Week 10: Wrap-up

Here we are at the final shutdown. I can admit that the past two months have been quite hectic. The content as well as the tasks were new and so enriching that I could not neglect any part of them from week 1 to week 10. Here is roughly what I learned throughout  the course:

Week 1: The first week, I learned how to create my own blog which I called “My reflective Teaching Blog” and which you can reach through this link http://mounini9.blogspot.com/.

This blog has served to write how we managed through the week and see the other colleagues’ personal points of view.

Week 2: I learned how to apply ABCD model when setting up my teaching and learning objectives and tried it when I taught my students ‘writing emails”

I also applied a search engine to find a relevant link to my engineering students and tried it in the class.

Week 3: With the help of the reading materials provided, I focused on listening activity and tried it with my third year students.  I found www.esl-lab.com very useful as it offers a whole lesson plan available with the 3 stages: pre-listening, while-listening and post-listening. It also provides different post-listening activities.

Week 4 topic focused on how to use technology to enhance reading, writing, and vocabulary skills.  I found this web site http://fog.ccsf.edu/~lfried/ a complete teaching syllabus including reading, language and writing. I tried it to work on reading with EFL learners. I also learned how to create my own Delicious page to save all my bookmarks 

Week 5 was very interesting for me because it focused on PBL approach and the use of technology in such a strategy. I have been applying this approach for years and this course has added a lot to my own experience particularly when using  rubrics for self and peer evaluation. Here is the link to see my rubric.

http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2378350&

I learned about WebQuest as well, a new technology tool which can be used to give the learners a task and provide them with online resources to helpm them complete it. Here is the WebQuet I created for my 1st year engineering students: http://zunal.com/webquest.php?w=220111. 

Week 6 : The task of this week was to create an interactive PP. I created one to teach cause and effect connectors and negative prefixes. 

Still using the reading materials, we focused on the use of technology to create a student-centered learning environment. I found out different strategies to help boost that approach such as problem solution, and Think Pair Share (suggested by Rick Finnan and Donna Shaw).

Week 7: We thought about learning autonomy and how we can boost it with and without technology. The tasks I applied for that purpose were based on video watching and oral presentations made by the students to give instructions.
We were also introduced to a class padlet and posted wallwishers about tools that can enhance learning autonomy

Week 8: Since we started getting near the course end, we were asked to focus on the project report draft.

We also had Jeff Magoto who introduced ANVILL and the speech-based tool for language teachers. Although I tried having an ANVILL teacher account but it wasn’t that easy.

I also used Hot Potatoes to create a matching exercise as a vocabulary and grammar consolidation exercise for the lesson.

Week 9: The biggest achievement was my final project report. Although we had been well prepared for it, I can’t deny that the project report writing took so much time that I missed to add the Chart of day-to-day notes and reflections which cost me 5 points.

We didn’t have any task that week but we were asked to see which technology we can resort to in order to cater to a range of learning styles in the classroom. I personally I reckoned that when varying the teaching tools in my different classrooms, I provide different teaching styles to adapt them to the different ways the students learn.

Week 10: As a final task, we were asked to think of the way we integrated technology into our teaching. After reading two interesting documents:

 State of Washington: Tiers of Technology Integration and University of Southern Florida: The Technology Integration Matrix which state the different strategies when integrating technology in learning, I found out that I rather fit in Tiers 3 because I integrated my students in an active and collaborative task when they worked on a project and presented it orally in the classroom.

I would like to add some  advice for the future participants that may help them avoid strain.

•  To inform the class you are going to share your experience with early so that you can start working together as soon as the course start.
•  To start an independent document for the project report since week 1, so the participant will have all the course stages recorded in one document and he/she won't have to go back to different links and pages to recollect information to write the final project report. 

Finally, I would like to thank all instructors, the University of Oregon staffs, and the United States Embassy staffs who gave me this awsome opportunity to learn about the use of web skills in my ESP and EFL teaching.

