Textivate works best when used in the one-to-one / one student to one device environment, where each student has access to a computer, laptop or tablet. Unfortunately, however, classes that have access to this sort of set-up are definitely in the minority.
That said, there's plenty that you can do with textivate with the whole class if you have access to an interactive whiteboard. (Not to mention the worksheets, the homework setting, the extra practice and support that can be provided for students outside of regular class time, etc. -- all of those things that do not depend on access to technology within the class.)
This blog post concentrates on using textivate with an interactive whiteboard with the whole class.
Textivate can add all sorts to the languages classroom in terms of starters, fillers, reading practice, memorization, writing focus, simultaneous focus on form and meaning etc.
BUT... as with any tool, so much depends on HOW the teacher decides to use it.
The teacher knows his or her students and what they are capable of, so should select the most appropriate exercise types depending on...: the context; the level of text input; the type of information being presented; the point they are at in the learning sequence; whether it’s for a starter, a plenary, a presentation or the main element of a lesson; the time available etc. (Also behaviour, age, discipline, hands up or shouting out, etc.)
The sections below provide a few ideas for textivate in a whole-class IWB environment. I'm sure you can think of some more...
The tile / sequence activities
These activities (of which there are about 16 different ones on textivate) require the student to move the blocks of text into the correct order (reading from left to right and top to bottom). The text is split into chunks based on the number of words per chunk, so very often the divide between chunks of text occurs mid-sentence.
Some interactive whiteboard ideas:
- Invite / select students to give answers, eg. by reading out the appropriate piece of text for a particular square, or by giving the number of the square (if it is numbered).
- Invite / select students to come to the board and drag tiles into the correct place.
- The interactive whiteboard can be used as the basis for a written exercise on mini-whiteboards or in exercise books, with students writing the numbers of the tiles representing the correct sequence.
- With mini-whiteboards, the above can also be done one tile at a time, with the student writing the number of the next tile of text to fit in the next blank space.
- Discuss (in L1) why particular tiles cannot be correct given the context / grammar / meaning etc.
- It's a good idea to start with fewer chunks of text and repeating the activity several times, gradually building the number of chunks -- this makes each chunk of text smaller, provides more options to choose from and therefore makes the activity harder each time.
- Sequencing activities can work well with a just-read text or with a text which is similar to the one the students have just finished reading, or as a comprehension check with a new text (preferably based on familiar material).
- Use as a settler / bell activity by displaying a tile screen based on a (fairly short) text. Students reorder the text mentally (or take notes). A good way of reviewing previous texts or material.
- Check understanding where necessary by asking students to translate sections into English.
In the Paragraph activity (the last one in the above image) the divisions in the text occur at line breaks. This can work well for (short) songs, poems, recipes, dialogues, letters etc.
The multiple-choice sequencing activities
These 3 activities split the text into between 10 and 30 chunks and the students need to select from the 3, 4 or 5 options to rebuild the text.
Some interactive whiteboard ideas:
- Invite / select students to give answers, eg. by reading out the appropriate piece of text or simply the correct number.
- Invite / select students to come to the board and click on the correct answer.
- For each part of the text, students can be asked to write the number for the next part of the text on mini-whiteboards, before checking the answer and moving on to the next part.
- Discuss (in L1) why particular chunks of text cannot be correct given the context / grammar / meaning etc.
- Can work well with a just-read text or with a text which is similar to the one the students have just finished reading, or as a comprehension check with a new text (preferably based on familiar material).
- Check understanding where necessary by asking students to translate sections into English.
Millionaire
This splits the text into 13 chunks: the first chunk is provided and from then on the student has to work out the correct continuation from the 4 provided. The aim is to rebuild the whole text without making a mistake and so win a million.
You can approach this activity in a similar way to the multiple-choice activities above, or you could let one student attempt to win a million. (Maybe using the rest of the group for "ask the audience" or letting the student "ask a friend"). This may be a good way of reviewing some previously read texts.
Next word
This activity requires the student to rebuild the whole text 1, 2 or 3 words at a time.
Some interactive whiteboard ideas:
- Invite / select students to give answers, eg. by reading out the next word or the number of the next word.
- Invite / select students to come to the board and click the next correct word.
