Mobile Device
Enhance Engagement and Collaboration with Whatsapp Channels
Haitian Multi-Service Center
TAGS: #InstructionalRoutine #MobileDevice #WhatsApp #HMSC
WHAT: Establish a collaborative and engaged student community using WhatsApp Channels as a communication tool. Learners actively participate in a unique digital experience that promotes effective communication, collaboration, and a sense of community within the educational context.
WHY: Collaboration, Engagement, Community-building. This routine aims to foster a strong and connected student community by leveraging WhatsApp Channels as a communication platform. By utilizing its features, learners can engage in real-time conversations, share resources, collaborate on projects, and develop a sense of belonging within the educational community. This routine enhances student engagement, collaboration, and motivation.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | WhatsApp Channels
Set up a WhatsApp Channel:
Create a dedicated WhatsApp Channel for the educational program.
Establish guidelines and norms for communication within the channel.
Introduce the WhatsApp Channel to students:
Communicate the purpose and benefits of joining the WhatsApp Channel.
Provide clear instructions on how to join the channel using WhatsApp.
Daily engagement and collaboration:
Share daily prompts, questions, or discussion topics within the WhatsApp Channel.
Encourage students to actively participate by sharing their thoughts, ideas, and insights.
Facilitate collaborative problem-solving activities or group projects within the WhatsApp Channel.
Resource sharing and feedback:
Encourage students to share relevant resources, articles, or videos related to the learning material.
Foster a culture of feedback by providing constructive comments and suggestions within the WhatsApp Channel.
Celebrate achievements and milestones:
Acknowledge and celebrate student achievements or milestones within the WhatsApp Channel.
Encourage students to share their accomplishments and support their peers.
Establish virtual study groups:
Facilitate the creation of virtual study groups within the WhatsApp Channel.
Encourage students to collaborate on assignments, review sessions, or study materials.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.1: Communicate Effectively: By actively participating in conversations within the WhatsApp Channel, learners enhance their communication skills, including expressing ideas clearly, listening actively, and engaging in effective digital communication.
MO.6: Collaborate Using Mobile Tools: Utilizing WhatsApp Channels allows learners to collaborate with their peers, share resources, and collaborate on projects. They develop skills in virtual collaboration, coordinating tasks, and leveraging diverse perspectives for common goals.
OL.6: Be a Good Online Citizen: Engaging in the WhatsApp Channel community encourages learners to practice responsible and ethical digital behavior. They learn to engage in productive discussions, respect others' opinions, and contribute positively to the virtual community.
Use a Messaging Application for Speaking and Pronunciation Practice
Mujeres Unidas Avanzando
TAGS: #InstructionalRoutine #MobileDevice #WhatsApp #MUA
WHAT | Use a Messaging Application for Speaking and Pronunciation Practice: Students send voice messages to their instructors or classmates to complete speaking exercises, such as responding to a question, reciting vocabulary words to practice pronunciation, or to ask questions. A messaging application such as Whatsapp can be used for this so students can send and receive the messages directly from their phones.
WHY | Frequent Pronunciation Feedback: The goal of this routine is for learners to increase the time spend speaking the target language and to receive more frequent, accurate feedback from their instructors and classmates on their pronunciation. Particularly in an online classroom, the amount of time a student has to speak and practice their pronunciation can be quite limited. By sending these specific, recorded messages, students have more opportunity to speak in the target language and receive feedback from their instructor or classmates. Instructors can give more targeted feedback using this method since they can replay the recording to listen for specific sounds. Additionally, students have the opportunity to play back their own recordings and assess their own pronunciation and progress with their speaking skills.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
Instructor accessibility: Students can send these voice messages to their instructor via Whatsapp at a time convenient for them and receive feedback when the instructor is available.
Self-monitoring: Students can play back their own recordings to listen to their pronunciation, as well as track their growth over time by listening to prior recordings.
Text chats: Most adult learners are already using Whatsapp in their personal lives and they are familiar with how to send and receive voice messages. By utilizing this software, instructors can encourage students to increase their speaking time in a comfortable setting.
HOW | WhatsApp or other similar tool: Students record and send voice messages in a messaging application, such as Whatsapp. In recording these messages, students may be responding to a direct question from their teacher, reciting a list of vocabulary words, responding to a classmate, or asking a question of their own. These voice recordings allow for the instructor and the students to to listen and respond at a time convenient for them, to listen more than one time, and to track progress over time, from recording to recording. This is a simple, effective way for the instructor to provide feedback, but also to elicit peer feedback and self-feedback.
Digital Skills | Implementing this strategy connects to the following digital skills:
CO.8 Use Messaging Tools
Whatsapp is not the only option, but it is a messaging tool that most adult learners are already familiar with, it is user-friendly, and it is free.
CO.1 Communicate Effectively
By regularly utilizing this routine with learners, they will have the opportunity to increase their speaking and listening skills, thus improving their communication and interpersonal skills in the target language.
