International Educator - March/April 2013 - S13

In the Classroom
Andrew Screen teaches at Georgetown’s Center for Language Education and Development, but mainly in a classroom as opposed to online. He says he didn’t exactly embrace
technology when he was first asked about using it, but has, over the last two or three
years, come to appreciate what it can do in a language classroom.
He’s a big fan of clickers, which are handheld devices students can use to respond to
questions instead of raising their hands. Students use the clickers to answer questions,
and the instructor monitors answers on a screen at his or her desk.
“They’re very engaging,” he says. “I can pose a question or have Powerpoint slides set
up and ask things, and I can see who’s responding. I can see the results of how they’re
responding too. A lot of research shows that students have an attention span of 14 to 18
minutes. That’s not a very long period of time, and then they lose attention. We’re trying
to keep them constantly engaged in what we’re doing.”
“They’re very good for needs-based assessments,” he continues. “If I want to go over
present perfect tense, for example, they may say they already know it. I can see what they
really know by creating a multiple-choice quiz on Powerpoint and have students answer
PHOTO CREDIT: GEORGETOWN UNIVERSITY

with the clickers. We can do 10 questions in 10 minutes and I can see that problems two
and eight were challenging, and then we can go back right then and address those areas.”
For their part, students love the devices. “You can see them light up as soon as I bring
the clickers out,” Screen says. “It’s beyond clicking a button. They’re willing to step outside
the box when they’re using these.” And it’s better for him, too. “We can spend more time
working on problematic issues rather than all of the things we’ve done,” he says. “I want
every minute of class to be an effective and efficient use of time. This really streamlines
the material so I can do that.”
Gharbi says devices like clickers and
headsets have a very
definite advantage
over traditional raiseyour-hand classes:
they bring out shy
learners. “How you
speak is very closely
identity,” she says.
“To say something
with a bad accent
or struggle to be understood is a very real
fear. This takes away
that talking in front
of a classroom. You’re
just talking into a
Andrew Screen teaches an advanced communication Skills class teaching
English to international students at Georgetown University. The students
are using iClickers in the class. Screen uses them as a polling device in
class so that all students can participate (interactively). After he poses a
question through PowerPoint, students respond by clicking A-E on their
clickers and the responses appear in a polling format (bar chart, which
Screen says “is a good jumping off point for discussion.”

computer. It may
seem less personal,
but your instructor
hears you and you
are practicing that

INTERNATIONAL EDUCATOR | 2 0 13 L A N G UAGE S U PP L E M E N T

identified with your

13


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International Educator - March/April 2013

Table of Contents for the Digital Edition of International Educator - March/April 2013

International Educator - March/April 2013
Contents
From the Editors
Front Lines
In Brief
Emerging Giant
Local Goes Global
Accelerating Global Learning at Home and Abroad
Foreign Student Affairs
Partnering
In Focus
Intenational Educator Language Supplement
Contents
New Tools of the Trade
Intensive English Language
Intensive Foreign Language
International Educator - March/April 2013 - International Educator - March/April 2013
International Educator - March/April 2013 - Cover2
International Educator - March/April 2013 - Contents
International Educator - March/April 2013 - From the Editors
International Educator - March/April 2013 - 3
International Educator - March/April 2013 - Front Lines
International Educator - March/April 2013 - 5
International Educator - March/April 2013 - 6
International Educator - March/April 2013 - 7
International Educator - March/April 2013 - 8
International Educator - March/April 2013 - 9
International Educator - March/April 2013 - In Brief
International Educator - March/April 2013 - 11
International Educator - March/April 2013 - 12
International Educator - March/April 2013 - 13
International Educator - March/April 2013 - 14
International Educator - March/April 2013 - 15
International Educator - March/April 2013 - 16
International Educator - March/April 2013 - 17
International Educator - March/April 2013 - 18
International Educator - March/April 2013 - 19
International Educator - March/April 2013 - 20
International Educator - March/April 2013 - 21
International Educator - March/April 2013 - Emerging Giant
International Educator - March/April 2013 - 23
International Educator - March/April 2013 - 24
International Educator - March/April 2013 - 25
International Educator - March/April 2013 - 26
International Educator - March/April 2013 - 27
International Educator - March/April 2013 - 28
International Educator - March/April 2013 - 29
International Educator - March/April 2013 - 30
International Educator - March/April 2013 - 31
International Educator - March/April 2013 - Local Goes Global
International Educator - March/April 2013 - 33
International Educator - March/April 2013 - 34
International Educator - March/April 2013 - 35
International Educator - March/April 2013 - 36
International Educator - March/April 2013 - 37
International Educator - March/April 2013 - 38
International Educator - March/April 2013 - 39
International Educator - March/April 2013 - 40
International Educator - March/April 2013 - 41
International Educator - March/April 2013 - 42
International Educator - March/April 2013 - 43
International Educator - March/April 2013 - Accelerating Global Learning at Home and Abroad
International Educator - March/April 2013 - 45
International Educator - March/April 2013 - 46
International Educator - March/April 2013 - 47
International Educator - March/April 2013 - 48
International Educator - March/April 2013 - 49
International Educator - March/April 2013 - 50
International Educator - March/April 2013 - 51
International Educator - March/April 2013 - 52
International Educator - March/April 2013 - 53
International Educator - March/April 2013 - Foreign Student Affairs
International Educator - March/April 2013 - 55
International Educator - March/April 2013 - 56
International Educator - March/April 2013 - 57
International Educator - March/April 2013 - 58
International Educator - March/April 2013 - 59
International Educator - March/April 2013 - Partnering
International Educator - March/April 2013 - 61
International Educator - March/April 2013 - 62
International Educator - March/April 2013 - 63
International Educator - March/April 2013 - In Focus
International Educator - March/April 2013 - Cover3
International Educator - March/April 2013 - Cover4
International Educator - March/April 2013 - Intenational Educator Language Supplement
International Educator - March/April 2013 - SCover
International Educator - March/April 2013 - Contents
International Educator - March/April 2013 - New Tools of the Trade
International Educator - March/April 2013 - S3
International Educator - March/April 2013 - S4
International Educator - March/April 2013 - S5
International Educator - March/April 2013 - S6
International Educator - March/April 2013 - S7
International Educator - March/April 2013 - S8
International Educator - March/April 2013 - S9
International Educator - March/April 2013 - S10
International Educator - March/April 2013 - S11
International Educator - March/April 2013 - S12
International Educator - March/April 2013 - S13
International Educator - March/April 2013 - S14
International Educator - March/April 2013 - S15
International Educator - March/April 2013 - Intensive English Language
International Educator - March/April 2013 - S17
International Educator - March/April 2013 - Intensive Foreign Language
International Educator - March/April 2013 - S19
International Educator - March/April 2013 - S20
International Educator - March/April 2013 - SCover3
International Educator - March/April 2013 - SCover4
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