- For each word in the text, students can be asked to write the next correct word on mini-whiteboards, before checking the answer and moving on to the next word
- Where a sound file is used, this can be used as an extra help if students are unable to agree on the next correct word.
- Ask students to try to predict the next sentence or group of words.
- Discuss (in L1) why particular words cannot be correct given the context / grammar / meaning etc.
- Can work well with a just-read text or with a text which is similar to the one the students have just finished reading, or as a comprehension check with a new text (preferably based on familiar material).
- Check understanding where necessary by asking students to translate sections into English.
The Gap-fills (random + user-defined)
The random gap-fill is different each time you load it. It will have between 6 and 18 gaps (depending on the number of words in the text) and you can choose whether to view it with the word list or not.
The user-defined gapfill (the number 2 above) is created by the teacher via a button on the textivate home page. It can contain up to 18 gaps, and you can decide whether or not to view the word list.
Some interactive whiteboard ideas:
- Invite / select students to give answers, eg. by reading out the appropriate piece of text.
- Invite / select students to come to the board and type / drag in the correct answer.
- For each gap in the text, students can be asked to write the correct answer on mini-whiteboards, before checking the answer and moving on to the next gap.
- The IWB screen can be used as the basis for a written exercise in exercise books, with students writing the missing words in the correct order.
- Discuss (in L1) why particular words cannot be correct given the context / grammar / meaning etc. and what kind of word is required for each gap, given the context.
- Use as a settler / bell activity by displaying a gap-fill screen based on a (fairly short) text -- ideally make sure the text is short enough for the whole text to be visible. Students fill the gaps in the text mentally (or take notes). A good way of reviewing previous texts or material. Make it more challenging by leaving out the word list.
- Check understanding where necessary by asking students to translate sections into English.
Football
Football offers 2 options: one based on user-defined gaps (if you have created a user-defined gap-fill) and one based on random gaps. A section of the text is shown, with one word blanked out, and four options are provided. The students have about 10 seconds to choose the correct answer. If a student answers incorrectly or runs out of time, the ball passes to the opposing team.
- Play a two-team game in class, by inviting a member of each team up to the front, or inviting answers from each team.
- Play a one-player game: the class versus textivate!
3 in a Row
3 in a row offers 2 options: one based on user-defined gaps (if you have created a user-defined gap-fill) and one based on random gaps. A section of the text is shown, with one word blanked out, and four options are provided. The students have about 10 seconds to choose the correct answer. If a student answers incorrectly or runs out of time, they miss their chance to place their O or X on the game board. Each line of three squares in a row scores 1 point. The team with most points at the end is the winner.
- Play a two-team game in class, by inviting a member of each team up to the front, or inviting answers from each team.
- Play a one-player game: the class versus textivate!
Separate the words
The whole text is displayed as a continuous block with spaces and punctuation removed. Students have to click in the text to separate the words (which automatically inserts the paces and punctuation), but you don't actually have to do this if you're displaying it with an interactive whiteboard or projector.
Some interactive whiteboard ideas:
- Invite / select students to give answers, eg. by reading out a sentence or group of words.
- Invite / select students to come to the board and click to separate the words.
- Provided the whole text fits into the text box (and doesn't scroll), the IWB screen can be used as the basis for a written exercise in exercise books, with students rewriting the text with spaces and punctuation included.
- The exercise could be done mentally - students could work alone or in pairs to work out what the text says. There might be a fair amount of noise as they discuss the text, but it should all be focused on the language.
- Play a team game (with a fairly short text). Students from each team take turns to click up to 3 (or 5?) times. They can click at any point in the text (i.e. it doesn't have to be word by word.) One point per click, but an incorrect click ends their team's turn and means 0 points for that turn. An extra 20 points for the teams that clicks the last space and finishes the activity.
- Check understanding where necessary by asking students to translate sections into English.
- With short texts, do a dictation activity, so that students have the block of text in front of them on the board and the teacher reads (slowly, with lots of repetitions) the text aloud. Students have to write it out with the words separated (and punctuated?) in the correct places.
Speedread
Speedread could be approached in a similar way to the multi-choice activities above, but obviously it requires a much quicker response.
- Get students to call out a, b or c for the next correct piece of text.
- Have students competing by taking turns, as individuals or in teams, to see how far they can get through the text.
