Well, it's been a time I have not written. This time I am writing to celebrate the realization of my project plan that finally became real.
This week I have started using my class at NiceNet.
People are still registering. Some are ahead of others. I feel standing in Deborah's shoes now.
It is not an easy task, but I am pretty excited I am on line again with the experience that I gained ready to share.
Yours
Hanan
Saturday, October 16, 2010
Friday, August 27, 2010
Week 10: Thanks and Advice.
HOPE has been my slogan since the beginning of the course. I just cannot how depressed I was at the beginning of the course when some of the things did not work out. I started thinking "how am I going to learn such skills without the instructor beside me ?", then I realized that I can have more than one person to help through this virtual class. So it was. I started to have control on things again. You can see the difference in my attitude simply by going through the posts on this blog.
It is HOPE and belief in a better future.
Another "slogan" that I notice on different webpages these days is "You can make a difference" . As a teacher, with the commitment, hard work and perseverance, we can make a difference.
Dwelling on the idea of "making a difference "and having the concept of "Multiple Intelligences" in mind , I would like to share the following pieces of advice:
On the intrapersonal level:
Two words of advice to myself :
1. I can make a difference. I simply need to start by myself. Like most of other teachers ,I work in difficult situations. The key to the change is not waiting for "GU DO", but to take the initiative. Next step,I will be sharing what I learnt with my colleagues to have a community speaking the same language.
2. Technology is a means to an end .As a trainer as a teacher, I should carefully plan the integration of technology tools in any teaching learning activity. Educational goals should not be overlooked on the expense of technology.
On the interpersonal level, I'd like to thank three parties:
Delicious Deborah:
Sure I have borrowed the name from Arbi. You deserve it as you made the course a delicious one as well. Your participation, comments and notes were evident and valuable throughout the course. I hope that you keep designing wonderful courses among which I will definitely would like to be a member.
The University of Oregon and the US Regional Office (ALC):
Thanks for the initiatives of global learning and communications.Granting a scholarship for such a course is surely highly appreciated. I see HOPE representing :
E: Engage
P: People
O: Opportunity
H: Help
This is what you have given me.
My Fellow members:
Thank you for being so supporting, professional, devoted, willing to learn and to share learning.
I will keep my Blog updated and I will write about my project plan here. You are always welcomed to comment on any post .I hope you keep yours open in future too.
Yours
Hanan
It is HOPE and belief in a better future.
Another "slogan" that I notice on different webpages these days is "You can make a difference" . As a teacher, with the commitment, hard work and perseverance, we can make a difference.
Dwelling on the idea of "making a difference "and having the concept of "Multiple Intelligences" in mind , I would like to share the following pieces of advice:
On the intrapersonal level:
Two words of advice to myself :
1. I can make a difference. I simply need to start by myself. Like most of other teachers ,I work in difficult situations. The key to the change is not waiting for "GU DO", but to take the initiative. Next step,I will be sharing what I learnt with my colleagues to have a community speaking the same language.
2. Technology is a means to an end .As a trainer as a teacher, I should carefully plan the integration of technology tools in any teaching learning activity. Educational goals should not be overlooked on the expense of technology.
On the interpersonal level, I'd like to thank three parties:
Delicious Deborah:
Sure I have borrowed the name from Arbi. You deserve it as you made the course a delicious one as well. Your participation, comments and notes were evident and valuable throughout the course. I hope that you keep designing wonderful courses among which I will definitely would like to be a member.
The University of Oregon and the US Regional Office (ALC):
Thanks for the initiatives of global learning and communications.Granting a scholarship for such a course is surely highly appreciated. I see HOPE representing :
E: Engage
P: People
O: Opportunity
H: Help
This is what you have given me.
My Fellow members:
Thank you for being so supporting, professional, devoted, willing to learn and to share learning.
I will keep my Blog updated and I will write about my project plan here. You are always welcomed to comment on any post .I hope you keep yours open in future too.
Yours
Hanan
Sunday, August 22, 2010
Week 9: Learning styles, Multiple Intelligences and Project Plan:
Coming close to the end of the course.
During week 9 we discussed two concepts: Learning styles (LS) and Multiple Intelligences (MI). These two concepts are not new to me. In one of my projects that I did two years ago, I have tried training teachers on these concepts. What I noticed earlier is that the teacher’s preference plays the key role in choosing the method of his teaching. After presenting the two concepts to them, I noticed the integration of different LS in their teaching.
The MI originally emerged as Gardner criticized tests. However some of the limitations of the MI is that : “no valid measurement tool is available. This has made MI difficult to prove. It is therefore accused of being ambiguous and subjective, instead of objective. To further complicate the issue, proposed assessments are complex and expensive to design.” More on this topic can be found at:
http://www.mindtools.com/pages/article/newISS_85.htm
The following matrix show the combination of the MI and Bloom's taxonomy in stating objectives. It is available at the above link.
Although I am not very much fan of the MI theory, we cannot deny that it is spread well nowadays. We even tried to feel changes in the matrix of the objectives based on Bloom’s Taxonomy. The following link provides an article about the aforementioned idea.
http://www.scribd.com/doc/409730/Integrated-Curriculum
This week exposed us to different multimedia tools that may enhance MI. I would like to share Stephen in his opinion that “the trick is ensuring that teachers know how to use these new tools”.
Not only were the tools available this week, they were available every week of this comprehensive course. The technology tools that we have learnt about will be the main source for my relationship with technology in the near future. I will be visiting the sites more and more, exploring them in a profound manner. Moreover, I would try to get some e-mail alerts about new tech. to be updated with different issues.
During the week, we had to submit the project plan. Thanks to the valuable remarks of my partners, Izabella and Janet, I was able to update my plan and I uploaded my plan on Friday. Like Arbi, I also learnt from some of the project plans posted early at the week.
Finally, I will continue to hope that our learners will emerge as “digital natives ‘, although there is quite a percentage who are less fortunate and technology is like ,as Arbi said , “science fiction” to them.
I will miss most of the action that happened during each week. Sure I will miss my colleagies most.
Yours
Hanan
During week 9 we discussed two concepts: Learning styles (LS) and Multiple Intelligences (MI). These two concepts are not new to me. In one of my projects that I did two years ago, I have tried training teachers on these concepts. What I noticed earlier is that the teacher’s preference plays the key role in choosing the method of his teaching. After presenting the two concepts to them, I noticed the integration of different LS in their teaching.
http://www.mindtools.com/pages/article/newISS_85.htm
The following matrix show the combination of the MI and Bloom's taxonomy in stating objectives. It is available at the above link.
Although I am not very much fan of the MI theory, we cannot deny that it is spread well nowadays. We even tried to feel changes in the matrix of the objectives based on Bloom’s Taxonomy. The following link provides an article about the aforementioned idea.
http://www.scribd.com/doc/409730/Integrated-Curriculum
This week exposed us to different multimedia tools that may enhance MI. I would like to share Stephen in his opinion that “the trick is ensuring that teachers know how to use these new tools”.
Not only were the tools available this week, they were available every week of this comprehensive course. The technology tools that we have learnt about will be the main source for my relationship with technology in the near future. I will be visiting the sites more and more, exploring them in a profound manner. Moreover, I would try to get some e-mail alerts about new tech. to be updated with different issues.
