Support for Japan

The terrible disaster in Japan has deeply touched many people around the globe. Personal connections to Japanese friends added to my own distress, and made me want to take some action to help the victims.

Social media proved its power once more. Not only could I keep up-to-date with the events more quickly than with traditional media, but educators also shared some great aid ideas for schools. Derek E. Baird's (@derekeb) tweet and blog led me to the website of Students Rebuild, and their project 'Paper Cranes for Japan'.

I used several resources to make the following lesson plan for one of my EFL groups last week.

1. Talk about the students' knowledge and feelings about the catastophe.
As Finnish young people often find it hard to put their emotions into words, I used these photos from the Big Picture as prompts. Especially the photos of children, and people in need, loosened the students' tongues to express their deep sorrow, and compassion for the suffering of others.

2. Introduce the paper crane project.
We looked at the above-mentioned website, and I was pleased to realize that even the rowdier boys seemed to take the project seriously. I had taken my own 'Sadako and the Thousand Paper Cranes' book to school, to introduce the old Japanese myth of the paper cranes. We briefly talked about history, the Second World War, and Hiroshima and Nagasaki.

3. Fold our own paper cranes.
At the back of my Sadako book, there were detailed folding instructions in English, which the students followed in pairs. We also watched the video tutorial from the link, provided by the Students Rebuild website. Unfortunately, we didn't have the nice, thin origami paper used by the Japanese, so the thicker copy paper at school had to do. At least, we had it in several colours.

It really was heart-warming to see even the clumsier 17-year-old boys carefully fold their cranes. Quite a few students hurried to fold several to put in the envelope. It was then sent off to Seattle, where the Besos Family Foundation has promised to donate $2 for each crane they receive. Our small group finished 24 of them.

4. Upload a photo to the Facebook page, with a message of support.
Some students, whose fingers just weren't nimble enough for the folding, wrote our message, which, after some joint discussion and several improvements read: Our thoughts are with you, and we wish you strength to carry on.

Reflections
I found this a meaningful English lesson for several reasons.
1. It was full of authentic language use, reading, speaking and listening.
2. It was hands-on, which is always a welcome change to the too much text-based language classes.

3. We managed to make our tiny gesture towards supporting the thousands of victims in Japan. Although our contribution was mainly symbolic, it was still worthwhile, and something our rather spoiled teenagers, here in our safe country, need every so often.

4. But most of all, as a language teacher, I want to foster intercultural understanding and awareness, whenever possible. This lesson did it very well. It truly created an atmosphere of sharing a global village, and caring for fellow villagers, even far, far away.

Ning and school - once again

After closing a very promising experiment with an online project Ning and  having started a new similar one, it's a good time to touch base and do a bit of reflection. All last year, my aim was to provide a lively, but to a certain degree secured (e.g. monitored membership), learning community to students in many countries. Looking back now, that's what we managed to build in a year although it wasn't by any means perfect. One of the problems was that initially, most of the students only joined because their teachers told them to, and consequently, the bulk of their community presence was in the form of teacher-led assignments. Very typically, students just went through the motions of uploading their blog posts or taking part in discussions to get their course credits from their teacher, but as soon as the assignments ended, the rest of the community members never heard about them again. On a more positive note, at the very least, they got a little bit of information about a new way of sharing information - with pictures and hyperlinks as opposed to the old static and linear pen to paper approach. Also, one of the main goals last year, apart from the obvious intercultural communication and authentic language use, was to introduce students to the idea of writing more serious blog posts in addition to the conversational chatting they are more familiar with. What I'm not so sure about now is whether this brief introduction will serve them for anything in the future, when they are more mature, and possibly have more to share and contribute.

Some time ago, I came across Dean Groom's blog post Communities just don't happen. Reading the next quote made me question the success of our learning community.

A strong community is desirable over a collection of people using a portal, because members are less likely to want to break the bonds made between them. Portals have users, who have no bonds.

Did we get anywhere beyond sharing a well-functioning portal for a loosely connected group? To my surprise, Google analytics revealed that last year's Ning still has almost as much activity as this year's one, even after officially stopping to manage it and guiding students to join the new one for this year. Clearly, some students managed to make lasting friendships and wanted to continue the dialogue even after the project as such was closed. What is quite evident, though, is that without teacher guidance and given assignments, the students simply use the old Ning as a place to leave short chatty messages on each other's walls, and possibly still carry on some of the discussions in the forum. No photos are added, or blog posts written any more.

I can't help wondering whether it would have been a better idea to keep the old Ning running and just accept new members to it. The reason why we opted for starting a totally new Ning for the second year, was that otherwise we would have ended up having too many dormant members after students graduated and left school, or their teachers decided not to continue with the project. With Ning, members have to delete their accounts themselves, the network creator can't do it. In addition, I was afraid that the this year's new members would find it difficult to navigate on the site, if all last year's posts, photos, videos etc. were already there. To avoid this, more guidance into following RSS feeds, for example, would be needed, to keep students on track of the latest additions on the site. Not a bad idea anyway! I think it's the old control-syndrome of many teachers that makes me want to keep organizing the Ning instead of just letting it shape a life of its own. On second thoughts now, I can see that there should be some sustainability to the whole concept of our Ning. We had better rethink the big picture of creating ongoing dialogue between students across continents and focus on the process and creating a sustainable community rather than a one-year project with a one-off end product.

