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robdyson says...

 

Yay - thanks to Damien Austin-Walker at Timebank, I am now using Googlewave beta...It looks like this will get a whole lot more interesting when there are people to collaborate with. And it really doesn't like Windows Vista on my home laptop (but then not much does). I've had a slightly confusing conversation with a PR pal already.

It was a bit like watching the backend of someone's Instant Messenger - all live tap-tapping, typos and deletions exposed, and a bit hesitant. It's also easy to fall out of linear chat because of the way you can reply and interrupt any 'blip' in the wave (not being consistent with this nautical metaphor, eh?). But it was good to have a first little splash in the wave...Or should that be puddle?

Anyone else out there...? Waving or drowning...Throw me a lifebuoy at robmdyson@googlewave.com.

Day 2: okay I'm starting to see the potential...at its most basic it's like an embeddable email, where you don't have to click away from the thread (wave) to see the links, pics and videos. But the potential for live (and lively) collaboration in the wave is pretty big. I've found this Pulp Fiction / Google wave mash-up that I think demonstrates the fun to be had (contains very strong language, folks).

Day 7: Aha (see comments below) there is now a burgeoning erm...'wave' of third sector types on Google Wave and things are starting to form. I've listed a few here on my Facebook Third Sector PR network. I gather lots more people are getting free invites to distribute so this looks like the big push. I have a couple of invites left myself if anyone needs one. Email me: Robmdyson@gmail.com

Filed under: Engaging

robdyson says...

Youtube affords charities a chance to bring their stories and fundraising successes to life – this much we know. But they don’t have to look super-produced or contain a lot of graphics, or rack up huge marketing spend, to make an impact.

The clip above depicts Kidz Board Chair Jamie Green discussing the content of a national schools survey – conceived and created by the young people at Whizz-Kidz – with School Secretary Ed Balls. The Department for Children, Schools and Families had agreed to help distribute the survey via an email to heads at 20,000 schools across England.

This simple - and clearly amateur - video clip gives the viewer an insight into the kind of work that Whizz-Kidz ambassadors do. It’s quick and dirty, but quite watchable – particularly as it has a kind of documentary fly-on-the-wall feel to it. It shows how confident, intelligent and innovative the charity's young people are. I don't need to add a disclosure here; I've made it quite clear I work at Whizz-Kidz.

I drew people to the video by hosting it on Youtube, and then ‘tweeted’ the url to our followers on Twitter (dutifully retweeted by Ed Balls *smiles*) and posted the link on our Facebook fan page. It quickly got hundreds of hits.

Simple yet effective, and empowering Whizz-Kidz’ young beneficiaries to amplify their voices.

Filed under: Engaging

robdyson says...

(Originally penned for the PR and Comms Network blog, June 2008)

As Third Sector PRO’s do we need to tighten our tools?

Having worked in PR and Comms roles for around five years in not-for-profits, I’ve noticed some themes that run through our beloved ‘third sector'.

There is undeniably some incredibly good PR being done on malnourished budgets, poor resources and with ‘products’ that…well are just not that ‘sexy’, frankly.

But this can actually make us PR’s best kept secrets – innovative, resourceful, and approachable to our target media contacts. Yet before we place a worthy slap on our altruistic backs let’s agree that as a sector we’re not without our faults…

If you weren’t quick off the mark, you’ll have missed this year’s deadline for the innovative 'Media Connections' scheme, run by The Media Trust (formerly funded by the Big Lottery Fund, and in conjunction with the Voluntary Action Media Unit). I’d urge applying in 2010. I entered in 2007, along with about 200-odd eager charity beavers, and I secured one of 20 national placements.

The purpose of the programme is to “enhance the media skills of people who work in the charity sector” by placing them in shadowing – and often working – roles in media institutions across the UK.

My time was spent with the BBC and I quickly found myself immersed in editorial meetings of the likes of BBC Radio 4's The Today Programme, and felt a little like I had been permitted into a very select coven – with a chance to influence the stance of big news-setting institutions. And, I had at times brutally honest conversations with journalists regarding their opinions of my sector and our - ahem – failure to sometimes deliver the goods…

So what did they tell me?