During the week, we had to submit the project plan. Thanks to the valuable remarks of my partners, Izabella and Janet, I was able to update my plan and I uploaded my plan on Friday. Like Arbi, I also learnt from some of the project plans posted early at the week.
Finally, I will continue to hope that our learners will emerge as “digital natives ‘, although there is quite a percentage who are less fortunate and technology is like ,as Arbi said , “science fiction” to them.
I will miss most of the action that happened during each week. Sure I will miss my colleagies most.
Yours
Hanan
Saturday, August 14, 2010
Reflections :Week 8
We are approaching the end of the course, but it seems that we have lots more to learn.
At the beginning of the week , I read the tasks:
I thought that would be easy. I will not need to spend too many hours working with my laptop.
The tools and the sites we were exploring seem endless. I had great fun at the beginning doing all the printable flashcards, crosswords, matching exercises with "Tools for educators" at : http://www.toolsforeducators.com/ . It took me quite a time.
The part that I liked best is "Peer E valuation" . It is a new on-line peer assessment for me. I am accustomed to the idea of "Peer Coaching "and I would like to share a video with you at :
http://www.youtube.com/watch?v=r-abWqXlkFY&feature=related
Then I did write my project plan and I mixed it with the project report. Doing it in a hasty manner, the first draft was not that good. I did a kind of self assessment using the checklist and so, the final draft came up with many differences.
I have to apologize to my peers as they will be reading almost different versions.
I saved the hot part last. "HotPotatoes". When I started working with this wonderful programme, which is my first trial with it , I was depressed that I almost gave up. My first trial with a JMatch minimal pairs exercise was not that good. But I do not easily quit,.Being inspired by my classmates creations, I kept on trying till I ended up with two exercises: "A gap filling sentence" and "A crossword' which I think are O.K. I uploaded all exercises at
https://sites.google.com/site/webskillssu2010/hot-potatoes-and-other-exercises. I'll be waiting for Dr. Deborah 's view of them.
The easiest tool to use for me was Nicenet , and so I created my class site using this tool.
While Stephen and Khuloud tend to agree with me , it seems that Luiza had some reservation about using Nicenet with students as it not so "attractive" and teachers have to "we have to stimulate them in the beginning." .Her point of view is valid from a learners' point of view, but from a teacher's perspective, it is a record of students' work. Considering the management system at Nicenet, she ended up having a class.
Truly amazing sites. The question remains:"What would be some of the constraints?"
I would share my point of view with what my colleagues have mentioned in their posts.
Some of the sites that I visited are:
Finally:
I feel jumbled with " Too many tasks" at the same week
At the beginning of the week , I read the tasks:
- Preparing two drafts of the project plan,
- Reviewing peer project plans and reports.
- Surfing the tools provided by our mentor and then,
- Preparing a good classroom site or a good exercise as a credit
I thought that would be easy. I will not need to spend too many hours working with my laptop.
The tools and the sites we were exploring seem endless. I had great fun at the beginning doing all the printable flashcards, crosswords, matching exercises with "Tools for educators" at : http://www.toolsforeducators.com/ . It took me quite a time.
The part that I liked best is "Peer E valuation" . It is a new on-line peer assessment for me. I am accustomed to the idea of "Peer Coaching "and I would like to share a video with you at :
http://www.youtube.com/watch?v=r-abWqXlkFY&feature=related
Then I did write my project plan and I mixed it with the project report. Doing it in a hasty manner, the first draft was not that good. I did a kind of self assessment using the checklist and so, the final draft came up with many differences.
I have to apologize to my peers as they will be reading almost different versions.
I saved the hot part last. "HotPotatoes". When I started working with this wonderful programme, which is my first trial with it , I was depressed that I almost gave up. My first trial with a JMatch minimal pairs exercise was not that good. But I do not easily quit,.Being inspired by my classmates creations, I kept on trying till I ended up with two exercises: "A gap filling sentence" and "A crossword' which I think are O.K. I uploaded all exercises at
https://sites.google.com/site/webskillssu2010/hot-potatoes-and-other-exercises. I'll be waiting for Dr. Deborah 's view of them.
The easiest tool to use for me was Nicenet , and so I created my class site using this tool.
While Stephen and Khuloud tend to agree with me , it seems that Luiza had some reservation about using Nicenet with students as it not so "attractive" and teachers have to "we have to stimulate them in the beginning." .Her point of view is valid from a learners' point of view, but from a teacher's perspective, it is a record of students' work. Considering the management system at Nicenet, she ended up having a class.
Truly amazing sites. The question remains:"What would be some of the constraints?"
I would share my point of view with what my colleagues have mentioned in their posts.
- Some of these sites are not free, as Azhar stated . This will be an extra burden on the teacher if the schools do not get kind of regulations to pay for sharing the links.
- With the rapid changes in technology , we struggle with the constraint of time to follow up as Bella has mentioned.
Some of the sites that I visited are:
1. EFL MA TEACHERS FALL 2010: Bella
2. Mulitmedia in ELT : Bella
3. Miss Azhar Classroom: Azhar
4. Boost Your English :Arbi
5. Elective English :Class Two : Arjana
6. Literature Class 11th grade :Khuloud
Finally:
I feel jumbled with " Too many tasks" at the same week
Yours
Hanan
Tuesday, August 10, 2010
Teachers' different tools and exercises
I really need to begin with a "Waw". Amazing sites this week for all teachers whether their classes are net wired or not.
The "Tools for educators" at : http://www.toolsforeducators.com/
is a comprehensive site for teaching vocabulary. Teachers of younger learners will like it very much as it save them the effort looking for pictures, cutting, pasting,and designing worksheets. I tried picture cross words about months,days.food.body parts and feelings. Different topics that any language teaching will deal with. These toics are the main entries for different activities and different skill focus. If you are teaching about "Fruit", for example, then you will be able to create the picture sheet, writing tracing sheet and a listening quiz about the same items. Didn't I say that it is comprehensive.
Flashcards which are our basic tool for teaching the written form of any word can be easily generated at : http://www.educationalpress.org/index.asp.
The agony of every teacher , tests can be easily manages and created using EasyTestMaker: The easy way to make all your tests! at: http://www.easytestmaker.com/default.aspx
I have manages to create mine,which is about the project I am preparing, at : http://www.easytestmaker.com/user/Test.aspx?TestID=3e197424-0a0a-4f9f-8e72-cb9cedbb53bf:
The "X word generator "at the "Edict page" http://www.edict.com.hk/xword/generator/
Offers avariety of activities. I found a very useful Roulette grammar game at:
http://www.edict.com.hk/vlc/roulette/
Hot Pot, a different story and I am still exploring the opportunity this software provides for making cloze tests , crosswords, jumbled sentences and other options.
I mentioned earlier that if classrooms are net wired then much fun can be added to classroom learning through games and on-line activities. If not, the created printable sheets can do the work to a certain extent. Moreover, since the creation of these sheets is so simple then it can be customized and even designed according to individual students' skills.
For learners, having more fun in learning and having activities that suit their levels is one of the pillars of learners' autonomy.
Teachers will benefit a lot from the tools as they save a lot of time managing the layout and the format of the printing word documents.
Blogger and Nicenet are our class tools. If they work for this class, then definitely they work for others. I have created my class on Nicenet. I will discuss later.
