Week # 10: Final Reflections

Now I have added a plethora of new tools to my bag of tricks!

It's amazing to see how much we have read, how much we have learned and implemented in our classrooms!

Week 0: Getting started, setting personal learning objectives and goals.

We logged into Nicenet and shared information about ourselves, starting to create a learning community. We collaborated in setting ground rules for discussions and rubrics for self-evaluating discussion board posts. We filled out a needs analysis survey to help ensure that the course topics are appropriate.

Week 1: Introductions; creating an Academic Blog

We created a blog on www.blogger.com. 

We wrote about what we had done and what we learned.

Week 2: The ABC Learning Objectives Framework and Effective Web Searches 

After reviewing different search engines, we analyzed the search engines in terms of use in our own classes and shared their advantages and disadvantages in posts on Nicenet that included the web page, the search term, and recommendation about the search engine.

After reading about the ABCD model, we shared a behavioral objective for a class we taught, using the ABCD model. 

Week 3: Skill-building Websites for Oral/Aural Skills and Saving Bookmarks with Delicious

After reading one article on listening-speaking website, and reviewing at least two different speaking, listening, and/or pronunciation web sites in terms of use in our classes, we shared comments about the sites, including the target audience, skill(s) enhanced, and an overall recommendation. 

After reading the instructions about using Delicious.com, we created and began to use our own Delicious site, and shared the URL including at least three links with appropriate tags. 

We read and analyzed one sample project and discussed that project. 

Week 4: Skill-building Websites for Reading/Writing Skills and Technology-enhanced Lesson Plans

After reviewing at least two different reading and/or writing web sites in terms of use in our classes, we shared comments about the sites, including the target audience, skill(s) enhanced, and an overall recommendation.

After reading about technology-enhanced lesson plans, we created a technology-enhanced lesson plan and explained how it was similar to or different from the regular lesson plan format that we used. 

We reflected on at least one course and described the issues that technology might be able to help with. 

Week 5: Project-basedLearning, WebQuests, and Rubrics

After reading about project-based learning (PBL) and WebQuests, we described how PBL could affect student motivation and behavior in class. 

After reading about rubrics, we shared a rubric for a lesson. 

After reading about project-based learning (PBL) and WebQuests and viewing some examples (Condition), we shared a project-based learning lesson plan or the outline of a WebQuest for one or more of our classes, including why the students would benefit. 

We considered the issues and possible technology tools and described a technology-related change that we would implement to address one or more of the issues. This had to be something that we did not do in our classes before taking this course.

Week 6: Creating Student-centered Classes and Interactive PowerPoint

After reading about examples of different student-centered, interactive large classes, we shared ideas about what techniques might be useful in our own settings to create a student-centered environment. 

After reading about ways to create active learning lessons while using PowerPoint and viewing some examples, we created and shared an example of interactive use of PowerPoint. 

We began to implement a technology-related change in our classes, keeping a log to record what was done, what happened and we described what we were doing. 

Week 7: Learner Autonomy and the One-computer Classroom

After reading about learner autonomy and reflecting on what we did in our own classes, we shared specific ideas about what we currently did and what else we could do to encourage greater learner autonomy in our classes. 

After reading about the one-computer classroom, we created a lesson plan for a one-computer classroom.

Week 8: Teacher Resources Online

After exploring the different teacher resources on the course website, we shared specific ideas about what we might use.

After exploring different sites with templates and exercises and reading about creating a class site, we created a handout, exercise, or class site and shared what we had created on the course wiki. 

We reflected on what happened when we implemented our project and wrote about it in a draft report to share with our partner.

Week 9: Learning Styles – Technology Connections

After reading about learning styles and technology tools for multiple intelligences, we shared a specific example of how we could use technology to address different learning styles in one of our classes (for preparation, in class or for students to use outside of class). 

We used the information from our partners and created a final version of our Project Report.

Week 10: Wrap-up

After reflecting on what we have tried and learned during the previous weeks in the course, we are now sharing specific ideas about what topics worked well. 