Forgive me if I’m teaching charity PRO’s to suck eggs here but one oft-overlooked point were reiterated to me time and again – from producers, editors, and reporters: there absolutely must be the media ‘peg’ for the charity ‘apparel’ to hang on. These could be…

New research

A piece of brand new research, or a survey (of over 1,000 people at least), that reveals something about society that needs addressing is one way in. It could be about discrimination, access to healthcare, employment rights, the environment, etc; all bread and butter not-for-profit themes – but whatever it is has to be big enough, ‘shocking’ enough and be clearly outlining a solution.

Say something – don’t be bland.

A not-for-profit should be opposing a policy or ministerial decision – not just giving a shoulder-shrugging ‘disapproval’ or raised eyebrow. A really strong line is needed, and even better if it resonates with a current theme – like a response to a policy that day, or piggy-backing off a broader media story with your twist on it. Not only must we stick our heads above the parapet but we need to understand the game. Don’t be afraid to feed new lines, new angles and dimensions on an existing story to a journalist. As long as the piece has genuine resonance they will welcome it. Some will be positively grateful!

Colour with case studies

Without the colour / texture or ability to tell a story with a real person, the story is weakened. Journalists and producers know that real people are worth a hundred charity talking heads. Here is where you can really be their best friend – just make sure the relationship is reciprocal and your cause gets a plug in the p rocess. It is more than frustrating when you have killed yourself getting your best / most emotive case studies over to a journo, and then…they forget to plug your organisation or they leave a website and / or telephone number out. Brief them well, and be clear about what you want to get out of it too.

And I haven't event touched upon employing social media (see posts further down the page for more on this)...

 

Filed under: Engaging

robdyson says...

So Whizz-Kidz shared a new events fundraising poster to our online communities to poll opinion - with mixed results. A cautionary tale? What do you think? Hit or miss?

Filed under: Engaging

robdyson says...

My CharityComms presentation on how Whizz-Kidz engages with service users, journalists, bloggers and supporters on Twitter. Happy to share, and I hope it may prove useful to other comms people and charity types.

Filed under: Engaging

aliceayel says...

Continuing with my series "Get active in the classroom!", here is another activity by Marc Helgesen which worked very well to reinforce directions in another language. I did this with my grade 12 group (17 years old). Although they are grown up students, they do need a bit of action from time to time as they tend to be a bit lethargic! We learnt how to give and understand directions in town. Then, as a follow up activity, we did the Tour guide in Madrid. I created cards to put on the walls and tables in the classroom. They were showing La Plaza Mayor, El Parque del Retiro, El museo del Prado, Atocha on them and some shops in Spanish we had learnt previously. It was a double lesson and students had a 5 minutes break so I had time to fix the cards in the classroom without them watching. When students returned from their break, I asked them to stay in the corridor and I explained the following:

1.  Students worked in pairs. One was a tour guide. The other was a tourist. The tourist is blindfolded.

2.  The tour guide directed the tourist around the classroom, giving directions and pointing out things that are interesting. (The tour guide may not touch the tourist). Only spoken instructions are allowed. The tour guide encourages the tourist to touch and pick-up objects. Naturally, the tour guides need to be careful so the tourists don’t hurt themselves, bump into things or other people, etc.

3. When each pair of students had finished their tour, we had a discussion of what makes for good directions, things that were easy or difficult to explain. We also talked about the main sights in Madrid.

Students really enjoyed doing this, they thought it was a fun way of practicing the directions.

What about you? Which engaging activity do you do to practice directions?

    

Filed under: engaging

aliceayel says...

This week, we have been learning members of the family in Spanish with my students and how to describe them. An activity that went well and is based from the excellent textbook Gente Joven is to ask questions about other families.

  1. Students write the names of 3 members of their family on a card. They go around the class with their cards and ask each other for each name on the card "¿Es tu madre/ padre/ abuelo...?" (Is he/she your mum/ dad/ grandad...?).
  2. Students then stay with a partner. The partner chooses one person from the other's card and ask different questions about this person:
    ¿Cuántos años tiene?
    ¿C
    ómo es?
    ¿Qu
    é le gusta?
    Whilst asking those questions, they write the answers down.
  3. Students write a paragraph using their answers about their partner's member of the family. They memorize their paragraph. They go around the class telling each other about their partner's member of the family "Ellen tiene una hermana. Tiene trece años. Es rubia, alta y delgada. Tiene los ojos azules. Le gusta mucho leer y chatear con sus amigas pero no le gusta nada estudiar."


