Two different aspects were dealt along this session. We put into practice the creation of RUBRICS for different listening activities and we learn how to use google.docs as a tool in our classrooms.
About Rubrics, I think that the shorter the piece of listening text, the more difficult is to establish the criteria and the different marks (advanced learner, average level, need to learn more). Once prepared, they may be useful; but we have to think about them carefully first.
I'll try to rewrite a better one for SONGS, which was the type my group was working during class time. I consider is quite basic. Any comments for help?
About Docs, as usually with informatic tools, the number of computers and students, our own ability to use them, and many other criteria can make that the results may vary a lot. This system may be useful, I don't know, but I'll try with my students. I've tried myself receiving my students' writings by educa.madrid.org e-mail and sending back their texts using correction symbols and the experience was good. They love new techniques even if they are going to do the same activity.
I'll also try with glogs. Both are great ideas to work directly in the classroom. My previous use of educa.madrid.org was good just to begin with but only as homework, directly corrected by the teacher and sent back to the student. It worked OK because new techniques make students more interested,... at least for a little while.
I promise I'll do it.
http://www.glogster.com/
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