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