After reading about Levels of Technology Integration (LoTI), we described our L0TI level.

Now that the end is near I can see the big picture and realize how much I have progressed as both a learner and a teacher! 

All the experiences shared and all the efforts made have contributed to each one's progress! 

Donna's relentless support, help and assistance have been of paramount importance in this journey! 

Thank YOU ALL! 

Helô

Week # 10: Levels of Technology Integration

This week we had to read the LoTI framework and use it to assess our level of technology integration. We had to think about where we are now and where we would like to be in a year.


Now, I am at Level 4b:

Level 4b – Integration: Routine
At a Level 4b (Integration: Routine) students are fully engaged in exploring real-world issues and solving authentic problems using digital tools and resources. The teacher is within his/her comfort level with promoting an inquiry-based model of teaching that involves students applying their learning to the real world. Emphasis is placed on learner-centered strategies that promote personal goal setting and self-monitoring, student action, and issues resolution that require higher levels of student cognitive processing and in-depth examination of the content.Students use of digital tools and resources is inherent and motivated by the drive to answer student-generated questions that dictate the content, process, and products embedded in the learning experience.

What is missing now, in my case, is the collaboration beyond the classroom for authentic students problem-solving and issues resolution.

So, in a year, I would like to be at Level 5 (Expansion), where emphasis is placed on learner-centered strategies that promote personal goal setting and self-monitoring, student action, and collaborations with other diverse groups (e.g., another school, different cultures, business establishments, governmental agencies) using the available digital assets.

I think the binational centers in Brazil could come up with some collaboration ideas so that we could promote learner-centered activities using the available digital assets.

I know the binational center where Gil works is well equipped. At Alumni we have the one-computer classroom and the Computer Labs. I think we have the required equipment. Now we need authorization to implement those ideas. 

Although being a 6 (Refinement) would be the ideal situation, it is not my target in the short term. At Level 6, the content emerges based on the needs of the learner according to his/her interests, needs, and/or aspirations and is supported by unlimited access to the most current digital applications and infrastructure available.

At Alumni, classes are pre-planned in that teachers take training courses, get guidelines with lesson plans and are supposed to use the school's materials: cards and PowerPoint Presentations. The examinations are ready regardless of the students' real needs.

I'm happy I'm at Level 4b! I just hope now I have the chance to pass on what I have learned in this course to my peers and convince my educational director to implement some of the ideas. I know there are the administrative issues, though. 

Ecclesiastes 3: 1

"To everything there is a season, and a time to every purpose under heaven.
A time to be born, and a time to die; a time to plant, and a time to reap that which is planted.
A time to kill, and a time to heal; a time to break down, and a time to build up;
A time to weep, and a time to laugh; a time to to mourn, and a time to dance.
A time to cast away stones, and a time to gather stones together; a time to embrace and a time to refrain from embracing.
A time to get and a time to lose; a time to keep, and a time to cast away;
A time to rend, and a time to sew; a time to keep silence and a time to speak;
A time to love, and a time to hate; a time of war, and a time of peace."

Helô 

Week #9: Learning Styles

This week we have read about multiple intelligences, learning styles and how technology can help when designing activities to address individual differences. As stated in "Technology and Multiple Intelligences", "by understanding a student's strength and weaknesses in each intelligence, we can help students become more successful. When multiple intelligences are integrated into the classroom, the idea about both teaching and learning changes.” Ideally, the teacher should address individual differences by providing an array of activities to facilitate learning. That’s when technology can facilitate in each intelligence area.

As I was writing the post for this week’s discussion, I realized I have designed a variety of activities which have addressed different needs.

Activities for the Verbal-Linguistic learner would be, for example, reading and interpreting web information, discussing and debating in discussion lists and forums.  An Advanced Grammar II student read the article

http://www.nytimes.com/2011/06/02/sports/soccer/fifa-elections.html?_r=2

and posted a comment (comment 53):

http://community.nytimes.com/comments/www.nytimes.com/2011/06/02/sports/soccer/fifa-elections.html?permid=53#comment53

Another student, Livia Costa, has read the article 

http://bits.blogs.nytimes.com/2011/05/28/sony-and-epsilon-agree-to-testify-before-congress/?ref=technology

and also posted a comment.  