I would like to thank all my colleagues who supported me by commenting on my posts and blogs. 

Best of luck,

Mounira

Week 9: Learning styles and technology

It has been very interesting reading different articles about the different students’ learning styles and how teachers’ awareness of their learners Multiple Intelligence will help teachers create opportunities where the strength can be fostered, Howard Gardner.

The learners’ understanding of “the balance of their own multiple intelligences” is a noteworthy strategy in order to help the learner manage his/her own learning.   

Nevertheless, I have found this theory quite controversial and I read some critics to see different reactions. 

Here is the link of a worth reading critique: “Who are the critics of this theory and what do they say?  http://www.thirteen.org/edonline/concept2class/mi/index_sub4.html,

 

Week 8 : Teacher Resources Online

 Greeting from Tunisia,   

What a pressure! The countdown has started. I’m juggling end of term work at school, project draft writing and the weekly tasks of the course.

This week achievement is the project draft writing, the focus on online tools to enhance learning and the discovery of ANVILL.

Online tools to enhance learning          

 

Personally I have focused on the creation of a class blog, here is the link: http://mounirabenmrad.wordpress.com/?p=5&preview=true, 
This blog will serve as a bridge for the home and school connection. I preferred the use of the blog to nicenet because I find it more friendly looking. I’m glad my students will have a curriculum corner where they can find hints and links that will help better acquisition of the syllabi.  . They can also take part in the learning that is taking place in the class by giving their comments and suggestions. The class blog will provide my students with the opportunity  to practice English reading  and writing as well through collaborative and peer editing. 

I have also used  http://hotpot.uvic.ca/ to create a matching activity reporting the structures and vocabulary seen the session before. The same tool can be used to create quizzes, crosswords and fill in the gap activity. 

ANVILL

This week we have been lucky having Jeff Magoto in our online discussion. He introduced an awesome  speech-based course authoring tool called ANVILL and focused on Voiceboards. He explained how This audio and video-based too can be used for discussion and storytelling.

He provided us with a link to You Tube which allowed me to watch the video of Pavlov's dog. It was simply gorgeous.

I'm longing to mastering this new tool and exploit it the best I can.

Best,

Mounira

Week 7: Learner autonomy

1. Learner autonomy

Before sharing reflections on what I have learned this week, I would like to welcome Donna Shaw our guest moderator whose feedback made me go back to my post and look deeper into the activities that promote best the learner’s autonomy.

Week 7 task has given me the opportunity to reflect on the learner-based strategy in EFL classes and on how it promotes the development of the learner’s autonomy inside and outside the school. 

Thanasoulas’ article “Effective self-directed learning starts with learner autonomy” has been very helpful to better understand that in developing the learner’s ability to undertake responsibilities and play an active and self-guiding role in his language study, we teachers systematically engage in developing his autonomy and self-esteem.  I have also discovered new tools to enhance the learner’s autonomy such as self-reports, diaries and evaluation sheets.

“...the success of a learning activity is, to some extent, contingent upon learners' stance towards the world and the learning activity in particular, their sense of self, and their desire to learn (see Benson & Voller, 1997: 134-136). 

.

2. Wallwisher

The great discovery this week has been wallwisher  which is a web tool that can be used as a notice board to interact, share web resources, do authentic tasks, learn process administration and language. I have already manipulated it for our online course to share links related to learner autonomy. I’m looking forward to take advantages of all its services. 

3. One class computer

I have tried using one computer classroom.  I used my laptop that I connected on the data show prjector to work on online interactive exercises on TOEFL and TOEIC preparations. I introduced this last week after printed documents for months. The students enjoyed it and particularly as it provides an instant feedback.    

4. Mobile devices as learning tools.

Honestly I haven't got a great idea about the use of mobiles as a learning device. I know that not all the students have iPods or iPhones. In addition the wifi network is restricted to the library area only.