Yours
Hanan
The "Tools for educators" at : http://www.toolsforeducators.com/
is a comprehensive site for teaching vocabulary. Teachers of younger learners will like it very much as it save them the effort looking for pictures, cutting, pasting,and designing worksheets. I tried picture cross words about months,days.food.body parts and feelings. Different topics that any language teaching will deal with. These toics are the main entries for different activities and different skill focus. If you are teaching about "Fruit", for example, then you will be able to create the picture sheet, writing tracing sheet and a listening quiz about the same items. Didn't I say that it is comprehensive.
Flashcards which are our basic tool for teaching the written form of any word can be easily generated at : http://www.educationalpress.org/index.asp.
The agony of every teacher , tests can be easily manages and created using EasyTestMaker: The easy way to make all your tests! at: http://www.easytestmaker.com/default.aspx
I have manages to create mine,which is about the project I am preparing, at : http://www.easytestmaker.com/user/Test.aspx?TestID=3e197424-0a0a-4f9f-8e72-cb9cedbb53bf:
The "X word generator "at the "Edict page" http://www.edict.com.hk/xword/generator/
Offers avariety of activities. I found a very useful Roulette grammar game at:
http://www.edict.com.hk/vlc/roulette/
Hot Pot, a different story and I am still exploring the opportunity this software provides for making cloze tests , crosswords, jumbled sentences and other options.
I mentioned earlier that if classrooms are net wired then much fun can be added to classroom learning through games and on-line activities. If not, the created printable sheets can do the work to a certain extent. Moreover, since the creation of these sheets is so simple then it can be customized and even designed according to individual students' skills.
For learners, having more fun in learning and having activities that suit their levels is one of the pillars of learners' autonomy.
Teachers will benefit a lot from the tools as they save a lot of time managing the layout and the format of the printing word documents.
Blogger and Nicenet are our class tools. If they work for this class, then definitely they work for others. I have created my class on Nicenet. I will discuss later.
Yours
Hanan
Sunday, August 8, 2010
Learner Autonomy & One Computer Classroom
This week was quite an experience. We did the following tasks:
1. Reading and reflecting about learner autonomy.
2. Reading and reflecting about some ideas for one computer classroom.
3. Planning a one-computer lesson plan that suits our situation.
4. Thinking of the addition a one computer can do to our classrooms.
During our discussions , I found that the idea of autonomy is "dynamic" process, which has three main components
• The learner,
• The teacher
• The teaching system and situation
Different ideas were proposed to enhance autonomy. Building on the readings of the articles suggested by Dr. Deborah and the ideas shared by our colleagues, autonomy can be enhanced during the different steps pf the learning situation.
In her lesson plan of the one computer, Bella suggested that it will be used for the introductory lesson. since the first lesson has "a great importance for the success of the learning process throughout the whole term." A different approach of starting the coursed and more autonomy for the learner. I learnt about the way to prepare an online survey http:// www.surveymonkey.com/
Stephen ideas and plan of the one computer learning station was quite interseting.
During the learning process , suggestion were made to cater for learning new items, facilitating the process of delivery, motivating learners and above all evaluating the learning outcomes. To list some of the ideas presented , I include:
• Vocabulary lists :
• "Learning logs"
• Preparing evaluation sheets and rubrics will be easier with the use of the delicious programmes we have been introduced to.
• Using word processing programme is feasible in the case of working with vocabulary.
• Enhancing group work through PBL is another option.
Most of the ideas are shared by our classmates ,to mention Azhar, Janet ,Izabella, Stephen, Camilia and Arbi.
Thanks to Camelia, I came to the conclusion that autonomy is more of a metacognitive strategy.
I have learned new skill in using the MS word processing feature for correcting writing through 'Tracking Changes' and 'Auto Summarizing', after reading "Technology Tip of the month". By our trainer. Something that Elsa shares me with.
Finally, I prepared my one computer lesson plan which is uploaded at :
https://sites.google.com/site/webskillssu2010/participant-files
The lesson is a " 3th grade writing one which is about "Food Items" (Fruit) focusing on" Expressing likes and dislikes " using the Structure" I like ……. , I don't like ……."
Referring to the article :" Internet ideas" (Quick Individual Project for the lab) at:
http://www.susangaer.com/sgaer/onecomputer/internet.html
After going through the food project "Fruit" at http://susangaer.com/studentprojects/food.htm
I adapted the ideas to my situation. The ADCD objectives
1. Students (A) will remember the pronunciation and the shape of the fruit items learnt in the previous lesson (B) by doing a pair question activity (C) correctly (D)
2. Students (A) will recognize the pronunciation and the shape of the fruit items (B) after the teacher's presentation (C) correctly (D)
3 Students (A) will use "I don't like ….." to talk about some fruit items they chose (B) after learning the structure (C) correctly (D)
4. Students (A) will develop a short paragraph using the structure given and the model paragraph on the PC , (B) after checking up the PPT ( C) handing it with the picture of the chosen item colored neatly( D)
Moving through this process this week, and the other weeks I could say that I agree with Arbi on his reflection by saying that this course is based on learner autnomy.
Hope to learn more ...................
References:
http://www.susangaer.com/sgaer/onecomputer/wordprocessing.html
http://www2.drury.edu/dswadley/101/
http://coyote.miyazaki-mu.ac.jp/learnerdev/LLE/8.1/smithE.html
http://www.lburkhart.com/elem/strat.htm
http://coyote.miyazaki-mu.ac.jp/learnerdev/LLE/8.1/sheuE.html
http://iteslj.org/Articles/Thanasoulas-Autonomy.html
Yours
Hanan
1. Reading and reflecting about learner autonomy.
2. Reading and reflecting about some ideas for one computer classroom.
3. Planning a one-computer lesson plan that suits our situation.
4. Thinking of the addition a one computer can do to our classrooms.
During our discussions , I found that the idea of autonomy is "dynamic" process, which has three main components
• The learner,
• The teacher
• The teaching system and situation
Different ideas were proposed to enhance autonomy. Building on the readings of the articles suggested by Dr. Deborah and the ideas shared by our colleagues, autonomy can be enhanced during the different steps pf the learning situation.
In her lesson plan of the one computer, Bella suggested that it will be used for the introductory lesson. since the first lesson has "a great importance for the success of the learning process throughout the whole term." A different approach of starting the coursed and more autonomy for the learner. I learnt about the way to prepare an online survey http:// www.surveymonkey.com/
Stephen ideas and plan of the one computer learning station was quite interseting.
During the learning process , suggestion were made to cater for learning new items, facilitating the process of delivery, motivating learners and above all evaluating the learning outcomes. To list some of the ideas presented , I include:
• Vocabulary lists :
• "Learning logs"
• Preparing evaluation sheets and rubrics will be easier with the use of the delicious programmes we have been introduced to.
• Using word processing programme is feasible in the case of working with vocabulary.
• Enhancing group work through PBL is another option.
Most of the ideas are shared by our classmates ,to mention Azhar, Janet ,Izabella, Stephen, Camilia and Arbi.
Thanks to Camelia, I came to the conclusion that autonomy is more of a metacognitive strategy.
I have learned new skill in using the MS word processing feature for correcting writing through 'Tracking Changes' and 'Auto Summarizing', after reading "Technology Tip of the month". By our trainer. Something that Elsa shares me with.