Use QR Codes to Provide Students with Quick and Easy Access to Course Materials
Charlestown Adult Education
TAGS: #ProgramPractice #MobileDevice #QRcodes #CAE
WHAT | Learners use their smartphones or tablets to scan a QR code and access class materials (lessons, practice, and assessments) stored in a google drive. This enables students to access class materials “on demand” and offers students a unique experience in that all lessons are accessible on their smartphones. All students, even those without computers or WiFi, are able to engage with and review class materials at a time that is convenient for them.
QR codes are black and white square symbols that can be scanned with a smartphone or laser to access information about a product or service. They can contain links, coupons, and event details.
WHY: Ensure that all learners have 24/7 access to digital literacy lessons and materials through cloud storage, allowing students to access course content and extending opportunities for students who may have missed a class. Using QR codes provides a unique experience for students to practice scanning codes and accessing materials on their cell phones. This approach promotes self-directed learning.
The goals for this routine are to:
provide access to course content by allowing students to use their phones to scan a code (like with a restaurant menu) and bring students to a google drive where all course materials are stored.
connect with students by enabling them to access class materials “on demand.”
provide examples for class assignments and expectations
make learning more interactive
extend learning opportunities for students, particularly if students miss a class and need to make up classwork.
The use of QR codes makes a unique experience because students learn to use their cellphones to practice scanning QR codes, access online documents, and save class materials to their own google drive storage so that they have 24/7 access to class materials for additional learning and review.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
Experiential Learning – interacting with students through direct experience to increase knowledge and develop skills. Students learn to access and navigate the internet, google drives, etc., by doing.
Multi-modal Instruction – engaging multiple “senses” at a time to foster learning. We envision this to be more than a scan and access routine once we’re done with building out this app. We’d like it to include different methods of teaching and learning and interacting with technology and the material.
Strength-based Approach – allows students to work and review materials “on-demand” and at their own pace while mastering both the material and the technology used to gain access to the material.
HOW | QRCodes:
For teachers:
Choose any web-based QR code generator. At CAE we use the Adobe QR Code generator
Enter the URL of the page you want learners to access; in this case, it directs to a class materials folder in Google Drive
The code generator will immediately create a QR code that is ready for download
Adobe QR code generator allows you to customize the style, color, and file type (PNJ and JPEG are the most common types)
Click "Download" and save the file to your computer
Adobe requires you to sign in, but it's free, and you get access to even more creative tools
Add the code to any materials you want your learners to scan
For learners:
Scan the QR code displayed on the slide or printout using the cellphone camera
Tap the link that appears on the cellphone screen
The link redirects the user to the class material stored in google drive
Students click on the folders for the module they are working on (for example, Module 1: Basic computer skills, Module 2: Internet Basics, etc.) Each lesson is stored in the folder in pdf format.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
EF.11: Connect to Wifi
IS.2: Access Information Sources
LL.1: Find Learning Resources
LL.2: Adapt to New Technology
MO.4: Identify Basic Mobile Features
Use Video Recordings To Improve Oral Communication Skills
Boston Public Schools
TAGS: #InstructionalRoutine #MobileDevice #FlipApp #BPS
WHAT: As a daily practice while learning new skills, students will use video to record, view/analyze, and re-record themselves, giving descriptions, reading aloud, acting out conversations with a partner, etc. At the end of a unit, students will record and digitally share examples of the above tasks to demonstrate their learning. These recordings can be used as a digital portfolio for students to see (and share with others) their progress during the year.
WHY: Students use video replay analysis and self-monitoring to develop oral communication skills, metacognition, and a learner mindset. Integrating video recordings into daily classroom practice allows students to develop their skills, track their progress, and create a valuable digital portfolio that showcases their growth over time.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW |FlipApp
Flip (formerly Flipgrid) is a free app where educators can create safe groups for students to engage in curriculum using short video, text, and audio messages.
Set Up Flip: Create an account on Flip (flipgrid.com) as the teacher and set up a class grid for your students. Each grid will serve as a dedicated space for video discussions and recordings.
Create Topics: Within your class grid, create specific discussion topics that align with the skills or learning outcomes you want students to develop. Each topic can represent a different task or assignment for students to record.
We use Flip as a daily practice while learning new skills. Students will use video to record, view/analyze, and re-record themselves, giving descriptions, reading aloud, giving directions, acting out conversations with a partner, etc. At the end of a unit, students will record and digitally share examples of the above tasks to demonstrate their learning.
Share Topic Codes: Share the unique topic codes generated by Flipgrid with your students. They can access these topics by entering the codes on the Flipgrid website or app.
Provide Recording Guidelines: Clearly communicate the guidelines for each recording task, including time limits, content requirements, and any specific instructions or prompts. Explain to students the purpose of the recordings and how they will contribute to their digital portfolio.
Demonstrate Recording Process: Familiarize students with the Flipgrid recording process. Show them how to access the topic, click on the "Record a Response" button, and use the built-in webcam or device camera to record their video. Highlight features such as pausing, re-recording, and adding visual effects or annotations.
