthinkingatthesametime.

In sum, this week was very interesting. I learned of a new way to make vocabulary
practice fun and more collaborative, and I confirmed the value of using authentic materials
(videos) to both enhance reading instruction for lower level students, as well as to engage
studentsinhigherorderthinking.IlookforwardtosharingtheseideasinmyfinalePortfolio.

References:

Erben,T.,Ban,R.,&Castaeda,M.E.(2009).T
eachingEnglishLanguageLearnersThrough
Technology.NewYork:Routledge.

Walker,A.,&White,G.(2013).T
echnologyenhancedlanguagelearning:Connectingtheory
andpractice.Oxford:OxfordUniversityPress.

Weimer,M.(2013).Learnercenteredteaching:Fivekeychangestopractice.SanFrancisco:
JosseyBass.

Doyle,T.(2011).L
earnercenteredteaching:Puttingtheresearchonlearningintopractice.
Sterling,VA:StylusPub.