Posted: May 3rd, 2016 | Author: Roswita | Filed under: academia, research, writing | 1 Comment »
A conversation in the hallway created the spark for this blog post. A colleague of mine mentioned that she thinks of doing a jigsaw puzzle as a metaphor for writing. Together we fleshed out a more complete metaphor.Here is how it goes:
- The edges – some people love doing the edges of a puzzle. The straight lines provide structure that allows the puzzler to know everything is falling into place. The same goes for writing – some people like the beginning. They outline their argument and organize the data so that they know they can begin and those steps are in themselves a beginning. However, some people leave parts of the border unfinished because they know that straight edges are not always obvious and that searching for them can be frustrating or unfruitful. It is better to wait until part of the puzzle is done and the edges surface. In the same way, some writers leave the outline in a rough form, knowing that the process of writing will inform the structure of the paper. The original outline sometimes gets reordered, in the same way one sometimes ends up moving a large chunk of border to where it fits better.
- The middle – while I have never heard anyone say they love the middle of the puzzle, I have encountered those who love taking on the most challenging part – sky, for example. They notice the subtle differences and enjoy the challenge of trying to make pieces fit based on their shape. These people are similar to those who relish the argument or discussion section of the paper because they like to make sense of data or big ideas that surface in the writing. However, just as some puzzlers get frustrated and leave the toughest parts for last, some writers try around the discussion and conclusions in an attempt to get as much structured or straightforward writing done first. That would be me!
- The end – someone is always holding on to a piece of the puzzle in order to be the one who puts in the last piece. With great satisfaction it is placed and the final work admired. Most writers gets a great sense of satisfaction in completing an article, although I haven’t seen anyone argue over who gets to write the last edits or even less, format the article for submission. (These people must exist). There are also those puzzlers who, as soon as the puzzle is done, mourn its completion. They wish they could prolong the enjoyment that comes with doing a jigsaw puzzle. The completion of an article can have the same effect. The submission may signal the end of a project, a collaboration, a relationship with the participants
… until the revise and resubmit comes back!
Posted: January 18th, 2016 | Author: Roswita | Filed under: academia, service, teaching | No Comments »
This past semester I was tasked with curriculum development: taking two face-to-face undergraduate courses and adapting them for online instruction. One was an introductory course on literacy that had inquiry groups as a part of the structure. The other was a course on interdisciplinary learning which revolved around a large unit plan project.
In some ways I felt well-prepared: I have previously taught a number of online graduate courses and I had previously taught the literacy course face-to-face. This previous experience was helpful in providing me with familiarity with the course content (in the one case) and online pedagogy, which is somewhat transferable from the graduate to undergraduate level. I started with the assumptions that it is possible to adapt these courses such that they meet the same learning objectives and have the same degree of rigour as their counterparts. I knew that some of my students would have connectivity challenges (some because they lived rurally, others because they were on international placements) and I had to wrestle with planning the synchronous online sessions at a time that met the waking hours of several times zones, but those problems were foreseeable, but not predictable, so I did my best to plan for them, but knew I needed to be flexible and adaptable when problems arose.
I also had the luxury of planning time, so I was able to do a number of things in the summer that made the course design and execution easier. I contacted past instructors of the course I had not taught before to discuss with them the successes and challenges they had had and to ask them to envision teaching the course online. This proved helpful for envisioning the course, but also resulted in collegial connections which I benefited from while teaching. I contacted the Teaching and Learning Office of my university and arranged for a tutorial on producing screen capture video. Having someone walk me though new software is my preferred method of digital learning and from there I was able to create several videos during the semester.