Practice and Feedback: Allow students to practice recording themselves using Flipgrid. Encourage peer feedback by enabling the "Reply" feature on Flipgrid, where students can watch and respond to each other's videos with comments or suggestions. Emphasize the importance of constructive feedback and respectful communication.
Digital Portfolio Organization: Instruct students to create a separate folder or document to organize the URLs or embed codes of their Flipgrid videos. This will serve as their digital portfolio, allowing them to easily access and showcase their recordings.
Regular Reflection and Progress Monitoring: Encourage students to review their past Flipgrid recordings regularly. Have them reflect on their growth, areas of improvement, and evidence of skill development. Provide guidance and support during reflection exercises.
Sharing and Presentations: Create opportunities for students to share selected Flipgrid recordings from their digital portfolio. This can be done during class presentations, virtual showcases, or by sharing links with peers, parents, or the wider community. Discuss the importance of effective communication and encourage students to articulate their learning journey.
Assessments and Grading: Utilize Flipgrid's built-in rubric feature or create your own evaluation criteria to assess students' video recordings. Provide constructive feedback and assessments based on factors such as content, language use, clarity, and overall presentation.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.2: Collaborate with Technology
CO.7: Share Information with Others
CR.6: Produce Multimedia
LL.2: Adapt to New Technology
IS.4: Self-assess Your Skills
Using GIFs for Verb Acquisition in ESOL
Catholic Charities/El Centro Adult Education
TAGS: #InstructionalRoutine #MobileDevice #GIFs #ElCentro
WHAT | A Graphic Interchange Format (GIF) is a small roll of still images that can show movement. Commonly used in messaging applications to express greetings, creating GIFs in class are a great routine for ESOL learners acquiring new vocabulary. This tool is especially useful for teachers practicing the method of Total Physical Response (TPR).
WHY | Learner engagement and vocabulary acquisition in hyflex classrooms: The rationale for using GIFs in an ESOL classroom is to help beginning ESOL students review new vocabulary while communicating with one another on multiple devices. Creating GIFs together engages students to participate in the lesson regardless of physical presence in the hyflex-classroom. Additionally, it helps students to develop confidence in using technology and communicating with one another.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | GIFs: Give students a vocabulary list of verbs relating to a common theme. The list of verbs can be projected onto a SMART board screen. Ask a volunteer to draw a line to the correct word, either on the SMART board in the classroom or by using the annotation tools (Remember to enable annotation tools for remote students to draw on the slide). Once students have contributed and identified verbs with one another, ask students what a GIF is. Use a slide asking them to identify the three words making up the acronym: GIF: Graphic Interchange Format.
Example of a slide with GIF that elicits student participation
Send a popular GIF to the classroom’s mobile chat group to demonstrate. Ask students: What is s/he doing? What is happening? Illicit a response to identify a gerund, examples: she is laughing, he is running. Encourage remote students to send a GIF to the group chat, making sure a student who is physically present explains the instructions to the remote student.
Play a GIF demonstration video at .75 speed. Ask students if their phone is an ANDROID or IOS. IOS phones have GIF makers preinstalled while Android requires a GIF maker to be downloaded. For IOS, an image must be captured then students can select “loop” or “bounce” to create a GIF. For Android phones, each GIF maker APP has individual features.
Once the students have seen the instructions for making GIFs with their phones, show a list of verbs from the lesson and delegate each student to act it out in groups of two. One student will pantomime the action while their partner creates a GIF with their mobile device. For example, if students are learning verbs related to cooking: chop, stir, fry, squeeze could all be performed by students and teachers both remote and in-person. Once each group creates a GIF matching the verb, the teacher can then add the students GIFs into the slideshow and create an interactive quiz for verb recall.
Example of a slide with a student made GIF for an interactive hybrid flex lesson.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.1: Communicate Effectively
CO.2: Collaborate with Technology
CO.3: Make Voice and Video Calls
CR.5: Create Open Content
CR.6: Produce Multimedia
Using QR Codes to Access Information and Google for Research
St. Mark Community Education Program
TAGS: #InstructionalRoutine #MobileDevice #QR #Google #StMarks
WHAT | Learners use QR codes to access vocabulary lessons in textbooks: Learners scan the QR from their textbooks for listening comprehension and vocabulary lessons. They often use smartphones and tablets for scanning. Learners listen carefully and practice in their books. Meanwhile, learners use Google as a tool to reinforce vocabulary by searching for images, definitions, or translations.
WHY | Learners have easy access to their lesson practice: This can include vocabulary, writing, and listening. For example, the listening activity requires learners’ attention to listen attentively to what is being said, understand, reflect, and retain the information for later. Listening helps them understand the message by receiving information, evaluating, remembering and responding. Learners will respond in writing in their textbooks.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Learners scan the QR on their smartphones and start listening for comprehension and retain information for later reports and /or summaries. Google is a useful tool to reinforce vocabulary by looking for images and translation.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
EF.2 Search the Internet: Learners will have different devices which allow them to scan the QR and use Google as a tool. Learners need to be informed on how to scan the QR and how to check words or sentences on Google.