Week 6: Creating Student-centered Classes and Interactive PowerPoint

Week 6 encompasses a new tool which is the interactive power point-based lesson. I can admit it took me quite a long time to fulfill it. Fortunately Sean has freed us from project task on nicenet this week otherwise I would have to work all night this Sunday.

This week a particular focus has been brought on  engaging all students either in large or small classes.

Richard M. Felder's article "EFFECTIVE TEACHING IN LARGE CLASSES" and "ENHANCING LEARNING BY ENGAGING STUDENTS" by Rick Finnan and Donna Shaw have added to teaching experience new ideas to keep the students (particularly the less interested in learning English) awake.

The same principle "engaging the students" has been taken into account while creating a power point task. I used a power point once in one of my classes for an oral presentation in order to introduce the steps and tips to follow when making an oral presentation. (the research, the slide preparation and the presentation). However, this is the first time I’ve applied an interactive pp. 

Nevetheless,my greatest achievement ever this week has been adding the Webquest to the wiki page without resorting to Sean!!!!! Actually I’ve realized that I should have logged in to be able to add any documents or rubrics. It’s as simple as that. Better late than ever!

Week 5: Project-based learning (PBL), WebQuests and Rubrics

New tools have been introduced this week. Reflection has been made on PBL as a teaching tool to involve students in more independent learning through a multi-stage process, investigation collaboration and communication.
The course instructor has provided us with readings resources to learn and master these tools. 

It's great keeping on acquiring more knowledge in terms of web skills in teaching EFL and ESP. Although we have been following the learner-centered interaction and communicative approach for more than a decade in Tunisia, the integration of digital technology in classes is still at its beginning.

So this week I have read about the project-based learning and informed about its benefits in teaching different skills.

I have also learned about Rubrics and alternative assessment and created my own .http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2378350& which I will apply this term to assess the oral presentations my students will give. I admit that the rubric has been an important asset because when following this template, I’m going to be much fairer in assessing the students.

Week 4: productive tasks

I can admit that this week has been quite tough with all the reading and the productive tasks we have to do. Besides I have a lot of work at the faculty as the students are having their mid-term exams, so I’ve also worked up tests and supervised tests.

Actually I’m not only learning how to integrate the use of technology in English teaching but  I have also found out how to draw a lesson plan based on ABCD approach which I find very interesting to create a better targeted lesson. Furthermore, Sean’s feedback has been crucial to make me adjust this new approach in my reading lesson plan.

Fortunately the grades of the previous week are the best reward that pushes me and makes me recover courage.

Week 3: Building teaching Skills Through the Interactive Web

I can admit that I start getting used to handling the different tools of the course and feel much more relaxed than the two first weeks.
However,the tasks this week, particularly the discussionAural/Oral skill building and the project step 2 apart have been very interesting in terms of knowledge contribution and self-reflection..
I feel I'm tiptoeing closer to my goal whic is very rewarding.

Week 2

I've been very busy doing the tasks required for Week 2.

Fortunately Sean is tightly following our steps which helped me go over my ABCD Learning Objectives and  make them more appropriate. 

At first, when dealing with Behavior, instead of assessing the students' ability to complete the activity I've planned as the  the lesson objective, I rather looked at what I shall do to make them achieve this very activity. So thanks to Sean, I learned what Behavior refers to in terms of drawing a lesson objectives and made a clearer analysis of my students' Behavior learning objective .

This task has guided me towards the Project task 1 where we are asked to implement these strategies and where I'll see how to make a technology-inspired change in our teaching skills.

I've chosen to enroll in the "Building Teaching Skills Through Interactive Web" in order to learn a new skill which I totall ignore at present. I'm eager to become familiar with this technique and implement it in my English teaching. I can't deny that I'm panicking not to be ready and fulfill what I'm required to do for week 1, that's why I'm harassing Sean with emails seeking help. Thank you Sean.
I'm also excited to know peers from different parts of the world. Good luck for us all!

                                           The National Engineering School of  of Sfax