Jumble
Jumble presents the text, one sentence at a time, with the words all jumbled up.
- Invite / select students to give answers, eg. by reading out the correct word or sentence.
- Invite / select students to come to the board and click the words in the correct order.
- For each sentence in the text, students can be asked to write the correct sentence on mini-whiteboards, before checking the answer and moving on to the next section.
- The exercise could also be done mentally - students could work alone or in pairs to work out what the text says. There might be a fair amount of noise as they discuss the text. You could give them a minute or two to work on the next chunk of text and then invite responses from the class.
- Check understanding where necessary by asking students to translate sections into English.
- Do a dictation activity, so that students have the jumbled text in front of them on the board and the teacher reads (slowly, with lots of repetitions) the text aloud. Students have to write it out with the words in the correct order.
Fill in the letters
The various versions of "fill in the letters" remove letters from the whole text: vowels removes the vowels; consonants removes the consonants; 5050 removes 50% of the letters; initials leaves only the initial letter of each word; empty removes all letters.
You can choose how many words are effected, ranging from every word to every 5th word.
The idea is that the student should type in the correct missing letters, although you don't have to do this to use the activities with an interactive whiteboard or projector.
Some interactive whiteboard ideas:
- Invite / select students to give answers, eg. by reading out the next word.
- Invite / select students to either spell out or come to the board and type the next word (which tests their spelling, unlike the first suggestion above).
- For each word in the text, students can be asked to write the next correct word on mini-whiteboards, before checking the answer and moving on to the next word.
- Depending on the length of the text, the IWB screen can be used as the basis for a written exercise in exercise books, with students writing the words of the text in the correct order. This level of challenge will depend on the number of words affected and which version of the exercise you are using. You can make it easier by including a sound file, making it into a kind of dictation exercise. You can also make it easier by completing part of the text beforehand.
- The exercise could also be done mentally - students could work alone or in pairs to work out what the text says. Again, here might be a fair amount of noise as they discuss the text. You could give them a minute or two to work on the next chunk of text and then invite responses from the class.
- With short texts, read the text in chorus, s l o w l y, starting with vowels, then consonants, then 5050, etc.
- Check understanding where necessary by asking students to translate sections into English.
- With short texts, do a dictation activity, so that students have the text with missing letters in front of them on the board and the teacher reads (slowly, with lots of repetitions) the text aloud. Students have to write it out with the words spelled correctly. Because of the number of variations possible you should be able to do this activity at a wide range of difficulty levels.
Anagrams (also appears in the Fill in the letters section)
Anagrams is similar to the above group, but it removes all letters from each word and these become visible as an anagram when you click on the word shape. Again, you can choose how many words are affected.
Some interactive whiteboard ideas:
- Click on a word shape to reveal an anagram, then invite / select students to give answers, eg. by reading out the word or spelling it out correctly.
- Invite / select students to come to the board and choose their own word, reveal the anagram and reorder the letters.
- Reveal a word and give students a short time to write the unscrambled word on mini-whiteboards.
- Once you have completed more than half of the text (preferably by selecting every other word, for example), and provided that the text fits into the text box without scrolling, the IWB screen can be used as the basis for a written exercise in exercise books, with students writing the text out with missing words included. You can tell them that you are prepared to show them x number of anagrams or allow x number of students to come to the board to reveal the anagram of a word (without putting the letters into the correct order). Use the IWB to check the exercise after a given time.
- Check understanding where necessary by asking students to translate sections into English.
Invaders and Snake
These games are best suited to individuals working on a one-to-one basis with laptops, tablets or computers. But you can use them with the whole class.
Some interactive whiteboard ideas:
- Invite / select students to give answers orally -- no need to key in the answers; simply use the game as a random gap generator based on your text.
- Invite / select students to come to the board - best to have the next student ready to ensure a swift changeover.
- Use the game as a random gap generator and ask students to write the missing information in exercise books or on mini-whiteboards. After checking the answer, press Restart to generate the next gap.
- Play as a team game with a point to the first team to identify the missing text.
- For invaders, play a team game where teams take turns. Award points based on how many lives they had left -- 3 points if all 3 lives left (down to 1 if only one left). Once all lives used up, offer it to the opposing team for a bonus point.