Finally, I prepared my one computer lesson plan which is uploaded at :
https://sites.google.com/site/webskillssu2010/participant-files
The lesson is a " 3th grade writing one which is about "Food Items" (Fruit) focusing on" Expressing likes and dislikes " using the Structure" I like ……. , I don't like ……."
Referring to the article :" Internet ideas" (Quick Individual Project for the lab) at:
http://www.susangaer.com/sgaer/onecomputer/internet.html
After going through the food project "Fruit" at http://susangaer.com/studentprojects/food.htm
I adapted the ideas to my situation. The ADCD objectives
1. Students (A) will remember the pronunciation and the shape of the fruit items learnt in the previous lesson (B) by doing a pair question activity (C) correctly (D)
2. Students (A) will recognize the pronunciation and the shape of the fruit items (B) after the teacher's presentation (C) correctly (D)
3 Students (A) will use "I don't like ….." to talk about some fruit items they chose (B) after learning the structure (C) correctly (D)
4. Students (A) will develop a short paragraph using the structure given and the model paragraph on the PC , (B) after checking up the PPT ( C) handing it with the picture of the chosen item colored neatly( D)
Moving through this process this week, and the other weeks I could say that I agree with Arbi on his reflection by saying that this course is based on learner autnomy.
Hope to learn more ...................
References:
http://www.susangaer.com/sgaer/onecomputer/wordprocessing.html
http://www2.drury.edu/dswadley/101/
http://coyote.miyazaki-mu.ac.jp/learnerdev/LLE/8.1/smithE.html
http://www.lburkhart.com/elem/strat.htm
http://coyote.miyazaki-mu.ac.jp/learnerdev/LLE/8.1/sheuE.html
http://iteslj.org/Articles/Thanasoulas-Autonomy.html
Yours
Hanan
Saturday, July 31, 2010
" Interactive Lectures & Large Classes " Is it a dream?
I can answer the question saying "Certainly not.". This answer is a result of the readings that we came across this week and the experience that we shared together.
When it comes to large classes the magical sollution is usually the lecturing technique. We do not have to consider lectures a one way mode of communication any more. The 36 different format for making a lecture interactive, at http://www.thiagi.com/interactive-lectures.html , is a proof of that. Some of these techniques happened to be familiar to some of us.Sometimes I use techniques like "Best Summary" ," Brainstorming","Fictional case study",and "Idea Maps" in teaching and training even if the classes are not large.
Izabella found the techniques presented by Rick Finnan and Donna Shaw "Enhancing Learning by Engaging Students" at: http://umbc.uoregon.edu/eteacher/webskills/material/engaging_students_handout.pdf/,
similar to what she is using sometimes as well.
This is a natural phenomenon. Theories are usually built around best practices from real world.
The best Practise is a result of the person's real situation Perhaps this is the reason that made me focus on the idea if interactive PowerPoint in my posts at Nicenet as a way of interactivity.
My classmates mentioned different useful ideas related to making the large classes interactive in the assessment stage. Stephen mentioned SMART Senteos, Janet highlighted the Clicker technology,Others propsed on-line testing. I found these techniques useful but difficult to apply in my situation.
Technology sometimes fails. This week I suffered alot doing my tasks because of problems with PCs and net connections.
No matter how marvellous the things we can do with tech., it should not be our only source. "Naked teaching" is a source of power and interation.
I am happy I managed this post. I'll be leaving before things go wrong.
Yours
Hanan
When it comes to large classes the magical sollution is usually the lecturing technique. We do not have to consider lectures a one way mode of communication any more. The 36 different format for making a lecture interactive, at http://www.thiagi.com/interactive-lectures.html , is a proof of that. Some of these techniques happened to be familiar to some of us.Sometimes I use techniques like "Best Summary" ," Brainstorming","Fictional case study",and "Idea Maps" in teaching and training even if the classes are not large.
Izabella found the techniques presented by Rick Finnan and Donna Shaw "Enhancing Learning by Engaging Students" at: http://umbc.uoregon.edu/eteacher/webskills/material/engaging_students_handout.pdf/,
similar to what she is using sometimes as well.
This is a natural phenomenon. Theories are usually built around best practices from real world.
The best Practise is a result of the person's real situation Perhaps this is the reason that made me focus on the idea if interactive PowerPoint in my posts at Nicenet as a way of interactivity.
My classmates mentioned different useful ideas related to making the large classes interactive in the assessment stage. Stephen mentioned SMART Senteos, Janet highlighted the Clicker technology,Others propsed on-line testing. I found these techniques useful but difficult to apply in my situation.
Technology sometimes fails. This week I suffered alot doing my tasks because of problems with PCs and net connections.
No matter how marvellous the things we can do with tech., it should not be our only source. "Naked teaching" is a source of power and interation.
I am happy I managed this post. I'll be leaving before things go wrong.
Yours
Hanan
Interactive PowerPoint:
This week I have learnt so many tricks about the use of PPT and the ideas of dealing with large classes. These tricks add power to the teacher and so I'd like to start by quoting Stephen" PowerPoint is powerful"
During last week Deborah included the concept of "constructivism " while learning about WebQuests and PBL.
This week the concept is related to "Interactive PowerPoint and the idea of engaging students. I can see that it is related to "social constructivism" in the sense that learning is a social act. Our own knowledge is based on the idea of our input into meaningful messages that can help out fitting among groups.More on these ideas can be found at:
http://www.ustream.tv/recorded/5630897
That kind of transfer is not "haphazardeous".It is one that goes through a continuum. Therefore, the concept of scaffolding is an essential one in preparing any interactive presentation.
The ideas posted by Deborah in her "Interactive PowerPoint Presentation" help that concept a lot especially the concept test and the hyperlink jumps. I have uploaded mine at the wiki page titled" My interactive PowerPoint". It is about the use of PPT to teach present continuous for third graders based on a lesson from the textbook.
I tried scaffolding in my PPT by starting a review in a form of a quiz. Then, I tried to create the kind of interaction within the individual to enhance the intra - linguistic intelligence. Then, I tried introducing a new language pattern through the pictures colors and motion. Next, the application stage is at hand for students to form a pattern that has graded from writing two missing words to the whole pattern.
Creating my own PPT added to my skills in doing hyperlinks. The first response was to Arjana who liked it . Thank you Arjana and your comment made me more decisive on integrating teachers of younger learners in our developmental plans,
I still find some techniques, i.e. " jeopardy", challenging ones. I 'll keep trying.
Yours
Hanan
During last week Deborah included the concept of "constructivism " while learning about WebQuests and PBL.
This week the concept is related to "Interactive PowerPoint and the idea of engaging students. I can see that it is related to "social constructivism" in the sense that learning is a social act. Our own knowledge is based on the idea of our input into meaningful messages that can help out fitting among groups.More on these ideas can be found at:
http://www.ustream.tv/recorded/5630897
That kind of transfer is not "haphazardeous".It is one that goes through a continuum. Therefore, the concept of scaffolding is an essential one in preparing any interactive presentation.
The ideas posted by Deborah in her "Interactive PowerPoint Presentation" help that concept a lot especially the concept test and the hyperlink jumps. I have uploaded mine at the wiki page titled" My interactive PowerPoint". It is about the use of PPT to teach present continuous for third graders based on a lesson from the textbook.
