1. Getting Your Students Speaking FromInputToUptake Harnessing the power of blended learning and new technologies Giving Students A Voice

2. OnlineResources

3. What’s On Tap Potential Why get students speaking online? Types of delivery options Best practices Blended ideas / activities Websites / Tools Q and A Overview

4. New Possibilities WhatIf?

5. Why? Rationale Why the need for students to speak online?

6. Rationale Output reinforces fluency by 1.Practice 2.Noticing + CF 3.Hypothesizing 4.Habituation Merrill Swain

7. Rationale More Reasons Motivation Repetition Feedback / Monitoring Evaluation Self Directed Learning Efficacy / Fairness Low Affective Filter

8. What options are available? Options What types of blended learning can teachers implement ?

9. What options are available? Options Synchronous Asynchronous

10. What options are available? Options Websites Devices Audio / Video Video only Audio only Lab / Class / Home

11. Standards BestPractices What is the Gold standard?

12. StandardsBestPractices Make it official Give Ss choice Demo in class Provide a model Hardware Set standards

13. Lesson Planning Activities&Ideas How can teachers make this part of their online learning?

14. Lesson Planning Activities&Ideas Performances / Role plays Record the Textbook Reading for the class Picture Prompts / Response Mimicking | Singing Skype in the Classroom Opinions / Presentations Student Feedback

15. OnlineResources

16. EnglishCentral Top 3

17. Voicethread Top 3

18. Voxopop Top 3

19. Bubblejoy VideoPostcards

20. Eyejot Videoemail

21. Audioboo AudioOnly

22. Chirbit AudioSharing

23. Evoca Audio Drop Box

24. Vocaroo No Frills Audio

25. Fotobabble SpeakingPhotos

26. Mailvu VideoEmail

27. Intervue VideoConvo

28. Lingt LMSCourses

29. Present.me FlippedCurriculum

30. Screenr Website

31. SingSnap SongsSinging

32. Woices LocationBased

33. Wetoku DuoInterviews

34. Scribblar Real Time Whiteboard

35. Skype in the Classroom Real Time Convo Record!

36. Tutorials PD

37. Further Thoughts Let’sTalk Discussion Q and A on technology

38. ContactMore.... ddeubel@gmail.com http://bit.ly/h4geqP http://eltandtech.pbworks.com

39. Further Reading Research Brown, Jeremy, Noticing: Is it a valid concept? TESL-EJ, 2002Noticing: Is it a valid concept? Heift, Trude, Corrective Feedback and learner uptake in CALL, Cambridge Univ. Press, 2004.Corrective Feedback and learner uptake in CALL Long, M.H., Problems in SLA, 2006 Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11, 63–90. Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (1996). Language learners’ interaction: How does it address the input, output, and feedback needs of language learners? TESOL Quarterly, 30, 59–84. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235– 253). Rowley, MA: Newbury House.

40. Further Reading References Schmidt, R. (1983). Interaction, acculturation, and the acquisition of communicative competence. In N. Wolfson & E. Judd (Eds.), Sociolinguistics and language acquisition (pp. 137-174). Rowley, MA: Newbury House. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics (pp. 125–144). Oxford: Oxford University Press. Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). New York: Routledge. Swain, M., & Lapkin, S. (1995). Problems in output and cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371–391. Taddarth, Assma, Recasts, Uptakes and Learning: Effects and Relationships. 2010Recasts, Uptakes and Learning: Effects and Relationships