The test of curriculum development is in the running of the course. Looking back, I would say that the planning I did paid off. There were however, unanticipated problems that stemmed from assumptions the students and I had that didn’t match. In the case of one course, the second year students viewed online learning as a self-paced correspondence course and, in the first two weeks, oriented themselves toward completing the assignments, not co-constructing knowledge among peers, as was my assumption. Although I had placed information and expectations into the discussion board of the learning management system (LMS), they had gone straight to the content section and grabbed the course outline only. That had been sufficient in their previous uses of the LMS in their first year face-to-face courses, but I had not anticipated it as our online graduate students are well-versed in online learning after the initial course. It took repeated messaging by both of their online instructors in the first two weeks to orient them toward the discussion board. Lesson learned: the expectation of co-construction of knowledge in the discussion board needs to be communicated in advance of the course (and opportunity we had as we had met with them in the summer). Students in both courses struggled with expectations around what to write in the discussion board. The temptation to write at the level of encouragement, rather than critique was strong. Lesson learned: my colleague David Scott blogged about what makes an educationally valuable academic discussion board post and I shared that with the students.
Having adapted these two courses and taught them both this fall, I look forward to the opportunity to teach them again, improve upon them and expand my repertoire as an online instructor. I will be taking my lessons learned and including them in the preparatory workshops we have when we meet the students the summer before the courses.
Posted: November 3rd, 2015 | Author: Roswita | Filed under: research | No Comments »
I am embarking upon two new research projects:
“Reflective Writing Models for Sojourn Preparation and Debriefing” – with Dr. Colleen Kawalilak and Dr. Nancy Arthur. This research collaboration with two experienced researchers is funded by a grant from the Werklund School of Education’s Research Office. We will explore how reflective writing can be used in the preparation and debriefing sessions for students in our Teaching Across Borders program. We start this fall with an intensive writing retreat in which we will explore models of reflective writing and create a hybrid version that best suits our purposes which we will then use with the returning Teaching Across Borders students in January. We will then revisit our model, refine it and use it again with the students who will prepare in the summer for a Fall 2016 departure. This collaboration brings together the fields of language learning, adult learning and counseling psychology. Our product will be a working paper and an application for further research.
“Investigation of Students’ Receptivity and Use of Formative Feedback in Online Graduate Research Courses” – with soon-to-be Dr. Man-Wai Chu. This Scholarship of Teaching and Learning Grant from the Werklund School of Education’s Teaching and Learning Office allows us to investigate how students react when peers and the instructor provide feedback to drafts of writing in a graduate course. In addition, we will explore whether they actually use this feedback in their final drafts. This research will be interesting to all instructors who use formative feedback loops in courses where the feedback is subjective.
Stay tuned for updates to both of these projects on this blog.
Posted: August 14th, 2015 | Author: Roswita | Filed under: academia, Ph.D. journey, Uncategorized | No Comments »
One of my first posts to this blog was about my job search:
“Anticipating the completion of my Ph.D. this academic year, I have been responding to job postings for Assistant Professor (Tenure Track) positions. This has involved the creation of a teaching and researching portfolio of quite some length. Online resources such as youtube videos from university HR departments and sample Statements of Research Experience and Statements of Teaching Philosophy have been insightful as to ways others have found of expressing what they do and why, as well as what employers look for and why. None of this replaces in-person mentorship for which I am extremely grateful to several professors who have been willing to read over my writing and provide me with constructive feedback. The job market for professorial positions is competitive and despite preparations for success, one must somehow also prepare for rejection. I am grateful to those university personnel who take the time to update applicants on the status of one’s application. Wish me luck!” January 16, 2012
Looking back at this post two things stand out:
1. Oh boy, if I had only known how long it would take!
2. Why didn’t I add hyperlinks to make the post more useful to the reader?
In January 2012, I had just begun to write up my PhD research results into a dissertation. I kept myself to a tight timeline and encourage (nagged) my readers to do the same. As a result, I defended in August of that year and crossed the stage in November. With a PhD in the pipeline, I began that fall as a sessional instructor at the University of Calgary. From December 2011 – December 2014, I sent out job applications for any Assistant Professor and Instructor positions within Canada that I felt qualified for, some in German departments, but mostly in Education faculties. I even sent out two Post-Doc applications. The job applications resulted in three interviews. The first was July 2013, 18 months after I had started applying for positions. Receiving this interview taught me that there was no point in applying for general education positions or any that I was only remotely qualified for. It was a position that closely fit my qualifications that netted me attention. The second interview was for my dream job (on paper, didn’t get to find out for real). The experience was also valuable because I was able to visit a university I only knew by reputation, affording me the thrill of meeting some of my heroes, while also casting the institution in a more realistic light. The third interview was the charm. I was offered the position I now hold: Instructor in an education faculty with an administrative position that draws upon my international research experience and ties in nicely with my work in teacher education. Looking back, three years as a sessional instructor seems like a long time, but as I knew even back in 2012, there aren’t enough positions for all of the wonderful people out there who are qualified, interested and worthy. Still, on one hand, while I wish I had spared myself applying for those positions that weren’t a perfect match, on the other hand, I know that each application and interview was a step toward that one that proved successful and the one in which I believe I will be happiest in.
So, to make up for the lack of hyperlinks in the original post, here are some resources and tips based on what I found helpful in my job search as well as my experience on a hiring committee:
1. The cover letter is the most important item in your package. Taylor it to the job advertisement specifically addressing how you fit what they are asking for. All of the other items may just be glanced at, but if you point out one item in your package that is specifically relevant to the job, it will get more attention if you highlight it in your cover letter. For tips on this and all matters academic job related, visit http://theprofessorisin.com/. You can find out why your cover letter sucks and how to stop acting like a grad student.
2. If you are asked to provide a portfolio, put together one document with samples of your best work, rather than a collection of separate documents. I modeled the one I used to land the prestigious university interview after one I found online where someone was applying for tenure. I introduced each section with a brief explanation of what it showed about my skills, relating it back to the job advertisement.
3. Read up (or watch) all you can about academic interviews and take advantage of one of those how to eat properly dinners your university might offer. Going from the free food diet of grad school to the fine dining of (some) academic interviews can quite a challenge. Don’t forget to practice answering those typical academic interview questions out loud! You will be glad you did.
There are a great many tips out there, some useful and some not. Take these for what they are worth and good luck!
Posted: May 18th, 2015 | Author: Roswita | Filed under: academia, teaching | No Comments »
This Winter semester I took on a new teaching assignment: an advanced German class called Senior Projects in Language. The title is a placeholder. Each year the faculty member who teaches the course gives it a unique name. However, this placeholder name intrigued me and I decided that there was no better name for a senior course in German, especially if the focus of the course were project-based learning!
Project-based learning in the second language classroom is not new. It has been used in second language classrooms for over thirty years. In German, the term is handlungsorientierter Unterricht (action-oriented teaching). It speaks to the active learning that takes place when students are involved in projects. Experiential learning provides concrete ways for students to learn the language while pursuing topics of interest.
My specific challenge for this class was the small enrollment (4 students), the lack of familiarity the students would have with project-based learning (PBL) and my own limited experience with PBL. To give the class structure, I had each student create a video, a multimodal presentation and a website. The students co-created the rubrics for these assignments in German at the beginning of the semester. I supported them with class sessions on web 2.0 tools, activities to improve their German and lessons on pop culture. We profited from the support of a teaching assistant who taught lessons on translation and comic books. These classes were interspersed with peer feedback sessions in which the students reviewed each others’ work. While this was new to them, they caught on quickly. Most of all, they thoroughly enjoyed exploring their own topics and sharing their learning with their classmates, an audience of other German learners (another advanced class) and the wider world (since their videos and websites are on the internet). They learned to talk about their projects, their learning, and what they felt made a good final product – all in German!
In the end, my small number of students were a blessing since I was able to allow each student to pursue the project s/he chose. Their lack of experience with PBL was quickly overshadowed by their strong passion for their projects. The experience of designing a project-based learning course helped me to expand my teaching repertoire. Looking back, I can see things that I would like to have done differently, knowing now that some students need more structure than others and students work best when the class lessons directly support their projects. Overall, however, I consider the design of this semester’s course to be a success and can’t wait for a second opportunity to teach this course.