I tried scaffolding in my PPT by starting a review in a form of a quiz. Then, I tried to create the kind of interaction within the individual to enhance the intra - linguistic intelligence. Then, I tried introducing a new language pattern through the pictures colors and motion. Next, the application stage is at hand for students to form a pattern that has graded from writing two missing words to the whole pattern.
Creating my own PPT added to my skills in doing hyperlinks. The first response was to Arjana who liked it . Thank you Arjana and your comment made me more decisive on integrating teachers of younger learners in our developmental plans,
I still find some techniques, i.e. " jeopardy", challenging ones. I 'll keep trying.
Yours
Hanan
Saturday, July 24, 2010
Week 5 Webquests Projects:
It is the end of week 5 and the middle of the course.
This week we had to do different tasks:
- To read and discuss project based learning
- To describe some changes to follow using technology
- To create a rubric
- To create a webquest as an extra credit
Thinking of these activities, I beleive Deborah led us into a poject based technique to creating the webquest which is another " delicious " tool introduced to us during this course. I learnt about Presi this week at :
http://prezi.com/
while exploring some of the example projects at the links provided.
This week I had to go back to what I prepared during week 4 and week 2 and to start thinking of the project that I proposed during week 2. While I was writing the proposal of the project, I was thinking that it is a dream. Today with the tools that we learned , I think it is a dream that almost come true. Some of its parts are already available at "Task Based Learning"http://www.zunal.com/author.php?w=66733
To be frank, I 've been into the components of the coming weeks and I think it will be true.
As usual, sharing the ideas makes the most value of this course. This week I had the same opinion as Camelia,Azhar and others about the use of wiki and webquest as a beneficial tool in teaching. I share Khuloud's opinion about the extra time technology needs for planning and preparing.We enjoy the tools which are easy to use, but this is summer time. I am wondering how much time would a teacher need for preparing a webquest for a whole module?
Surfing through some of the webquests, I found the answer to the inquiry. Although the webquest could be for a whole module , it could also serve as an extension activity for reading or grammar, just as our colleagues Stephen and Arbi have respectively proposed.
Perhaps one of the nicest ideas I learned this week was proposed by Arbi about the use of the WI camera to make interactive board.I hope he shares the link on his blog. I value the idea because it will help make better changes in the classroom setting with limited resources that we have available.
I can foresee slow changes , but ones definitely coming.
Yours
Hanan
Saturday, July 17, 2010
Week (4) Around the world in ........
Just as I started writing, the first idea that came to my mind is Verne's famous story "Around the world in 80 Days "
The experience this week is really a journey around the world. I remembered Azhar and Stephen discussing the richness of the course at its beginning. This week is a realization of the idea. Through the detailed and "fatty" lesson plans ,as described by Arbi, I have been able to draw a picture of the classroom settings in different parts of the world. Wondering among the rich tech environments and the less fortunate ones, the key player is the teacher anh how do teachers manage things to the best of their students.I think I end up with:
Yours
Hanan
The experience this week is really a journey around the world. I remembered Azhar and Stephen discussing the richness of the course at its beginning. This week is a realization of the idea. Through the detailed and "fatty" lesson plans ,as described by Arbi, I have been able to draw a picture of the classroom settings in different parts of the world. Wondering among the rich tech environments and the less fortunate ones, the key player is the teacher anh how do teachers manage things to the best of their students.I think I end up with:
- Abundance of web pages added to my glossary.
- Well developed lesson plans on different topics that could be easily used.
- More tips to refining my search
Yours
Hanan
Thursday, July 15, 2010
Technology Enhanced Lesson Plan
Week 4 assignment:
A sample lesson plan with technology:
The lesson is to be conducted at the computer lab with net connectivity. The web pages included in the plan are basic materials for the lesson.
Introduction:
Knowledge and comprehension:
2. Students will develop a two paragraph essay comparing and contrasting the two ecosystems based on the ideas written on the Venn diagram graphic organizer.
Affective :
3. Students will appreciate the importance of protecting nature after participating in group discussion for 15 minutes.
Warm Up : ( 10 minuets)
At: http://a4esl.org/a/c3.html
Students go to level 4 Planet Crossword at http://iteslj.org/cw/1/ck-planets.html
download , print and do the activity
The class is to be divided into two groups (a) (b) For basic reading stage
Students use wwf.panda.org search engine: .about the earth title
1. Find out the adjectives you wrote on your KWL sheet describing the ecosystem.
2. (Optional) Post activity ( Additional Vocabulary Enhancement ) : http://a4esl.org/a/c3.html
Vocabulary quiz about animals idioms
Alternative : Printed one
Lesson ( 2 )
Warm up : (5 minutes)
Listening practice: www. manythings.org
ADJECTIVES:
At http://www.manythings.org/b/e/2341
Objective 2 ( 20 minutes )
Hope I receive your feedback.
Yours truly
Hanan
Class:
Eighth Grade Students / Reading Activity / (14-15 years old ) Mixed level 40 -45 students in class. Integrated Skills.( Focus Reading & writing) Duration: Two lessons 40 minutes each.
Materials:The lesson is to be conducted at the computer lab with net connectivity. The web pages included in the plan are basic materials for the lesson.
Other Materials:
OHP / CD / Handout for cross words and graphic organizers ( KWL , Venn Diagram) .printer Introduction:
During the introduction, teacher reviews the previous lesson :
Topic: Environment (Ecosystems) / Ice and Tundra, using the PPT and highlighting the main vocabulary items: ABCD objective:
Knowledge: Students (A) will define the following words ( B) after watching the PPT ( C) using their own language ( D)
Ecosystems: / Ecology: / Community: / Habitat:
Objectives of the two Lessons : Knowledge and comprehension:
1. Students will describe two different ecosystems ( Desert , Grassland) using graphic organizers handouts after reading from the web page provided by the teacher.
Application: 2. Students will develop a two paragraph essay comparing and contrasting the two ecosystems based on the ideas written on the Venn diagram graphic organizer.
Affective :
3. Students will appreciate the importance of protecting nature after participating in group discussion for 15 minutes.
Synthesis and Creativity:
4. Students will prepare at least one blog on an ecosystem they have not read about using pictures different from the ones at the provided link and their own language using the Blogger technology.Procedures:
Lesson ( 1) Warm Up : ( 10 minuets)
At: http://a4esl.org/a/c3.html
Students go to level 4 Planet Crossword at http://iteslj.org/cw/1/ck-planets.html
download , print and do the activity
Objective 1:
Students will describe two different ecosystems ( Desert , Grassland) using graphic organizers handouts after reading from the web page provided by the teacher. The class is to be divided into two groups (a) (b) For basic reading stage
Students use wwf.panda.org search engine: .about the earth title
- Group (a) : follow the link :http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/desertsand read about (Deserts)
- Group (b) follow the link: http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/grasslands/ and read about Grassland
- In each large group pairs of students sharing the same PC will be doing the task together as the number of PCs in the lab is 20 PCs.With classes of over 40 , some groups will consist of 3 SS.
- Both groups use (KWL ) downloaded PDF from:http://freeology.com/graphicorgs/pdf/kwl.pdf (20 minutes)
- Each group discusses the sheets, choose a presenter to describe main ideas to the class.
