Increasing Student Talk Time in the Online Classroom
Transcript of Increasing Student Talk Time in the Online Classroom
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Increasing Student Talk Time in the Online Classroom
Are you teaching English online and seeking ways to help students improve their
speaking skills?
Research shows that the key to an effective speaking lesson is to provide ample
opportunities for students to actively participate, but many instructors are struggling to
convert their favorite in-person speaking activities to the online format.
In this webinar, we will:
• examine the benefits of increasing student talk time (STT) in class
• explore various routines, activities, and tools that will give students a voice in their
virtual classrooms
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Christine Esche
Christine has worked in the English language field for over a decade. She currently teaches ESL in the United States at the Waukesha County Technical College in Wisconsin, where she prepares adult immigrants to successfully enter higher education and fulfilling careers.
Previously, she served as a U.S. Department of State English Language Fellow in Panama. She has also provided professional development workshops for EFL instructors in Mexico and Turkey.
Christine holds a BS in International Studies-Global Security from the University of Wisconsin-Madison and a Master of Arts in Linguistics with a TESOL graduate certificate from the University of Wisconsin-Milwaukee.
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© 2021 by Christine Esche. Increasing Student Talk Time in the Online Classroom for the American English Live Teacher Professional Development Series,
sponsored by the U.S. Department of State with funding provided by the U.S. government and administered by FHI 360. This work is licensed under the
Creative Commons Attribution 4.0 License, except where noted. To view a copy of the license, visit: http://creativecommons.org/licenses/by/4.0/
Increasing Student Talk Time
in the Online Classroom
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Today’s Plan
Why student talk time (STT)?
Best practices
Synchronous activities
Asynchronous activities
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Today’s Plan
Why student talk time (STT)?
Best practices
Synchronous activities
Asynchronous activities
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To swim, you’ll need to lift one arm while pushing back with the
other. At the same time, keep moving your feet up and down rapidly. It’s also important to
breathe between arm strokes. This will be important if you ever fall
into the ocean, so your paragraph about proper swimming technique
is due on Monday.
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Why STT?
• Leads to greater speaking skills
• Provides chance to actively use the language
• Motivates students
• Builds community and relationships
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What challenges have you faced when trying to
incorporate speaking into your online classes?
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Today’s Plan
Why student talk time (STT)?
Best practices
Synchronous activities
Asynchronous activities
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Best Practice #1
Aim for at least 50% STT
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Best Practice #2
Reduce Teacher Talk Time (TTT)
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Best Practice #3
Utilize small groups
>4 minutes each 40 seconds each
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Best Practice #4
Praise
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Best Practice #5
Set up for equitable participation
Wheelofnames.com
A few classroom management tools
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Best Practice #6
Don’t interrupt
Yesterday I go—went
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Which of these best practices are you already doing?
Which could you improve upon?
Yesterday I go— went
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Today’s Plan
Why student talk time (STT)?
Best practices
Synchronous activities
Asynchronous activities
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Synchronous – Whole Class
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Mystery Object1. One person selects object related
to unit of study
2. Class sets question limit• Assign S to keep track
3. Ss take turns asking yes/no questions until they correctly guess mystery object
Variation
• S selects object from list
• T allows any type of yes/no question
?Is it…?
Does it…?
V V
Yes, it is.No, it isn’t.
Yes, it does.No, it doesn’t.
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Stand Up/Sit Down1. Each S prepares one true
and one false statement related to unit of study
2. T calls on S to say one of their statements
3. If true, students stand. If false, students sit.
Variation
• Ss raise sign, use chat, or use annotate to show true/false
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Scenario 1: You introduce “Mystery Object” or “Stand Up/Sit down” to your class,
but when it’s time to participate, no one speaks.
What can you do?
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1) Model example2) Add scaffolds: brainstorm and write
possible things to say, then Ss read when called
3) Sing/chant together to warm up4) Do movement together to warm up5) Have safe classroom where mistakes are
welcome and praise is given to all who try
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Scenario 2: You introduce “Mystery Object” or “Stand
Up/Sit Down,” and when it’s time to participate, one S does all the
speaking.
What can you do?
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1) Set expectations (e.g. “everyone can speak twice”)
2) Give silent time for Ss to prepare3) Call on Ss (e.g. list, name wheel, sticks)
4) Ask Ss to mute until called
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“Ask a Classmate” Drills
1. T provides question/answer frames and vocabulary
2. T asks S a question
3. S answers, then T instructs them to ask a classmate the next question
4. Ss continue drill until T determines
?
___.
?
___.
?___.
?
___.
?Teacher
David
Arwa Tuan
Ai
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“Ask a Classmate” Drills
Do you like ___?Yes, I do.No, I don’t.
V
David, do you like juice?
Yes, I do. Arwa, do you
like milk?
No, I don’t. Tuan, do
you like tea?
Yes, I do. Ai, do you like soda?
No, I don’t. …etc.
Teacher
David
Arwa Tuan
Ai
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“Ask a Classmate” Drills
Do you prefer __or __?
I prefer __.
David, do you prefer
tea or juice?
I prefer tea. Arwa, do you prefer milk or
soda?
I prefer soda. Tuan, do you
prefer water or milk?
I prefer milk. Ai, do you prefer
tea or coffee?
I prefer coffee. …etc.
