Help Prof. Mary Allegra Attend TESOL Convention 2018

Help Prof. Mary Allegra Attend TESOL Convention 2018

Week 10: Wrap-up

This last reflective blog is not easy post. There are many mixed feeling inside me. I am happy because I achieved a personal objective in my professional career but I feel sad at the same time since this course is ending. My eyes are wet and I feel a pressure in my throat. I cannot understand why if I had not seen you personally, dear classmates and Courtney, I feel like crying. 

We have spent many weeks together and we have learned a lot. So, I will try to summarize what we learned week by week in the course “Building Teacher Skills through the Interactive Web” imparted by our special instructor, Courtney Cunningham:

Week 1: During the first week, course participants introduce themselves on Nicenet,  a tool for running educational programs. As well, we read and discussed about the course ground rules and rubrics for evaluating. We also learned how to create a reflective blog through observing previous participants ‘reflective blogs. Additionally, we posted a comment on at least one of our classmates’ blog.

Week 2: The course focused on discussing about web searching. Besides, we learned to create class objectives using the ABCD model for behavioral objectives.  The fist task of our project report was also digitally delivered on Nicenet. In this first task, the course participants analyzed and described the students of their courses. Finally, a new submission of our reflective blog was posted by narrating what we had learned during the week and also posted on someone else’s blog.

Week 3: The third week was extremely interesting since we analyzed and discussed websites for teaching listening and speaking making references to our classmates’ comments. In the same way, after reading about bookmarking and delicious, we created a “delicious” site where we posted interesting links to share with others. We analyzed a past project report and discussed it. At last, we posted our weekly reflecting blog, stating what we learned this particular week. Besides, a comment was posted in at least one of our partners’ blog.

Week 4: We analyzed and discussed websites for teaching reading and writing making reference to at least one of our peers’ remarks. Furthermore, it was created a technology-enhanced lesson plan and explained how it is similar to or different from the regular lesson plan format. A reflection about one of our courses and how technology would benefit our classes was the project task to be accomplished during week four. Lastly, we made comments on another participants’ reflective blog and created a new entry on our own one.

Week 5: This is one of the most interesting course weeks for me. During this week, a discussion on Project-based learning and webquest was raised. After reading about rubrics, we created our own rubric in “Rubistar”. Also, the fourth task of this course consisted in describing a technology possible change for the chosen course.  An extra credit task was offered by our instructor to improve our grades. So I decided to design a webquest that I had to re-post in the course wiki a week later because the original one expired. To finish, as in any other week, we posted the corresponding reflection on our blogs and commented on someone else’s blog.

Week 6: My other favorite week was week six. After reading the suggested material, we discussed about techniques to implement in our classes in order to create a student-centered language context. An interactive PowerPoint presentation was designed and shared in the course wiki by each course participant, too. The fourth task of the course was to begin using a technology change in our classes and to start keeping records of this implementation. Finally, a new version of our reflective blogs was posted, describing what we had learned during the week and also posted one of our partners’ blog. 

Week 7: Another special course week was week seven. During this week, we read about learner autonomy. We reflected about this topic and suggested ways to enhance learner autonomy in the language classroom. Then, I posted two articles and a video about learner autonomy on the “Wallwisher” that was placed on our course wiki. We kept track of the progress on the technology change implemented in one of our courses. As in any other week, we shared a new reflection on our blogs about what we did during the week and posted a comment on a peer’s blog.

Week 8: After reading and analyzing the provided websites, we discussed about the use of these resources in our classes. Exploring these sites allowed us to decide what online tool to use in order to create an activity or site. In my case, I created a wiki for one of my courses. We also submitted our first project report draft and posted it on the course wiki. Two of my partners, Ina and Raj, gave me feedback about this draft and I gave them my feedback on their drafts on week 9. To finish week eight, we made comments on another participants’ reflective blog and created a new entry on our own one. 

Week 9: This was the penultimate week of the course. After reading about learning styles and technology tools for multiple intelligences, we shared an example of how to use technology to address different learning styles in one of our classes. In addition, we created and submitted the final version of our project report and posted our penultimate blog entry, reflecting on what we accomplished on week nine. We also commented on someone else’s blog.

Week 10: It was the wrap-up of the course. We had to give suggestions to future course participants. We took a LoTI survey and described my LoTI level in one post on Nicenet. To conclude, I had to write this reflection that you may be reading and commented on a partners’ blog.

I will  miss you a lot, dear classmates and Courtney!!! I wish you all a Merry Christmas! God bless you!