1. Find out the adjectives you wrote on your KWL sheet describing the ecosystem.
2. (Optional) Post activity ( Additional Vocabulary Enhancement ) : http://a4esl.org/a/c3.html
Vocabulary quiz about animals idioms
Alternative : Printed one
Warm up : (5 minutes)
Listening practice: www. manythings.org
ADJECTIVES:
At http://www.manythings.org/b/e/2341
- Students will develop a two paragraph essay comparing and contrasting the two ecosystems based on the ideas written on the Venn diagram graphic organizer.
- Having their sheets with them, the same groups as the day before, every second SS switch to the opposite group forming two new large groups.
- The class is then divided into 8 groups each one contain SS from the previous a/b groups The Venn Diagram PDF downloaded from: http://freeology.com/graphicorgs/pdf/venn1.pdf is distributed to the groups. SS spot the similarities/ differences.
- Using their own Venn diagram, each student produces the two paragraph expository essay. For definition of expository essay refer to http://web.uvi/wguide/Pages/ExpositoryEssay.html At the writing resource of Ohio Linguistics Department http://www.ohio.edu/linguistics/esl/writing/index.html
Objective 3 : Students will appreciate the importance of protecting nature after participating in group discussion for 15 minutes.
Follow up/ : Homework: ( Group Project) Objective 4 : Synthesis and Creativity: Students will prepare at least one blog on an ecosystem they have not read about using pictures different from the ones at the provided link and their own language using the Blogger technology and post it properly .
Learning Styles addressed in the two lessons : The three basic learning styles: visual, auditory, and kinesthetic are addressed.
However if we consider the multiple intelligence theory then the types of intelligences included are:
linguistic, logical, kinesthetic, musical, interpersonal and intrapersonal in addition to the natural intelligence which should be clear in the final project
Technology Alternatives:
Printed sheets and cross words.
Print screens of the reading sites for off line work , could be transferred to transpersancies used on OHP: downloaded clip on adjectives.
PPT presentation is an alternative to the blog
Hope I receive your feedback.
Yours truly
Hanan
Wednesday, July 14, 2010
Technology Enhanced :Reading & Writing
Starting week (4) : Lots of reading
The articles provided on reading writing and vocabulary are great. I found a very comprehensive detailed presentation of the steps of writing lesson plans in Krajka’s article. It took me quite some time to explore all the links that were provided. Using the web to select authentic materials to suit certain genre is what attracted my attention most . Thinking of the technology tools available at our schools, I believe that downloading some of the material to be used off-line is feasible in my case.
Exploring “Ohio Department of Linguistics” at:
http://www.ohio.edu/linguistics/esl/grammar/index.html
I found a web portal on grammar called “Writing World .com “ on Grammar resources.
http://www.writing-world.com/links/grammar.html
The page I liked is the “Guide to Grammar and Writing “at: http://grammar.ccc.commnet.edu/grammar/ It is suitable for intermediate students. The learners can choose from a variety of levels and get to self learning materials and assessment. This site could be given to students who have access to the net at their homes or used as enrichment activity during the lessons.
If I were teaching this summer, the site I would prefer to use for reading activities is “Breaking News “ at http://www.breakingnewsenglish.com/ which offers variety of reading topics suitable to intermediate and advanced learners. I tried one which is” Chocolate is so good for your heart “ at http://www.breakingnewsenglish.com/1004/100402-chocolate.html
The page is very useful for teachers as it offers detailed activities and takes into consideration the integrated skill development with focus on vocabulary activities.
If we are working off line, it would be difficult listening to the text , so it should be downloaded in addition to the nice description available as PDF form at
http://www.breakingnewsenglish.com/1004/100402-chocolate1.pdf.
I recommend this site for teachers who have difficulty working on line most of the time.
At the same portal, a link called ESL resources and worksheets opens at
“teachitworld.com.” I looked for activities for young learners having spelling in mind. To make use of the activities you need to register first, and it could be free. I found interesting worksheets with teachers’ note at http://www.teachitworld.com/index.asp?gclid=CMml8u2h6qICFY4_3god-wx79A
And a special one for pre-intermediate students at
http://www.teachitworld.com/attachments/13522.pdf
The ABCD objectives I would suggest for this page are :
1. Students of the sixth grade (A) will classify the hard and the soft “c” ,”g” ( B) according to a given example after listening to the teacher’s pronunciation( C) correctly( D) .
2. Students of the sixth grade (A) will discover the spelling rule for the hard and the soft "c" ,"g" ( B) by studying the examples in each envelope ( C) giving the right description of the rule in the allotted place ( D) .
It was a wonderful experience for me. Sure it will be wonderful to our students.
What about you?
Yours truly,
Hanan
The articles provided on reading writing and vocabulary are great. I found a very comprehensive detailed presentation of the steps of writing lesson plans in Krajka’s article. It took me quite some time to explore all the links that were provided. Using the web to select authentic materials to suit certain genre is what attracted my attention most . Thinking of the technology tools available at our schools, I believe that downloading some of the material to be used off-line is feasible in my case.
Exploring “Ohio Department of Linguistics” at:
http://www.ohio.edu/linguistics/esl/grammar/index.html
I found a web portal on grammar called “Writing World .com “ on Grammar resources.
http://www.writing-world.com/links/grammar.html
The page I liked is the “Guide to Grammar and Writing “at: http://grammar.ccc.commnet.edu/grammar/ It is suitable for intermediate students. The learners can choose from a variety of levels and get to self learning materials and assessment. This site could be given to students who have access to the net at their homes or used as enrichment activity during the lessons.
If I were teaching this summer, the site I would prefer to use for reading activities is “Breaking News “ at http://www.breakingnewsenglish.com/ which offers variety of reading topics suitable to intermediate and advanced learners. I tried one which is” Chocolate is so good for your heart “ at http://www.breakingnewsenglish.com/1004/100402-chocolate.html
The page is very useful for teachers as it offers detailed activities and takes into consideration the integrated skill development with focus on vocabulary activities.
If we are working off line, it would be difficult listening to the text , so it should be downloaded in addition to the nice description available as PDF form at
http://www.breakingnewsenglish.com/1004/100402-chocolate1.pdf.
I recommend this site for teachers who have difficulty working on line most of the time.
At the same portal, a link called ESL resources and worksheets opens at
“teachitworld.com.” I looked for activities for young learners having spelling in mind. To make use of the activities you need to register first, and it could be free. I found interesting worksheets with teachers’ note at http://www.teachitworld.com/index.asp?gclid=CMml8u2h6qICFY4_3god-wx79A
And a special one for pre-intermediate students at
http://www.teachitworld.com/attachments/13522.pdf
The ABCD objectives I would suggest for this page are :
1. Students of the sixth grade (A) will classify the hard and the soft “c” ,”g” ( B) according to a given example after listening to the teacher’s pronunciation( C) correctly( D) .
2. Students of the sixth grade (A) will discover the spelling rule for the hard and the soft "c" ,"g" ( B) by studying the examples in each envelope ( C) giving the right description of the rule in the allotted place ( D) .
It was a wonderful experience for me. Sure it will be wonderful to our students.
What about you?
Yours truly,
Hanan
Saturday, July 10, 2010
Week 3 : Delicious to reflect on:
This week has been a wonderful learning experience.
I started the week early with the delicious account, even before Deborah's instructions arrive.It is really nice that Deborah started stating our learning objectives according to ABCD model just immediately after the task of ABCD.
