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