Students enjoyed finding out about other's families and telling the class about each other. It was also a good way to use verbs and expressions in the 3rd person a not only in the first person.

What about you? Have you used an engaging activity to teach family members in another language?

Filed under: engaging

thefabawards says...

 Interaction. Give people something engaging to do and they will change thier behaviour. Brilliant. Thanks James Hilton.

Filed under: Engaging

aliceayel says...

(download)

"Learning a foreign language is much more than learning a number of sentences, a certain amount of
vocabulary or a number of grammatical rules. It means being able to interact in a new cultural context
that will enable us to function in a society different from our original one."
from the Spanish ab initio Syllabus (IBO)

This is why it is very important for my students to learn about Spanish and Latin American culture. Because they are learning how to describe people and about likes and dislikes, discovering the world of Mafalda, a comic strip written and drawn by the Argentine cartoonist Joaquín Salvador Lavado (pen name Quino) perfectly fitted into the unit.

At my new school, technology is very scarce: there are no interactive whiteboards and only a few video projectors are available from the library. Then, because we don't have our own classrooms (German custom: students stay in a classroom, teachers move from class to class), this means we have to carry a laptop and a video projector from class to class. So, I have become a bit lazy and decided to do without technology most of the time!

For the Mafalda's lesson, the easiest would have been to show my students a PowerPoint presentation about Mafalda and the main characters in the comics. Because of the technical issues I have mentioned above, I decided to print out each PowerPoint slide and to laminate them. When I started the lesson, I stuck each laminated slide on the wall in different parts of the classroom. I asked my students to go around the class and read each card, a bit like you would in a museum I guess :) As they were going around, I asked them to stop anytime they crossed another students and to explain to each other what they had read on the card. Because they are Spanish beginners, they could explain in English but most of my students tried in Spanish which was great. I then asked them to go back to their seats and we went through true and false statements about the cards. Students really enjoyed standing up and discovering each character at their own pace. I actually think this lesson was far more exciting than if I had gone through a boring PowerPoint and it was more focused on differentiation as each student could read at their own pace.

In a way, not having technology makes you think about more engaging and differentiated options! And by coincidence, I just happened to be reading Isabelle Jones' really interesting  post about Naked Teaching and reflecting on the use of technology in the classroom.

What about you? do you have any great ideas to teach without technology in the classroom?

Filed under: engaging

aliceayel says...

This week, in Spanish, we worked on a conversation between a mum and his son about his new girlfriend. The mum wants to know about his son's new girlfriend and keeps asking him how she looks like (description vocabulary: hair, eyes, size...). And of course, the son doesn't want to say much to her mum. This conversation can be found on Gente Joven 1, a great Spanish textbook I mentioned in an earlier post.

First students listened to the conversation and answered questions about it. Then I gave them some key phrases and expressions from the conversation. Some key expressions applied to the mum "A ver, ¡cuentame!" "¿Como es?", "¿Es guapa?"..., others applied to the son "¡Pero mama!", "si, es muy, muy guapa", "Es morena, alta y delgada"...
Students worked in pairs and had to say the phrases with the correct pronunciation and gestures. I let them repeat and repeat the phrases to really get into their roles and pretend they were Spanish people (very loud and with lots of gestures!). Despite the fact the task was quite repetitive, the students really enjoyed repeating the phrases with the correct pronunciation.

Finally, once they got into their roles, I asked students to prepare their own conversations using some of the phrases they repeated as well I using their own. I told them they were going to be recorded and marked on their pronunciation, fluency and the correct use of feminine and masculine words. Students really got engaged and worked hard to prepare and rehearse their presentations.

The following lesson, I recorded students' conversations. Whilst, they were being recorded the other groups would mark them on pronunciation, fluency and the correct use of feminine and masculine words. At the end of each recording, we would discuss the performance. I noticed students would always remain positive in their comments but would also be sharp on incorrect sentences
.
I was extremely pleased with students' performances and I could really see they enjoyed doing the task. I posted their recordings on the school blog and I have asked them to post some comments.

What about you? have you experienced a fun and engaging speaking task?

Filed under: engaging