My attention was driven to the three stages of teaching listening as they have great similarity in an approach called "Three Phase Approach" and I quote here few lines byDennis Godfrey at the University of Minnesota from his abstarct that you may find at:
http://www3.interscience.wiley.com/journal/119628003/abstract?CRETRY=1&SRETRY=0
Victoria has mentioned quite similar ideas in her blog. I have to reiterate that our search was driven by our available technology tools .
My blog , I keep discovering what wonders I may do. so I shared you something I learnt to do:
"How wonderful it is that nobody need wait a single moment before starting to improve the world". ~Anne Frank
Yours
Hanan
I started the week early with the delicious account, even before Deborah's instructions arrive.It is really nice that Deborah started stating our learning objectives according to ABCD model just immediately after the task of ABCD.
Creating the delicious page was easy fun. Thanks to Deborah,she completed listing our blogs at :
http://sites.google.com/site/webskillssu2010/. Using this blog is an addition to me this week.Our discussions were nicely woven by searching about two related skllis, listening as a receptive oskill and speaking as a productive skill that naturally follow s listening.
Our search was also cosolidated by the list of readings we have been through. Although I did not manage to read the three articles before writing my post ,which was about Gong's article about speaking , I managed , through my collegues posts' , to get clear idea about the other two articles ,which were about listeniong and pronunciation, An act that embodies the value of a learning community. I think Stephen tends to agree with this idea in his blog post for the week.
"Phase One consists of practice aimed toward increasing students' familiarity with and accuracy in processing intrasentential items and thus toward reducing the processing time devoted to intrasentential items. Phase Two pushed students to expand the time they have left over for processing discourse relations by requiring them to perform operations beyond those necessary for processing individual sentences. Phase Three consists of instruction in the types of discourse clues and continuities available to listeners and practice in attending to such clues and continuities."
My blog , I keep discovering what wonders I may do. so I shared you something I learnt to do: Yours
Hanan
Monday, July 5, 2010
Starting Week 3
Delicious
I have created my account on Delicious.
Thanks to Liza's post, and the simple instructions of the site, it is a success.
My URL
http://delicious.com/hkanash1971
and I tried it first with Liza's, Hope she does not mind
Happy Blogging
I have created my account on Delicious.
Thanks to Liza's post, and the simple instructions of the site, it is a success.
My URL
http://delicious.com/hkanash1971
and I tried it first with Liza's, Hope she does not mind
Happy Blogging
Saturday, July 3, 2010
Week 2 : Project and Reflection
For me,this week needed an enormous effort to be able analyze the tasks then to sythesize them into a coherent whole.
Learning the refined web search was completely new staff to me .I spent days surfing the valuable links provided by our instructor.
By the mid of the week ,I described my class and after consultation with Dr. Deborah ,I decided to focus on the teachers, whom are my target group.
With the simple technology tools availabe, it was a challange designing a project plan for teachers. I chose to work on "Task-based approach"
My goal will be taking the teachers into a journey starting by covering the theoritical pedagogy behind TBL, sailing into the application of the method and finally, transferring the knowledge and skill to other situations. Accordingly, I set the ABCD objectives that I posted and which ,I think , are consolidated through the additional reading I did about "Six Step Approach " in instructional design about at:
http://med.fsu.edu/education/FacultyDevelopment/objectives.asp
and the "DADI" technique presented by Sanjaya Mishra at
http://www.slideshare.net/missan/instructional-design-for-learning-objects
My problem in training teachers is that I cannot get them out of schools often as they are being trained in sevice training. Technology is the sollution here.It will add to the quality of training without affecting the time of the students.
Teachers can have better access to the internet outside duty hours , so by creating a network , I will provide the theoritical material and the assessment for that stage.
Next step will be provding a demo lesson for them to follow,using the internet as well.I will be following them on-line.
At the implementation stage,I hope to video their performance and to share it for reflective feedback. Teachers will be learning from each other instead of just my reflection on the lesson. This process will lead to the final stage of creating similar lessons about teaching a different skill of language.
That was a quick summary of my "Project to be ". through which I will be applying what I learnt during this course through a topic that mt teachers need.
Of course, I expect difficulties and challanges. That's why there is always a plan B idea.
Finally, just to cheer myself and my classmates up, I would share Christopher Reeve
famous quotation with you all,
Once you choose hope, anything's possible.
Yours
Hanan
Learning the refined web search was completely new staff to me .I spent days surfing the valuable links provided by our instructor.
By the mid of the week ,I described my class and after consultation with Dr. Deborah ,I decided to focus on the teachers, whom are my target group.
With the simple technology tools availabe, it was a challange designing a project plan for teachers. I chose to work on "Task-based approach"
My goal will be taking the teachers into a journey starting by covering the theoritical pedagogy behind TBL, sailing into the application of the method and finally, transferring the knowledge and skill to other situations. Accordingly, I set the ABCD objectives that I posted and which ,I think , are consolidated through the additional reading I did about "Six Step Approach " in instructional design about at:
http://med.fsu.edu/education/FacultyDevelopment/objectives.asp
and the "DADI" technique presented by Sanjaya Mishra at
http://www.slideshare.net/missan/instructional-design-for-learning-objects
My problem in training teachers is that I cannot get them out of schools often as they are being trained in sevice training. Technology is the sollution here.It will add to the quality of training without affecting the time of the students.
Teachers can have better access to the internet outside duty hours , so by creating a network , I will provide the theoritical material and the assessment for that stage.
Next step will be provding a demo lesson for them to follow,using the internet as well.I will be following them on-line.
At the implementation stage,I hope to video their performance and to share it for reflective feedback. Teachers will be learning from each other instead of just my reflection on the lesson. This process will lead to the final stage of creating similar lessons about teaching a different skill of language.
That was a quick summary of my "Project to be ". through which I will be applying what I learnt during this course through a topic that mt teachers need.
Of course, I expect difficulties and challanges. That's why there is always a plan B idea.
Finally, just to cheer myself and my classmates up, I would share Christopher Reeve
famous quotation with you all,
Once you choose hope, anything's possible.
Yours
Hanan
Wednesday, June 30, 2010
Week 2 ( Describing My Class )
Dear all:
I find my job one that offers a unique experience where on the one hand I work with teachers to develop their knowledge, and skills indifferent teaching methodology, focusing on the "Communicative Approach", Task-based Approach" , "Problem –solving " ,"Critical Thinking ", "Teaching young learners " and "Project –based learning in teaching English. On the other hand, I have the chance to observe students in the teaching learning situation during my guidance and support visits to the teachers whom I train. Therefore, I find it convenient to describe both situations, i.e. the teachers' and the students' courses.
Students Classes:
UNRWA schools, in the area I work at, run classes of about 40-45 students in each class. The classes are segregated and so we have girls' schools run by female staff and boys' schools run by male staff.
The setting of the classes is usually three rows of about 6 -7 desks in sequence. A chalkboard is available in each class. English language teachers have access to
recorders for their use available all the time. However, other technology tools are not always available as they are shared by all the school teachers. These tools are OHP, DVD or CD players ,data shows, 20 computers mainly in the computer lab. Internet services are only available at the computer labs.
