Syllabus of the Session 📌

1. Abstract

Hands-on session for teachers of English to Young Learners and Teens from around the world. The session focuses on activities that engage young learners. Teachers will use Flip and Poodll for speaking, limited resource classroom activities, board games, and apps for storytelling activities. (43 words)

2. Target audience

Teachers of English to young learners, parents, caregivers, and everyone involved with teaching EFL to young learners, irrespective of context or degree of experience. 

3. Session objectives

By the end of this workshop, participants will have: 

• discussed challenges and activities involved in teaching EFL to young learners.
• read and discussed articles on weekly topics and tools used
• discussed methods of teaching young learners via Flip, Videos, Arts & Crafts; Games; Storytelling 
• created activities using Flip, arts & crafts; board games; storytelling activities for young learners.
• discussed student collaboration for young learners
• engaged with peer and moderator video tutorials and video recordings of the live meetings using Annoto in the discussions.
• recorded their voices using PoodLL and recorder using their audio and webcam directly from the editor 
• added their reflections and feedback of the session using a Voki avatar and D-ID.
• used screen recorders to create video tutorials to document their learning and to showcase their work.   

4. Syllabus

Participants, who complete the weekly tasks, will be awarded a digital badge for each week and will qualify for the official EVO24 Certificate of Participation at the end of the 5-week session. 

Each section (pre and weeks 1-5 week) needs to be completed before the next section. 

The grading system is based on completion of the tasks within the discussion forums or in other activities. A grade of 100 is awarded to participants who complete each of the required tasks. There are no in between grades. A "To Do" list is available on the right side of the task.   The tasks are connected to the digital badge of the week and the final certificate. Completion of the tasks will ensure that the participants receive the final certificate.

4.1. Pre-session: January 7 - 14 (Orientation)

By the end of the registration week, participants will have:

• watched a video to learn about the platform. 
• read the session syllabus in a book format to download or print out.
• filled in the needs assessment survey.
• completed their profile and added their country. 
• received a digital badge for completing their profile. 
• choosen a screen recorder from a list.  
• used the screen recorder to create a video tutorial of the layout of the session.   

4.2. Week 1: January 15 - 21 (Getting Acquainted)  

Lead Moderator: Nellie Deutsch

By the end of week 1, participants will have: 

• shared background, interest in joining the session, and expectations for the session in a 1-2-3 introduction
• got acquainted using:
• Voki or D-ID to introduce themselves with a speaking avatar.  
• Wakelet to add and share their work (videos, audios, images, and text)
• Poodle (in the Moodle LMS) to record themselves within the editor of the session.   
• discussed strategies for Teaching English to Young Learners.
• read an article on Voki
• discuss the use of Voki with their students 

4.3. Week 2: January 22 - 28 (Upcycling Workspace)

Lead Moderator: Sheryl A. McCoy

By the end of week 2, participants will have:

• prepared for a "First Day": How do we improve young learners student learning by implementing contextual expression of appropriate, individual learning.
• learned how to create context in EFL to young learners in learning by Upcycling. 
• read, considered and summarized what was learned about the theory of Upcycling. 
• viewed examples from websites or other media, as well as described or show what an effective Upcycling Workspace can be.
• created a sample Upcycling Workspace and developed a particular learning context for EFL to young learners learning in the Moodle.
• used ScreenPal or Vimeo to record progress.
• used Wakelet to feature creations, ideas, and samples.

4.4. Week 3: January 29 - February 4 (Storytelling)

Lead Moderator: Nellie Deutsch

By the end of week 3, participants will have:

• read research articles on storytelling as a way for young learners to learn English language skills 
• discussed storytelling for young learners in the EFL classroom 
• considered strategies involved in using storytelling in the classroom
• created stories with the help of ChatGPT or Google Bard or Copilot
• implemented the stories in Storyboard That (free teacher account).
• implemented the stories in Plotagon. 

4.5. Week 4: February 5 - 11 (Board Games)

Lead Moderator: Nives Torresi

By the end of week 4, participants will have:

• read theories of teaching and learning English language skills via board games or games for EFL
• discussed board games in the Young Learner and Teens classroom; considered the benefits and challenges involved in using board games
• created 1 activity: a paper based board game using an online tool
• shared their experience in a video on YouTube or Vimeo and added that Video LINK to the forum & Wakelet space. 
• shared the PDF version of their created paper based board game in the Week 4 Wakelet Space

4.6. Week 5: February 12 - 18 (Showcase and Reflect)

Lead Moderator: Nellie Deutsch

By the end of week 5, participants will have:

• attended the weekly Zoom meeting or watched the recording of the meeting. 
• summarized their posts using PDFgear Chat AI. 
• showcased and reflected on the activities they created using AI in weeks 1-4 using audio and video screen recording tools.
• published the videos on Youtube, Vimeo, and other platforms.
• uploaded their work on their individual Padlet wall or any other curation wall.
• created a book using Book Creator to showcase their work.  
• filled in the EVO 2024 feedback form. 