Teacher
David
Arwa Tuan
Ai
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Teacher
David
Arwa Tuan
Ai
“Ask a Classmate” DrillsDavid, have you drunk any water
today?Yes, I have.
Arwa, have you drunk soda
today?
No, I haven’t. Tuan, have you
drunk juice today?
Yes, I have. Ai, have you drunk tea
today?
Yes, I have. …etc.
Have you drunk any __ today?
Yes, I have.No, I haven’t.
V
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What are other ways we can get students talking when the
whole class is together?
?
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Synchronous – Breakout Rooms
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Discussion• Reserve time for Ss to speak freely in
every class
• Link discussions to content or language target
• Ask open-ended questions
• Make effective groupings (more advanced or techy Ss can provide leadership)
• Consider time (older/more advanced Ss can discuss longer)
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TYPE OF DISCUSSION EXAMPLE
Topic warm up Good morning! Today we’re going to learn about life on the International Space Station. What would be the best thing about traveling to space? What would be the worst thing?
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TYPE OF DISCUSSION EXAMPLE
Topic warm up Good morning! Today we’re going to learn about life on the International Space Station. What would be the best thing about traveling to space? What would be the worst thing?
Language application Discuss with your partner: What is the most disgusting thing you’ve ever eaten?
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TYPE OF DISCUSSION EXAMPLE
Topic warm up Good morning! Today we’re going to learn about life on the International Space Station. What would be the best thing about traveling to space? What would be the worst thing?
Language application Discuss with your partner: What is the most disgusting thing you’ve ever eaten?
Get-to-know-you Find 3 things you and your partner have in common.
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TYPE OF DISCUSSION EXAMPLE
Topic warm up Good morning! Today we’re going to learn about life on the International Space Station. What would be the best thing about traveling to space? What would be the worst thing?
Language application Discuss with your partner: What is the most disgusting thing you’ve ever eaten?
Get-to-know-you Find 3 things you and your partner have in common.
Closing reflection Great job participating in the lesson today! Please share with a partner:• Something you learned• Something you wonder
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How can instructors motivate students to stay on task and
speak English during breakout room discussions?
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1) Teacher visits groups2) Time limit3) Task
My go-to: “I’m going to pick
a few students to share something their partnersaid.”
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GamesWhich is Different?
1. T models activity
2. T provides list of vocabulary words
o Ss write words in notebook
o T writes words in chat
o T shares document
3. In breakout rooms Ss decide which word is different and why
o Encourage critical thinking. There’s more than one answer!
4. Ss prepare to share reasoning
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Debates
Breakouts for Preparation
AAA
AAA
BBB
BBB
CCC
CCC
To Prepare
1. T assigns Ss to groups that share same opinion
2. Ss prepare support for their sideoOption to flip: Ss read
article or watch video before class
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Debates
To debate!
3. T provides language and expectations for debate
4. T makes new rooms with representative from each side
Breakouts for Debate
ABC
ABC
ABC
ABC
ABC
ABC
“The Great Mini-Debate” English Teaching Forum
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What follow-up activity could students do after their debate?
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Today’s Plan
Why student talk time (STT)?
Best practices
Synchronous activities
Asynchronous activities
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Messaging Apps
1. Ss send instructional videos What is something you enjoy preparing in the kitchen? Provide step-by-step instructions to teach me how to make it!
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Messaging Apps
1. Ss send instructional videos
2. Ss answer reflection questions
Today, we discussed dating and marriage.
Record yourself speaking about ONE of the topics below for 1 minute. Vocabulary from today is bold.
Option 1: How has online dating changed romance in society?
Option 2: Do you think arranged marriages are a good idea?
Option 3: What steps can spouses take if they are having problems?
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Messaging Apps
1. Ss send instructional videos
2. Ss answer reflection questions
3. Ss read their writing or homework answers
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Flipgrid
• Great for presentations
• Ss share recordings with classmates
• Ss watch each other’s presentations and reply with text or video
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Padlet
• Share audio/video/text/images on a class wall
• Great for • sharing opinions
• sharing predictions
• Telling stories
• Making original sentences
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Chatterpix
Make things talk!1. Take a picture
2. Draw a mouth
3. Record voice
4. Add fun stuff
5. Save to phone
6. Send to instructor
Assignment:1) Find something you love in your home2) Tell us about it (10-30 seconds)3) Send it to the class WhatsApp group
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What’s your favorite program for students to
submit audio recordings? Why?
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Keep in Mind
Do fewer things, better.
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Summary
Synchronous Asynchronous
Whole class & breakouts• Mystery Object• Stand Up/Sit Down• Drills• Discussions• Games• Debates
Messaging Apps, Flipgrid, Padlet, & Chatterpix• Instructional Videos• Reflection questions• Read own writing• Presentations• Share opinions• Share predictions• Tell stories
Be
st P
ract
ice
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Which of the activities, tools, or practices from today’s webinar do you
think you can start using in your class?
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“Technology will not replace great teachers, but technology in the hands of great teachers can be transformational.” –George Couros
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References• Benucci, Heather. “The Great Mini Debate.” English Teaching Forum, vol. 55, no. 1,
2017, p. 46, https://americanenglish.state.gov/files/ae/resource_files/etf_55_1_p45-48.pdf.
• Wheel of Names, wheelofnames.com/.
Unless otherwise noted, all images in this presentation are the author’s own or are “no-attribution required” under the Pixabay simplified license or the Unsplash license.