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aliceayel says...

After having successfully learnt Gloria Fuertes' poem Mi escuela, mi escuela, I asked my students to copy the poem as a calligram. I had already read a very good post from Claire Seccombe about calligrams and I wanted to try it out with my students.

You can use calligrams for lots of different activities such as "displaying key words, introducing new vocabulary or including a glossary on a worksheet". For example you write the word "grand" in big letters and the word "petit" in small letters. This way students "visually" remember what the words mean.

It could also involve sentences and even a poem, as I did with my Spanish students. I asked them to be creative and think of a shape which reminded them of the poem. Lots of them thought of the peace and love symbol to represent it and others had great ideas too!
I then took photos of their calligrams and posted them on the school blog so they could all see their imaginative work :)

What about you? Have used calligrams in lessons? 

Filed under: motivate

aliceayel says...

A few weeks ago I read a very interesting post from Dominic McGladdery about giving effective feedback to students. When I mark homework or assignments, I usually follow the "traditional marking" method which is basically using a red pen with "lots of crossing out", the type of marking which "confuses students and can demotivate them, too. (The ones who bother to read it, that is)"!
Well, I used to do this and never questioned it (because when I was at school, my teachers use to inflict this on me too, so I thought it was "ok" to do it!) until I read Dominic's post and it opened my eyes to lots of other types of marking which make way more sense to keep students motivated.

They are lots of different ways of marking positively, but the one I chose to try is the "highlighting method" from Chris Hart (you can read his rainbow assessment blog post which explains the method in more details.). I highlight where students have achieved the set objectives or have written a well structured sentence with the appropriate vocabulary and grammar, which allows them to see clearly which are the good bits in their work, so they can use them again and again. So instead of highlighting the bad bits, the good bits are highlighted which is way more motivating!

On the same note, before I used to ask students to highlight the words they didn't understand in a text they had to read. Now,  I ask students to highlight all the parts they understand. This way, they can see that they can actually understand most of the sentences in a text and they can also see how much progress that have done in understanding a new language.

Students are more motivated and therefore more engaged :)

What about you? How do you give feedback to your students?

Filed under: motivate

aliceayel says...

This simple device is becoming a "staple" in my lessons. I plug it to my computer, open Audacity (a free, open source software for recording and editing sounds) and I start recording my students. they usually have a conversation with a partner or they do a little presentation about themselves. They love it because for some reason they love listening to their own voice. So the magic happens: once they have recorded themselves, they listen to their performance and most of the time they want to do it again
because they have spotted a pronunciation mistake or a grammatical error! I mean, how often do you hear students wanting to repeat themselves when they speak in another language??? The recording exercise allows this magical phenomenon to happen! And even better, students love it when they know their recordings will be embedded on the school blog and therefore available for the world to listen to.

This week I have decided to try to use it as often as I can in an attempt to make my students visit the blog and leave comments. I have noticed they do visit the blog but they have not yet stepped into the commenting phase. Do you have any suggestions to make students comment on a blog?

If you haven't tried this yet, please do. You can find microphones at a very affordable price and they are so easy to use with Audacity. You can then save your recordings as .wav or.mp3 files and easily embed them onto your blog or website. You will see your students being motivated to SPEAK ;)

What about you? what do you do to make your students speak in another language?

Filed under: motivate

dconfesser says...

made so many, too many mistakes, i'm posting so i can see them in print (oh the reality of print...cringe) and learn from them in fast mode.

Really self... i am tired of being 'stupid in choice' (SIC) mode and suffering the consequences. 

OR psychobabble/self-help-make-it-sound-positive-approach: "creating learning opportunities for myself" vahmet big vahmet.

i am smart and funny annnnnd i sound like personal ad. -shift-

i don't wanna die holding a full to-do list in my hand thinking (forget that i'm dead for a sec!)

'WAAAAIT' 

'RETAKE' (Hollywood style)

'RT'.... (see twitter, hi @jack)

HEEL (wait, for canines only!)

i don't wanna post my failures to outdo anyone except my former stupid self.

HEY future me to retro-me: "remember when i used to post all the dumb stuff i did" (past tense!) 

future me: 'non sum qualis eram" -wow, that's cool- 

 

#confessions this is not what i planned to write, but i let my mind go by way of tangents. post 2 quickly approaching.

 

 

Filed under: motivate

Andy says...

Human capital is one of the most important and overlooked aspects of enterprise architecture.

With all the business process acumen and sleek IT, we can get nothing truly accomplished without the innovation, dedication, finesse, and talent of people!

Unfortunately, people are often poorly understood and mishandled in the workplace and the results can be disastrous for our enterprises and nations.

Japan is a good example of a country where these effects are pronounced.

The Wall Street Journal, 1-2 November 2008 reports on “Slacker Nation? Young Japanese Shun Promotions.”

Generally, one would think that people want to advance themselves professionally and be productive human beings in general. This is sort of a cornerstone of capitalism.

Yet, in Japan now-a-days, “in a country once proud of its success-driven ‘salarymen,’ managers are grappling with a new phenomenon: Many young workers are shunning choice promotions—even forgoing raises—in favor of humdrum jobs with minimal responsibilities.”