Posted: December 31st, 2014 | Author: Roswita | Filed under: academia, teaching | No Comments »
Have you ever made of list of what you love about your job? It is a recommended activity for career seekers and brings to light what drives you to seek a particular job. (By the same token, writing down what you do not like helps to clarify if you are indeed in search of the right position). Here are some of my favorite aspects of academia and how I experienced them this past semester.
I have been working as Interim Coordinator for the newly-relaunched Teaching Across Borders (TAB) program in Undergraduate Programs in Education (UPE) at the University of Calgary. This program will enable students in their third semester of the BEd program to spend 10 weeks abroad volunteering in schools while getting to know another culture, language and school system. They will be supported by the Teaching Across Borders Coordinator and their online instructors. This support will help them to have a successful experience abroad and return to Canada to take part in their third semester practicum in a Canadian school. I am excited to be a part of this program and will post more about it as the program unfolds. For this post, I would like to focus on the three most-rewarding aspects of the role that I have worked in full time this past fall.
1. Variety – I have had an office on campus as a student, but having set up an office for Teaching Across Borders, I was also able to set up a schedule that involved a variety of activities everyday from office work, research and writing that had me sitting in front of the computer working in a relatively solitary manner, to meetings of all sorts (TAB-related, service to UPE or my educational discipline specialization area (EDSA)) to workshops and meetings around campus to educate myself or make arrangements for Teaching Across Borders. In addition, I taught one course, mentored a new instructor and collaborated with a colleague on creating a video for future iterations of the course.
2. Collegiality and Team Work – I am an extrovert, so I thrive on being around people. Thankfully, I have interesting, dynamic colleagues that I enjoy working with. These people serve as mentors in the areas of teaching, research and academia in general. For example, the above-mentioned video involved helping to prepare an interview of a visiting scholar who was very accommodating and presented interesting, important work in an accessible manner. My collaborator is the team lead for the course, who balanced her goals as the interviewer with my goals as the videographer, while also being sensitive to the interviewee. It was a very positive experience with a steep learning curve for all of us. Some of my mentors also include staff whose roles provide support for the TAB position. I created content for a TAB webpage that involved o the staff of the Communications Office who advised me on how to set up the content, physically put it together for me and then created publicity for the program and the website by having me in to do a QuickChat Interview.
3. Research and Writing – Keeping a regular, on-campus schedule facilitated my research and writing. I set aside regular blocks for both and even participated in an on-campus academic writing group. I caught up on study abroad and intercultural communication research. I revised and resubmitted two articles, one of which has now been accepted. I also co-wrote a grant application for the TAB program. The focus of an instructor’s research and writing is curriculum development. I see a great capacity in the TAB coordinator position for research that will inform the program.
Reflecting on this role, I see these three aspects of academia as ones that make the work rewarding and worthwhile. While academia is not the only career that offers these three aspects, I consider these aspects as important to sustaining the work that is done at universities.
Posted: September 11th, 2014 | Author: Roswita | Filed under: academia, research, writing | No Comments »
The other day I was discussing a popular novel with an acquaintance and she asked me “are you a writer?” This question took me aback in the context of discussing fiction. No, I don’t write fiction, but yes, I do write as a part of what I do for a living. In fact, this spring I taught a course on Writing Educational Research. In true teacher fashion, I learned as much as my students. Or rather, in discussing writing I realized some of the things about writing I have learned along the way. (My apologies to past English teachers/professors of mine if you find yourself saying “I taught you that”. Honestly, like most students, I had to discover some things myself: the hard way). These observations pertain primarily to academic writing, the genre I work in, as interpreted by APA writing and referencing style.
