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Connect to this Padlet scanning the code...

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Connect to this Padlet scanning the code...

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or get this link https://padlet.com/etdnp89/72010r8ss8y8

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Students sharing their experiences to others teachers and students

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Students sharing their experiences to others teachers and students

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They present the tools they worked with in Teens Technological Fair in the classroom.

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Students sharing their experiences to others teachers and students

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Students sharing their experiences to others teachers and students

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They present the tools they worked with in Teens Technological Fair in the classroom.

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Some teens got interested and worked collaboratively on this project to practice the superlatives adjectives. On this project they could practice the four skills..

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Additional Tools to Teach Superlative and Comparative Adjectives

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Additional Tools to Teach Superlative and Comparative Adjectives

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Google Docs (Web and App) https://www.google.com/docs/about/

Adobe Spark (Web) https://spark.adobe.com/

Mindmeister (Web and App) https://www.mindmeister.com

Stormboard  (Web and App) https://stormboard.com/

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Suggested Web Tools to Teach Superlative and Comparative Adjective

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Suggested Web Tools to Teach Superlative and Comparative Adjective

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Padlet (Web and App) https://padlet.com/

Zoobe (App ) http://www.zoobe.com

Animoto (Web and App) https://animoto.com/

Coggle (Web) https://coggle.it/

Notice that even when Zoobe and Animoto do not allow direct collaboration within the web or app the collaborative work is develop on sharing tasks, or simply sharing the devices among them.

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In order to apply web tools, it is important to know from the basis why they are assets and look for information that support the benefits of it in ELT. After this, it is convenient to try the web tool first, you alone, or with some colleagues so you feel confident before applying it with students. Before using the tools, plan your class, and make sure the students already know at least a little of the communicative function and structure they are studying.

Once you have taught the basis of the lesson and you already know the web tool you are going to be using,  try the following sketch:

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Invite your students to participate on an interesting online project with web tools. Have them express their expectations about the project.

Present tutorial videos about the web tools in advance.

Ask them to prepare their devices, If there are students without devices ask them to work with a partner. (It promotes collaboration and friendship according to Wismath, S & Orr, D (2015) The use of teams or groups in such settings can provide a safe atmosphere in which students can take risks, become engaged learners and act as teachers as they help others learn.

Present the web tool with an example on your own.

Provide simple clear instructions as take five selfies, record one experience in a 30-seconds video or audio.

Have student upload or manipulate their pictures or media within the selected web tool.

Monitor the use of the web tool and ask them to check and edit their productions with you and partners.

Once their content is clear and appropriate to post ask them to do it.

Keep your interest on what they are doing and sharing.

All tool can be collaborative depending if you request the students to work as teams or not.

Remember these activities allow teachers multiple possibilities, and they can be accomplished either inside or outside the classroom, and can be graded or not. Wismath, S & Orr, D 2015

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Why are they convenient for teaching superlative and comparative adjectives?  

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Why are they convenient for teaching superlative and comparative adjectives?  

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Teaching superlative and comparative adjectives seems to be a tedious class where students must aware of the number the syllables an adjective has and work out the type of suffix or words they need to add depending on the kind of comparison they attempt to make. Besides, they need to compare in a forced way what causes unwillingness or simply a meaningless lesson. However, what would happen if the they are allowed to try some web tools on their devices and they will do it  by comparing in real context pictures they take at home, selfies or even at the school? Or  they share their lives experiences and compare them one to another online? Would it change their minds and teach them how to compare by doing?  Mallon, M. & Bernsten, S.(2015) stated that “online collaboration tools are an excellent way to engage students in both virtual and physical classrooms. They not only enable active learning, but also facilitate peer learning.”

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Nowadays access to mobile cellphones and computers has increased, however the use or effectiveness of these technologies for teaching and learning is not spread. Perhaps, teachers are not used or convinced about the benefits of collaborative web tools or might belief they are not useful considering that students use the technology in a negative way while classes or assignments are taking place. In that sense, it is important to mention that according to Mallon, M. & Bernsten, S.(2015) “Collaborative learning technologies range from communication tools that allow for synchronous and asynchronous text, voice, or video chat to online spaces that facilitate brainstorming, document editing, and remote presentations of topics.” Based on that contribution, it is also important to consider that in Bangladesh in 2013, a research revealed that more that 70% of teachers found the use of e-content was useful and positive for the students. (Parvin, R. & Salam, S. 2015).

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This is intended to instruct teachers how to teach superlative and comparative adjectives integrating collaborative learning through web tools inside and outside the classroom with or without internet connection. By implementing, collaborative Web Tools teachers will engage students and motivate them to attend class with a positive mood. Achieving this was possible according to previous researches that have established that students expressed that e-content was useful and facilitates their learning processes. (Parvin, R. & Salam, S. 2015)