Here’s an example:

“the Tokyo Metropolitan Government, a destination for the city’s elite, says only 14% of eligible employees took higher level exams for management positions in 2007—down from 40% three decades ago.”

So enterprises are not understanding generation Y and what they are looking for in the workplace.

Things have gotten so bad that a labor relations lawyer advises companies not to “shock” workers with promotions, but rather to “first see if they’re ready.”

“Employment experts have begun to call these workers hodo-hodo zoku, or the ‘so-so folks.’ They say these workers, mostly in their 20s and early 30s are sapping Japan’s international competitiveness.”

One labor consultant says “They’ll ruin Japan with their lax work ethic.”

Yet although gen Yers are at the center of this trend, apparently this goes beyond being just a generational issue:

“A study this year…found just 3% of Japanese workers says they’re putting their full effort into their jobs.”

So what are organizations missing in understanding and in handling their human capital?

First, organizations need to listen to what people’s needs are and work to satisfy them.

Instead of seeking legal counsel to see “whether they can fire employees who refuse promotions,” they need to make the work and conditions of employment palatable to today’s workforce.

For example, one “24-year old agent at a staffing company recently got promoted to help manage a small group of employees. The new job means a higher salary and a better title. But he isn’t happy about it. Now he often works past 10 p.m. leaving him less time with his girlfriend.”

Aha!

People are human and need work-life balance. A 24 year old with a relationship doesn’t want to work until 10:00 every night. That’s really hard to understand isn’t it? (sarcasm here)

Here’s another reason:

Japan has suffered “economic woes during the long slump in the 1990s and early 2000s…young workers saw older generations throw themselves into their work, only to face job and pay cuts as companies restructured. Now young people are cautious about giving too much of themselves—even if it mean less money or prestige.”

A 2nd Aha—not really:

If people are not rewarded for their hard work and dedication they are not motivated to perform. Companies that used to provide lifetime employment and/or substantial salary raises for managerial positions, no longer are providing these.

To me, the big Aha’s here are not the cause-effect reactions of workers to organizations that do not reward their efforts, promote work-life balance, or demonstrate commitment to match the dedication of their people, but rather the surprise is that enterprises are continue to overlook their most valuable asset in their enterprise architecture—which is of course, their people!

Enterprise architects need to work with their Chief Human Capital Officers (CHCOs)/HR divisions to better understand and address the needs of the workforce so that the organization can recruit, hire and retain a stable and talented workforce. This will support the business now and into the future.

The enterprise architects’ unique role in this area is to

--capture information (profiles/models/inventories regarding human capital) and trends—point out gaps or other issues between current and future capabilities

--align investment decisions to business requirements—in this case, investments in human capital

If we don’t address the human capital perspective of the architecture, no business or technology plans can succeed.

Filed under: Motivate

Andy says...

Part of being a good leader is having a clear vision and the ability to articulate it.

Harvard Business Review, December 2007, reports that “the ability to articulate your story or that of your company is crucial in almost every phase of enterprise management.”

How do leaders use story-telling?

“A great salesperson knows how to tell a story in which the product is the hero. A successful line manager can rally the team to extraordinary efforts through a story that shows how short-term sacrifice leads to long-term success. An effective CEO uses an emotional narrative about the company’s mission to attract investors and partners, to set lofty goals, and to inspire employees.”

Here are some key lessons on how to tell the organization’s story:

  • Action-oriented—“for the leader, storytelling is action oriented—a force for turning dreams into goals and then into results.”
  • Instructional—“many think it is purely about entertainment, but the use of story is not only to delight, but to instruct and lead.”
  • Truth—storytelling is not about spinning yarns, but rather must be truthful and authentic.
  • Heartfelt—“our minds are relatively open, but we guard our hearts with zeal…so although the mind may be part of your target, the heart is the bulls-eye.”
  • A worthwhile journey—“a promise that the listeners’ expectation once aroused, will be fulfilled.”
  • A managed journey—“a great story is never fully predictable through foresight—but it’s projectable through hindsight.”
  • Personalize it for the listener—“everyone wants to be the star, or at least to feel that the story is talking to or about him personally.”
  • Tailor the story—“a great storyteller never tells a story the same way twice…tailor it to the situation [and the audience].”
  • Prepare and improvise—“sheer repetition and practice it brings is one key to great storytelling…at the same time the great storyteller is flexible enough to drop the script and improvise.”

“State-of-the-art technology is a great tool for capturing and transmitting words, images, and ideas, but the power of storytelling resides most fundamentally in ‘state-of-the-heart’ technology.

The enterprise architect must use story telling effectively—the chief architect captures information, analyzes it, and uses this information to tell the corporate story. The architect connects the business and technical dots of the enterprise, identifies the impetus for change, articulates the issues and proposed solutions, builds readiness and consensus, and drives business processes improvement, reengineering, and the introduction of new technologies to enable mission success. The architect must be able to engage listeners intellectually and emotionally to “motivate, sell, inspire, engage, and lead.” The chief enterprise architect must be able to win the hearts and minds of the people across the organization. Architecture is not an ivory-tower exercise and should not develop useless shelfware, but rather the enterprise architecture needs to tell a coherent, useful, and useable story that decision-makers can understand and act upon.

Filed under: Motivate