The underlying problem is the 'old school' setting of such a project. In particular, if project work is made part of the curriculum, where students get credit for it, it easily turns into just another assignment for assignment's sake. To some extent, you can 'force' these assignments on students, but I totally agree with Dean Groom that "Participation in groups at the higher levels is entirely voluntary" - you cannot force commitment. As the structure of traditional school systems rather works against this, I have some budding ideas to develop next year, but more about them later.

A unit of French and presentation skills

Presentation skills are a largely neglected area in Finnish education. Even people in quite high positions sometimes give appallingly poor presentations. This is why, I am trying to incorporate presentation units in my language classes. The chance to present at some international conferences has urged me to keep learning better and better practices myself, which I then model and share with the students. I also regularly organize student exchanges abroad, during which students are always asked to present something in the host school. What better way for further, authentic practice outside the classroom!

I teach both English and French. All of our high school students study compulsory English, but French is an optional language, whose popularity has been steadily decreasing in the last decade. It's a real pity, since, in my opinion, knowing more than one foreign language significantly widens anyone's horizons. On the other hand, I must admit, the decreasing popularity of French works in my favour at times, too. If there are enough students for the administration to give the green light to starting the group, I usually get a nice, small and highly motivated group to teach for three years. Last year I started to teach a group of only 8 girls! With such a small group, I get to know each student's strengths and weaknesses much better, and consequently am able to give them more individual attention, scaffolding and help. What's more, the atmosphere is such a class is very informal and relaxed.

In one course we were studying the French-speaking world and after introducing the concept of 'la francophonie', I wanted the students to work in pairs, choose one country and prepare a presentation on it to practice their language and presentation skills and also to share what they had learned with their classmates. I had done this before, but been rather disappointed at the outcome each time - despite a lot of guidance and coaching. Students typically consulted Wikipedia or relied on the first hit in Google, copying lots of boring and rather uninteresting statistical information, such as land area, population, capital city, its population and so on. Lots and lots of numbers and figures, which, you may know, can be rather a nightmare to pronounce fluently in French, if you are not a native speaker - and even harder for the non-native audience to comprehend! This time, I wanted to try something different that would make the project more useful and enjoyable for everybody.

I came up with the idea that, instead of a factual lecture about a country, each pair should imagine that they had made a trip to the country in question and, on return, they should show their friends their photos and tell about their experiences. We spent one whole double lesson putting a rubric, guidelines and evaluation matrix together. It was very rewarding, and the students thought long and hard what things should be evaluated and how. We decided that each student would evaluate the other pairs' presentations, but I as the teacher would have the right to decide on the final grades. I emphasized two things: the content should be aimed at the audience of their classmates, in other words should appeal to young people (ie. no lists of boring numbers!). This meant that after researching their country info, they should then apply it cleverly to tell an interesting account of their journey, while at the same time teaching the others about the country and culture. Secondly, whatever resources they used they should rewrite their script using the level of French that they knew - and their friends would understand (ie. no copy-paste of incomprehensible, long words that they wouldn't even be able to pronounce properly!).

For the presentation, each pair prepared PowerPoint slides to clarify their spoken speech and bring it more to life. We looked at Presentation Zen, for example, and I showed them some of my conference presentations as a model of avoiding text and bullet points, and concentrating on engaging pictures instead to support their story and facilitate their classmates' comprehension. Naturally, we also studied copyright and Creative Commons to help them find photos that they could safely use - even though we didn't even publish their work online. In the end, most of them ended up using the advanced CC search on Flickr, which was something quite new to most of them, to my surprise. For citation reference I used my own blog, where I often use CC photos from Flickr. I was even more amazed that some students (at 16) had never used PowerPoint before! But with peer support, they got the hang of it in no time at all. This to me, is an indication that there does exist a huge generational gap here, where most youngsters are much more open, fearless and prepared to adopt new technology and jump in to make use of it.

The students started preparing their work while I was away at a conference, and as usual, there was no money to pay for a substitute, so students had to work independently on their own without a teacher. Luckily I managed to book our small computer room for them for these lessons, so they could use the time efficiently, and contact me through email or text message in case of unsurmountable problems. I have a wiki for my French group where I post course plans, homework, sometimes extra assignments, and useful links. This time, I gave each pair some online links to get them started with their country researches. (Sorry about the Finnish on the wiki, but my French students are not yet advanced enough for me to use only French.)

Although nothing new as such, I was very pleased with this unit, and students, too, gave positive feedback. Each pair managed to prepare an engaging presentation with colourful slides. They talked about the journey there and back (how they travelled and how they felt about it), they mentioned some interesting sights, or some imaginary people they had met, talked about food, played some music from the country, described what souvenirs they brought back, what they liked and disliked, unexpected incidents and surprising cultural phenomena. All of this, could be nicely presented with the vocabulary and language level that they had reached. Apart from language, lots of different skills were practised, students were very self-directed in their work, and as the icing on the cake, it was fun, too!

In the evaluation matrix we had the following categories:
1) French language - eg. comprehensibility, pronunciation, fluency 30 %
2) Presentation skills - eg. contact with the audience, not just reading! 30 %
3) Contents - eg. telling an interesting, original and well-structured story 20 %
4) Technical realization - eg. effective use of PowerPoint 20 %

Thanks to this, and the fact that I compiled the matrix together with the students, they really knew what was expected of them, and they took ownership of the whole process - from laying the groundwork to planning, preparing and finally presenting with confidence and pride.