For the Interpersonal, the Webquest with collaborative elements I’ve come up with would be a good idea:

http://www.zunal.com/webquest.php?w=99988 

Blogs would help in the case of the Intrapersonal type. Examples of blogs my Advanced Writing II students have come up with are on the wiki:

https://sites.google.com/site/writing2wiki2011/

Naturalist students in Junior Team have some involvement with plants at our school. As part of the lesson plan, they have to grow vegetables. There's a special place at school where we have the garden with the plants and their names. Check out our website:

http://www.alumni.org.br/English/Site/children.htm

Some more pictures on the Portuguese version page:

 
http://www.alumni.org.br/juniorTeam.htm

Overall, this course has been extremely helpful in that now I see I have been introduced to many useful tools that can address individual differences.  

Helô 

Week # 8: Creating a Wiki

This wiki idea has come when I most needed it for the Project! 

Last class, last Saturday, we had some work on how to write a Comparison & Contrast essay. At the end of the class, a student came to me saying she needed a model before trying to write her essay. The folder does not have a model essay. So, she asked me to send her models through e-mail. I, then, showed her how to go for models online. Then, I thought maybe I could also send the other students that model. That would be time consuming, though. Another thing was students were saying they were having a hard time managing the blogs and visiting them on a regular basis. I, then, said I would send them all the links.

This week our task has been to create a template for a handout, an exercise or a class site. I opted for the wiki on Google Sites. First, I thought that would be overwhelming for the students. Then, I thought I wouldn’t be able to create one, as I read: “this is the most complicated of the tools”. But then, as I gave it a try, I soon realized that would make my life much easier! It just dawned on me that a wiki would be the solution for the problems I had mentioned before. I would add all the blog links, model essays, docs with transition words and even the interesting videos on the topics discussed! What a discovery!

As I got more interested in the wiki world, I started searching… And I found some cool sites I’d like to share. First, this is a good example of a wiki:  

http://www.whorunsgov.com/contribute

And, to my surprise, there are many wikis around!

At WikiMatrix, we can select the wikis that match our personal needs and compare them.  There is also a forum to talk to other Wiki users, where we can ask questions and discuss everything Wiki.  

So, I decided to create it (https://sites.google.com/site/writing2wiki2011/) and I sent the link to that student who needed the model and had said she had had problems when finding the links for the blogs. She loved the idea! Her comment was: “now, I see the whole picture”.

She has raised another issue, though. Actually, that has been my biggest challenge in the blog project. She mentioned that now my challenge is to have students make comments on their peers’ writings. The thing is, they are not used to giving feedback in writing. Last class, one student commented: “it’s easier when we talk and give feedback in class, but when we know it will be there written on the blog, it’s more serious and we have to think about the words we will choose in order not to offend or cause embarrassment”.

I think I’ll have to deal with cultural issues. I thought technology would be the most challenging thing! My mistake!


Helô 

Week #7: The one-computer classroom

We have the one-computer classroom at the place where I work, but, for some reason, some courses do not provide any work on  those computers. It's, then, up to the teacher to make use of that technology. 

In the courses where we have to use the computer, we only have PowerPoint presentations. I really liked to ideas on classroom management at http://www.lburkhart.com/elem/tip4.htm. I'll consider having different roles when designing activities in the future. I also liked to read about trends in TELL at http://www.deborahhealey.com/thailand/trends.html and the possibilities at 

http://eduscapes.com/tap/occ1.pdf

And have your activities worked out well? 

Helô 

Week #7: Learner Autonomy

As I was reading the texts on learner autonomy, I remembered “The Good Language Learner” by Rubin (1975).  According to him, the Good Language Learner: 

1. is a willing and accurate guesser;

2. has a strong drive to communicate;

3. is often not inhibited;

4. is prepared to attend to form;

5. practices;

6. monitors his own speech and the speech of others, and
7. attends to meaning.