1. Speaking of the American Psychological Association (APA), “APA 6th” is more than merely a way of writing out in-text citations and references. While I used to worry about the distinction between sentence and title case in book and journal titles, I now focus on economy of language. That is to say, how can I say what I want in the fewest words possible. Try that again: Be direct because long sentences confuse readers. Contrary to popular belief, academic writing is meant to be clear, not confusing. Terminology and jargon should be explained. Lengthy phrases should be rewritten. The passive should be avoided. Oops, I mean, explain terminology and jargon, rewrite lengthy phrases and write in the active voice. Writing in APA style means writing with effectiveness and parsimony.
2. Learn to embrace the pronoun “I”. Reading a sentence like “the researcher surveyed 100 students regarding their opinion of what makes a good teacher” sounds like you are having an “out of body” experience or not entirely confident about your work if indeed YOU ARE THE RESEARCHER. I encourage my students to own up to what they have done, primarily in the methodology section of their papers. Now, I understand where the caution comes in. The use of “I” in the literature review section could lead to espousing personal opinions such as “I believe every student should have a university instructor who has taught at the K-12 level”. That’s interesting, but do you have anything to back up that claim? If so, then lead with that: “Studies show that students are more satisfied with university instructors who have K-12 teaching experience (insert citations here)”. For further reading on this topic, I recommend reading Timothy McAdoo’s post of the use of the first person in APA style. I have found the use of the pronoun “I” facilitates stronger, clearer writing.
3. Learn the difference between critical analytic writing and descriptive writing. The purpose of academic writing is to persuade the reader that your point is significant and well thought out. You need to argue this in a way that leads the reader to the same conclusion: “yes, I agree, why hadn’t I thought of this before!”
4. End each paragraph with your own thoughts. Tell the reader why the points you mentioned are important and what they add to your main point. For example:
Recently I wrote the following in a first draft:
Two innovative practices serve to reconcile competing discourses:team teaching and translanguaging. Team teaching in this context is understood to be the teaching of two classrooms of students by two teachers who both remain present in the classroom. Translanguaging is defined as an “instructional strategy that integrates and reflects bilingual usage” (Cummins, 2014, p. 14).
After I edited it and strengthened it, it read:
Two innovative practices serve to reconcile competing discourses: team teaching and translanguaging. Team teaching in this context is understood to be the teaching of two classrooms of students by two teachers who both remain present in the classroom. Translanguaging is defined as an “instructional strategy that integrates and reflects bilingual usage” (Cummins, 2014, p. 14). Both practices are currently found in bilingual education in North America, although their role in reconciling competing discourses is newly emerging.
The addition of the final sentence brings the reader back to how the knowledge of these two definitions will help him/her to understand how these concepts impact the study I conducted.
5. Making writing a social process mitigates the pitfalls of an isolated practice. The image of the writer sitting in an office typing for hours on end is just one way to understanding the writing process. Collaboration can include co-writing (either synchronous or asynchronous); mutual editing (I will find your commas if you find my spelling mistakes); mutual support (meeting over coffee to discuss whether each person is meeting their writing goals and encouraging one another through writing challenges); solicited advice (asking respected others for recommendations of suitable journals, sources, or solutions to writing challenges). Wendy Belcher, in her book Writing Your Journal Article in Twelve Weeks recommends putting your commitment to yourself and other in writing, to solidify the commitment. All or some of these activities can support the writing process from idea to publication.
For me, moving forward as a writer means embracing the process as a continual learning experience, sometimes enjoying it and other times needing the courage to try and fail and try again. Documenting these recent insights facilitate my writing and hopefully the writing of others as well.