5. Media

Media:  

• Moodle Learning Management System (LMS)
• GoBrunch (sessions meeting room)
• ZOOM (directly from Moodle)

6. Other Technology Tools

Other Technology tools:   

1. Vimeo 
2. ScreenPal 
3. Voki 
4. D-ID 
5. Wakelet 
6. Flip
7. Copilot
8. ChatGPT
9. Google Bard 
10. PoodLL and Recorder on the editor of the session 
11. Storyboard That (free teacher account)
12. Plotagon

7. Readings

Crocker, A. (2018). Cognitive flexibility. Cognitive Flexibility - permanent_learning. https://wiki.its.sfu.ca/permanent/learning/index.php/Cognitive_Flexibility

Davis, B., & Dunn, R. (2023, January 10). Children’s meaning making: Listening to encounters with Complex Aesthetic experience. MDPI.  https://www.mdpi.com/2227-7102/13/1/74

Dwarte, J., & Woodrow, C. (2022, December 20). Engaging methods for exploring “funds of identity” in early childhood contexts. MDPI. Retrieved from:https://www.mdpi.com/2227-7102/13/1/4

Fung, Y. M., & Min, Y. L. (2016). Effects of board game on speaking ability of low-proficiency ESL learners. International Journal of Applied Linguistics and English Literature, 5(3), 261-271.https://journals.aiac.org.au/index.php/IJALEL/article/view/2289

Glennon, J. (2022, April 5). ELT classroom activities: Upcycling: Cambridge English. World of Better Learning | Cambridge University Press. https://www.cambridge.org/elt/blog/2019/11/29/upcycling-in-the-classroom/

Hwang , S.-H., & Huang, H.-M. (2019, March 13). Cultural ecosystem of the Seediq’s traditional weaving techniques-a comparison of the learning differences between urban and Indigenous communities. MDPI. https://www.mdpi.com/2071-1050/11/6/1519

Kieu, D. N. T. (2021). Effects of Voki-supported self-practice on high school students’ English speaking performance. Can Tho University Journal of Science, 13(3), 39-47. https://ctujs.ctu.edu.vn/index.php/ctujs/article/view/365 (download available)

Kissine , M., Saint-Denis , A., & Mottron, L. (2023, September 7). Language acquisition can be truly atypical in autism: Beyond joint attention. Neuroscience & Biobehavioral Reviews. https://www.sciencedirect.com/science/article/pii/S0149763423003536?via%3Dihub

Maya, L., Sumarni, S., & Suseno, M. (2022). DIGITAL STORYTELLING TO SUPPORT YOUNG LEARNERS’ENGLISH VOCABULARY DEVELOPMENT. Jurnal Bahasa Lingua Scientia, 14(1), 145-163. https://ejournal.uinsatu.ac.id/index.php/ls/article/view/5592 (open access)

Mcleod, S. (2023, June 15). Constructivism learning theory & philosophy of education. Simply Psychology. https://www.simplypsychology.org/constructivism.html

Oktavia, D., Mukminin, A., Marzulina, L., Harto, K., Erlina, D., & Holandyah, M. (2022). Challenges and strategies used by English teachers in teaching English language skills to young learners. Theory and Practice in Language Studies, 12(2), 382-387. https://tpls.academypublication.com/index.php/tpls/article/view/2199 

Pertiwi, R. S., Salabiyati, I., Damara, D., Pratolo, B., & Dahlan, U. A. (2020). The Teacher's Perspectives About Challenges of Teaching English for Young Learners: A Case Study at English Course for Young Learners. vol, 397, 65-74. (open access) https://www.atlantis-press.com/proceedings/icliqe-19/125933558 (download available). 

Sevy-Biloon, J. (2017). Different Reasons to Play Games in an English Language Class. Journal of Education and Training Studies, 5(1), 84-93. https://eric.ed.gov/?id=EJ1124640

Wang, Y. J., Shang, H. F., & Briody, P. (2011). Investigating the impact of using games in teaching children English. International journal of learning and development, 1(1), 127-141. https://ideas.repec.org/a/mth/ijld88/v1y2011i1p127-141.html 

Wulandari, N. L. P. T., Ratminingsih, N. M., & Ramendra, D. P. (2020). Strategies implemented in teaching English for young learners in primary school. Journal of Education Research and Evaluation, 4(3), 227-233. https://ejournal.undiksha.ac.id/index.php/JERE/article/view/26228 (download available)

Xiaobo, X., Mengya, X., Jingwen, Z., & Weiguo , P. (2021, May 25). Be real, open, and creative: How openness to experience and to change mediate the authenticity-creativity association. Thinking Skills and Creativity. https://www.sciencedirect.com/science/article/abs/pii/S1871187121000729

8. Moderators

Nellie Deutsch (Ed.D) has taught EFL in K-12 and higher education and has applied CALL since 1992.  She offers free online professional development programs on Moodle for Teachers. She combines learner autonomy team peer-based learning with technology and mindfulness. She’s the co-chair of TESOL CALL-IS, past lead of EVO, on the EVO24 coordination team, and instructror at IMT MSc program at the International Hellenic University at a distance in Greece.                          

Sheryl McCoy holds BS and MS degrees, as well as additional courses and training in three  integrated learning areas: STEM, English Language Arts, Psychology and Social Science areas. She believes that learning belongs in the life path of students. She’s gathered a cornucopia of Special Education courses, learning, and training. 

Nives Torresi teaches Conversation & English Drama; English Exam Preparation (Cambridge FCE & PET) at Classical Studies High School (Italy), Erasmus+, eTwinning Projects; Business English; ESP for Tertiary Technical Institute. She translates from Italian to English (specializing in Business Manuals, Historical archives & Medical papers), works as Interpreter and Mediator for Business negotiations.