The research is dated and culture specific. However, the key issue here is learner autonomy.

As we have to choose to take part in only one Forum this week, I’ll quote what I have written on this issue:

“Sometimes I feel some attitudes are so ingrained that it's hard to change. Most teen students here go to traditional schools where they don't have much autonomy. And adults have grown up in the same system. Thus, they have rooted ideas and are not willing to change.

When they come to the English classes, they expect to find the same system. 

I was exchanging e-mails with this co-worker on the assessment issue and this is what he wrote: 

"We can't overlook students' educational experience from a broader perspective. So, if you grew up in a system where good performance is rewarded by objective grades, in a way, this is your benchmark, isn't it? So if an "A" motivated you in primary school, irrespective of whether this is right or wrong, chances are that will strike a chord with you in your adult life, too."

“As I was reading the texts on learner autonomy, I was trying to relate those ideas to what we actually do at the school where I work. 

Syllabus, materials and assessment procedures are specified in advance. However, students have "some" autonomy in that, in some courses, on day 1, they reflect on what they learned in the previous level and on what their expectations are for the new course. They, then, write down the skills they have to work on and what they plan to do. They also decide on the amount of hours they will dedicate to that self-study apart from the classes. After midterm exams, they fill in a self-assessment form, where they give their opinion on their performance throughout the course and they decide on their class grade. They also make comments and give suggestions. The teacher, then, decides on the grade and suggests what can be done to improve students' performance.

I also try to engage students in activities they suggest we have in the classroom. I like to improvise and change the lesson plan, if I feel that specific activity is not working. I know what my objectives are, so I give them some options from them to choose from and, that way, they can help in the process. For example, sometimes we have to read an article on the book or folder and that piece of news may be outdated. So, we resort to the internet and go for more updated information. Sometimes the topic is not that interesting, so I go for some current news on something everybody has been talking about. That way, they will read for information. The focus on vocabulary will also be different. There will be the real need to know the meanings of words because they will really want to know what the author means. 

I also encourage students to have their own vocabulary logs, where they add definitions, synonyms, word forms and their own meaningful sentences using the new word. I usually ask them to focus on the words they think will be useful for them in the future. I think they have to be selective and learn well a few useful words rather than memorize huge lists of vocabulary they will never use or recognize in real life."


Looks like we're on the right track! 

Helô

Week # 6: Discovering Interactive PowerPoint

PowerPoint created by students

This week I've learned how to create an Interactive PowerPoint Presentation to be used in an adult group. The experience was rewarding in that I was proud I was able to do it and I was happy my students were really engaged in the activity. I’ll use the same activity in a teen group this coming week. The same group that had that discussion on 3D movies. 

The best part of this work has been my improvement in terms of rapport. Students seem to be more interested and willing to participate. Well, actually, with all these innovations in the classroom, they feel I’m also willing to participate and this is what has made the difference.

The Top Ten Slide Tips have helped a lot. I’ll keep them in mind, especially the one that reads: Keep it simple! I have to minimize the number of slides and avoid parroting PowerPoint. I usually read the visual presentation. I think this is so because I used to do it with the Overhead Transparencies.

I had never used “Action Buttons” and I didn’t know how to hide the pointer. I also learned alternative ways to move through the presentation. I only used space and the arrows to the next and previous slides. Now I can go to a specific slide faster. I never thought of inserting a blank slide. That was new.

I really loved all the work we came up with! Inspiring ideas!  

Bottom line: before planning a presentation, the teacher should have a clear idea about the objectives. There are key issues to be considered: what students already know; what they eventually will know and how to help them accomplish that.

I don’t teach large classes, but some of the insights I’ve had when reading the material will help me with small groups, too. Whatever activity I design, I have to favor students' talking time so that teacher talking time will be minimized.

Helô