Posted: July 14th, 2014 | Author: Roswita | Filed under: academia, teaching | 1 Comment »
Gone are the days of the ivory tower, with its implication that what happens at the university, stays at the university. Bringing exposure to one’s work through conference presentations and academic journals is effective in reaching other academics, but providing workshops for the public, using of social media and being available for the press are avenues for reaching the world outside of academia. I have been providing workshops for teachers locally and nationally for over five years. These are very satisfying to conduct because I feel that, as a former teacher, I provide the right balance of theory and practical application to make the workshops immediately useful to practitioners. More recently, I joined Twitter professionally, but have often struggled with what to tweet. I started observing others, whom I follow, and noticed that some use Twitter as a way to communicate recent blog posts (which I will do with this one), conference activities and recent publications. So, in the last year I have also promoted my blog and when my last article was published, I shared the 50-free download link. I did the same on Facebook, which is my personal social media, because I wanted friends who don’t have access to university libraries to be able to take a look at the work that I do, perhaps removing some of the mystery. The one chance I hadn’t had up until that point was to connect with the press on an issue related to my research. Those aren’t always opportunities you create, but rather, ones you respond to. So, when I was asked to put forward names of students to be featured in our university’s coverage of convocation, I didn’t see that it might some day lead to a newspaper article in which I was quoted. The student was featured as a part of a focus on graduating students on the day of her convocation. I retweeted the link when it appeared on the Werklund School of Education twitter feed. The original tweet was noticed by the Rockyview Weekly, which covers the rural area where the student lives and the student suggested me as a former instructor the reporter could interview. Long story short: I had my first telephone interview and the article came out the next week. I consider this to be a small part of my goals for knowledge dissemination. Granted, I didn’t talk about my research, but rather indirectly, my work with students. Since this is such a big part of what I do, I was honored to be asked to talk about it and it was a great “first step” for future media interviews. You can read the article here: http://www.rockyviewweekly.com/article/20140623/RVW0302/306239981/-1/rvw/irricana-firefighter-prepares-for-life-after-fire-station-in-education
Posted: June 2nd, 2014 | Author: Roswita | Filed under: research, teaching | No Comments »
In my teaching practice, I instruct a number of online graduate classes a year. With the first course I instructed, I began in the way of most beginner teachers: “teach as you were taught”. After the first course, I reflected upon what worked well and what I felt could be improved. One aspect of online graduate courses that appeared to be missing was formative assessment. In subsequent classes, I looked at how to build formative assessment into the course.
1. I began by requiring students to provide drafts of final reports by a given deadline. This proved popular. Without the deadline, students rarely took up the general offer to have me read over anything they had written and if they did it was usually a small snippet of their writing or very focused questions. What was missing was a chance to read how the student wrote a longer piece. Once I integrated drafts on a deadline, I was able to see how the student wrote: the line of argumentation, use of citations and practical issues such as formatting and APA style. I commented and gave suggested and expected to see a progression from the draft to the final paper.
2. At the same time, I implemented peer editing. Students in online courses are often asked to comment on other student’s posts and there is a danger of “cheerleading” (e.g., “I really liked what you wrote about. . . “) In the Canadian context, this seems to be heightened by our reluctance to criticize. In the first course I implemented peer feedback on writing, all students posted their work and were asked to choose two other pieces of posted work to comment on. This turned out to be problematic. Students didn’t know how far to go in their editing and the results were superficial for the most part.
3. What appeared to be missing was a relationship among the students that would facilitate closer reading of one another’s work, so in the next course I instituted peer editing groups. Groups of three to five students were assigned to work with one another throughout the whole course, beginning with brainstorming, researching and outlining and culminating with reading and commenting on each other’s drafts. Creating these groups allowed the students to focus only on reading and editing a small number of pieces and since they were working together over the duration of the course, they built up relationships of trust. The resulting final papers, compared to the drafts, were outstanding and the improvement was clearly based on more than my comments on their drafts.
4. An added benefit of formative assessment was the privilege of reading each paper twice. Some colleagues have asked me if it isn’t so much extra work for me to read a draft that goes ungraded and then have all of the grading at the end of the course. I always answer that the grading is made so much more manageable by the fact that I am acquainted with the topic. In addition, I feel that the comments that I make on the final paper are more valuable. I no longer feel compelled to comment on minutiae that would only help the student if s/he were intending to work up the paper for publishing, since s/he would never be writing (or possibly even looking at) this paper again. Instead I can give feedback on the work that was done in light of my students’ learning goals and the degree to which they were able to improve the paper over time.