At home few students have access to internet
Teachers' Classes:
The training provided to the teachers is an "in-service training". Hence, it is better called training "sessions" rather than "course". Male and female teachers who are newly appointed receive the training according to their needs and with focus on the above mentioned methodology required for the implementation of the curricula in Jordan.
The training is conducted in a rooms equipped with PC, datashow ,and OHP, TV, VCR. One central room, which is not always available, has an intelligent board.There is no internet connection at the rooms. When the internet is needed for the training , we make use of the computer labs available at schools if they are free at a certain date.
It is nit easy to have access to the lab as the schools operate on double shift basis where one building serves two separate schools.
My sessions include a number of teachers ranging between 15-25 teachers. Normally two theoretical training sessions are provided, followed by a demo activity of the approach, then a rather long process of follow up of the training.
As English is taught from Ist Grade to 10th grade in our schools, teachers face the differences in age in addition to the differences in learning styles.
The teachers implement the syllabus of the country by giving 40 minutes classes of between 25-26 periods each week.
Teachers, very often , have access to PCs and internet at home .
Having to cope with all the challenges mentioned above , any new opportunity would be a relief for all.
Yours
Hanan
I find my job one that offers a unique experience where on the one hand I work with teachers to develop their knowledge, and skills indifferent teaching methodology, focusing on the "Communicative Approach", Task-based Approach" , "Problem –solving " ,"Critical Thinking ", "Teaching young learners " and "Project –based learning in teaching English. On the other hand, I have the chance to observe students in the teaching learning situation during my guidance and support visits to the teachers whom I train. Therefore, I find it convenient to describe both situations, i.e. the teachers' and the students' courses.
Students Classes:
UNRWA schools, in the area I work at, run classes of about 40-45 students in each class. The classes are segregated and so we have girls' schools run by female staff and boys' schools run by male staff.
The setting of the classes is usually three rows of about 6 -7 desks in sequence. A chalkboard is available in each class. English language teachers have access to
recorders for their use available all the time. However, other technology tools are not always available as they are shared by all the school teachers. These tools are OHP, DVD or CD players ,data shows, 20 computers mainly in the computer lab. Internet services are only available at the computer labs.
At home few students have access to internet
Teachers' Classes:
The training provided to the teachers is an "in-service training". Hence, it is better called training "sessions" rather than "course". Male and female teachers who are newly appointed receive the training according to their needs and with focus on the above mentioned methodology required for the implementation of the curricula in Jordan.
The training is conducted in a rooms equipped with PC, datashow ,and OHP, TV, VCR. One central room, which is not always available, has an intelligent board.There is no internet connection at the rooms. When the internet is needed for the training , we make use of the computer labs available at schools if they are free at a certain date.
It is nit easy to have access to the lab as the schools operate on double shift basis where one building serves two separate schools.
My sessions include a number of teachers ranging between 15-25 teachers. Normally two theoretical training sessions are provided, followed by a demo activity of the approach, then a rather long process of follow up of the training.
As English is taught from Ist Grade to 10th grade in our schools, teachers face the differences in age in addition to the differences in learning styles.
The teachers implement the syllabus of the country by giving 40 minutes classes of between 25-26 periods each week.
Teachers, very often , have access to PCs and internet at home .
Having to cope with all the challenges mentioned above , any new opportunity would be a relief for all.
Yours
Hanan
Saturday, June 26, 2010
Integrated skill learning
When this topic is brought into discussion, I usually remeber the way I learnt English which focused primiraly on reading and writing.However, teachers talked, so we listened, and we responded, so we spoke the language .
Personally, I think the integrated skills are always evident , the difference is the way we tackle them during the teaching-learning situation.
Reading the "Integrated Skills " through the link
http://www.cal.org/resources/Digest/0105oxford.html
by the end this week I learnt how important it is to have the experience of this course to enrich the classroom setting with natural reference to language through the web.
The writer, Rebecca Oxfored also highlights the importance of classroom setting.Having the chance to be attend some of the "Shaping the way we teach English " workshops in Jordan and googling the topic, I would like to share the group with the links:
1. http://iteslj.org/Lessons/Pegrum-OutsideWorld.html
in which the writer highlights that English language teaching may extend beyond the classroom , especially with all the technology tools like , TVs, e-mails, surfing the internet ...(Mark A. Pegrum).
2. http://iteslj.org/Techniques/Kelly-Authentic.html
with the rich on-line resources cited by Charles Kelly.
Yours Hanan
Personally, I think the integrated skills are always evident , the difference is the way we tackle them during the teaching-learning situation.
Reading the "Integrated Skills " through the link
http://www.cal.org/resources/Digest/0105oxford.html
by the end this week I learnt how important it is to have the experience of this course to enrich the classroom setting with natural reference to language through the web.
The writer, Rebecca Oxfored also highlights the importance of classroom setting.Having the chance to be attend some of the "Shaping the way we teach English " workshops in Jordan and googling the topic, I would like to share the group with the links:
1. http://iteslj.org/Lessons/Pegrum-OutsideWorld.html
in which the writer highlights that English language teaching may extend beyond the classroom , especially with all the technology tools like , TVs, e-mails, surfing the internet ...(Mark A. Pegrum).
2. http://iteslj.org/Techniques/Kelly-Authentic.html
with the rich on-line resources cited by Charles Kelly.
Yours Hanan
My First Week
What an experience?
At the very beggining of the week I was very excited and confident of my web skills. I started by simple readings and comments. The task we had this week . blogging , seems a simple one . My personal experience with blogs is fine but it seem I have a problem with passwords rather than with blogs. I will find a way to solve through this amazing community .
After reading some of the examples cited ,Ihave learnt that a blog is like a diary, or as Azhar and Kholoud mentioned , its like a journal where you write about your experience.
Following the instructions given bt our tutor made the task easy.I hope I can transfer the knowledge to the students the coming schlastic year.
I do need more work to follw up . This is my reflection and it will be my target through the coming weeks
At the very beggining of the week I was very excited and confident of my web skills. I started by simple readings and comments. The task we had this week . blogging , seems a simple one . My personal experience with blogs is fine but it seem I have a problem with passwords rather than with blogs. I will find a way to solve through this amazing community .
After reading some of the examples cited ,Ihave learnt that a blog is like a diary, or as Azhar and Kholoud mentioned , its like a journal where you write about your experience.
Following the instructions given bt our tutor made the task easy.I hope I can transfer the knowledge to the students the coming schlastic year.
I do need more work to follw up . This is my reflection and it will be my target through the coming weeks
Friday, June 25, 2010
Week 1 Reflection
Dear Deborah and all :
I have created my blog. It's name is Creative Teens and the URL is
http://hanankanashunrwa.blogspot.com
This is not my first trial in blogging. I have different blogs that I use for communication and discussion. Unfortunately, I do not visit these blogs often. This is the first time I will be using blogs for learning, and so it will be an active one I hope.
I hope I can transfer the knowledge to the learners later.
Hope to receive your messages
Regards
Hanan
I have created my blog. It's name is Creative Teens and the URL is
http://hanankanashunrwa.blogspot.com
This is not my first trial in blogging. I have different blogs that I use for communication and discussion. Unfortunately, I do not visit these blogs often. This is the first time I will be using blogs for learning, and so it will be an active one I hope.
I hope I can transfer the knowledge to the learners later.
Hope to receive your messages
Regards
Hanan
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