5. My latest challenge has been to improve the feedback I give in the form of comments. I recently read “Embedded Formative Assessment” by Dylan Wiliam and have taken to hear the research on “feedback that moves learning forward”. I have altered the way I include comments and grades, by separating them physically so that the students read the comments first and then look up their grade in a different part of the online platform. I do not know if this will have the desired effect or just annoy students, but I will be asked the students at the end of this semester if it was effective. I am also trying to limit my comments to the scoring rubric only or, if I do comment on something outside of the rubric, to label it as such and only include it if it is part of the upcoming assignment’s rubric.
Improving formative assessment in online graduate classes will continue to be a goal of mine for improving my teaching practice. Fortunately, successes are almost immediately perceived and as such, the motivation to continue this work remains high.
Posted: April 26th, 2014 | Author: Roswita | Filed under: teaching | 1 Comment »
Adults teaching adults can benefit from strong teaching practices in other contexts. Today I led a workshop for adults who teach ESL to new Canadians in volunteer community settings, usually housed and sponsored by churches. The event was the Spring Training for ESL Cooperative Ministries http://eslcooperative.ca/. I presented a session with the above title, based on a class I had prepared for university pre-service teachers. The room was set up with five stations and each participant was given the instructions to choose whichever station they wished to start at and move at will around the room, in no particular order and with no requirement to complete all five stations. The participant traveled with a two column worksheet on which they were asked to reflect after each station: what did I learn at this station? How could I incorporate this in my ESL classroom?
Here is a list of the five stations and some of the insights the participants gained.
*Artistic expression: Using the small square of watercolor paper provided, participants would use watercolor crayons to paint a picture to describe how they were feeling. Afterward, they were to share their painting, their choices of colors and images, with another person at the station.
Here the participant gets to experiment with a mode of expression that is very kinesthetic and artistic. There is choice in color and image as well what aspects of the painting one chooses to describe. Watercolor crayons are user-friendly, but they also provide blurrier lines than drawing, which takes away the element of precision and encourages students to take risks.
*Props: On the table lay an assortment of interesting objects: a fur hat, an Ikea catalogue, an hour glass and a die. Participants were asked to write a short paragraph story based on one of the props.
This activity once again provides choice in which object to choose. The students’ imagination and language level determines the direction the story will take, but there is no prescribed direction. There is room for creativity, humor, cultural knowledge and risk taking. The stories can be shared through read alouds.
*Poetry reading: Participants were asked to choose a poem from the book Eenie Meenie Manitoba by Robert Heidbreder. This book of short, humorous poems on Canadian themes lends itself well to this activity. Another student uses a stopwatch app on a smart phone to record the length of time it takes to read the poem once. Then the reader rereads the poem, attempting to beat his/her previous time.
This activity is set up with choice and engagement in mind. The student is motivated to increase read aloud fluency through the use of the stop watch and a humorous poem, yet the participants may need to discuss how fast is too fast?
*Twitter: Participants at this station are asked to create a tweet about the workshop. Those that don’t have Twitter accounts are given a 14×10 grid to plan out their 140 character tweet.
This station usually attracts a healthy mix of Twitter users and the curious. The latter group learns what hashtags and mentions are and has the chance to find out how others use Twitter. The 140 character limit encourages precision and creativity and the grid takes away the fear factor for those who don’t have a smart phone in their pocket.
*Signs and Symbols: Participants at this station find a Bingo with pictures rather than numbers. Their task is to explore the meeting space to find these signs and symbols, sharing with others the meaning or location of those which are more difficult.
This activity encourages collaboration and getting to know the meeting space. Each culture has specific signs and symbols and some are universal. The resulting discussion draws upon the personal and cultural knowledge of each participant as experiences with signs and symbols are shared.
As evidenced by the engagement with the various stations, this workshop effectively demonstrated how adults can interact in activities at stations. The resulting discussions are a welcome addition to ESL classrooms where newcomers are sometimes shy to talk.