Mary

Week 9: Learning Styles - Technology Connections

Ninth week!

Reflecting about week 9 brings about a series of feelings. We are about to end what it originally was an interesting learning experience. After nine weeks, Building Teacher Skills through the Interactive Web has become an essential issue, a part of my routine, a contact with another world. Today, I feel that I miss it before it ends. 

This week's discussion dealt with learning styles and how they may be enhanced through using technology in the language classroom. Several reading materials were suggested to be discussed and reflect about the use of technology to enhance learning styles.

Howard Gardner, who carried out psychology researches on intelligence acquisition, first mentioned the term “Multiple Intelligences” in 1983 in his book "Frame of Mind" as pointed out in the article "Technology and Multiple Intelligences" and “How Technology Enhances Howard Gardner's Eight Intelligences”. The following video shows Gardner talking about multiple intelligences: 

Howard Gardner on Multiple Intelligences

Gardner distinguishes 9 types of intelligences nowadays:

1. Verbal-Linguistic Intelligence (individuals learn easily through speaking, listening, reading or writing)

2.    Logical-Mathematical Intelligence (individuals may learn through reasoning, problem solving and numbers)

3.  Kinesthetic Intelligence (individuals learn by making physical exercises, movements)

4.    Visual-Spatial Intelligence (individuals tend to learn by visually delimiting the space)

5. Musical Intelligence (individuals learn by hearing or producing sounds)

6. Interpersonal Intelligence (individuals seem to learn by discussing, working in groups or cooperatively)

7. Intrapersonal Intelligence (individuals learn working in isolation or by reflecting on their emotions and feelings)

8. Naturalist Intelligence (individuals are likely to learn through their contact with nature)

9. Existentialist Intelligence (individuals learn through their philosophical reflections about the human beings’ existence)

These different types of intelligences are defined in the following video: 

Multiple Intelligences

Through the article "Technology and Multiple Intelligences", citing Gardner's words, I learned that by identifying learners' strengths and weaknesses, teachers could re-design their classes by integrating multiple intelligences in order to cover different learning styles in the same class. This fact could help teachers facilitate their students' learning process. We can suggest our students to identify their learning style by taking the following survey http://www.edutopia.org/multiple-intelligences-learning-styles-quiz Through the article "Technology and Multiple Intelligences", I learned that by identifying learners' strengths and weaknesses, teachers could re-design their classes by integrating multiple intelligences in order to cover different learning styles in the same class. This fact could help teachers facilitate their students' learning process. We can suggest our students to identify their learning style by taking the following survey What´s your learning style? After determining our students' learning style, we can incorporate exercises that foster different learning styles. Such exercises should vary class by class, lesson by lesson. It may help learners improve their performance in the language classroom.

Finally, the main assignment that we had this week was the final project report, which  was submitted on Friday 30th. This report was the accomplishment of many weeks of intense work. It is divided into 5 parts: background, issue or problem that started your project, initial solution and expected response, response and reflection, changes made or planned, conclusion and resources.This final report was polished with the feedback given by our partners on week 8. In my case, I thank Raj and Ina again for their invaluable cooperation that allow me to improve my final version.

In conclusion, discussion on learning styles and final report project gave shape to this ninth week full of sad feelings and, at the same time, a sense of joy because of the almost accomplished goal. 

Warm regards, dear peers and Courtney!

Mary

Week 8. Teacher Resources Online

It has been a very busy week. As in other weeks, we have had too much information to analyze and interpret. Mainly, this week has dealt with online teacher resources. Many of these resources are offered to help teachers who teach kids. However many of these tools can be adapted to use in all educational levels as high school, undergraduate and graduate level. It will depend on the purpose of the class and the learners’ needs. These online resources are practical, time-saving and promote learner autonomy. Most of them allow learners to interact online and negotiate meaning.

Tools for Educators (http://www.toolsforeducators.com/) is a website that offers free tools for teaching not only kids as it is mainly promoted in the website. These tools could be adapted and used with adolescents and adults. Among the tools presented, we find the free word search maker, the dice maker, the printable board games, the free crossword puzzle maker, the free bingo board maker, the free maze maker, the domino maker, the spelling worksheet maker, the free writing, the spelling, tracing worksheets, the award certificate maker, the handout creator, etc. These are easy to generate, useful, and appealing to the eye. Teachers can vary the type of activity making classes more enjoyable.

EasyTestMaker (http://www.easytestmaker.com/default.aspx) is a free online test designer. It is possible to create different types of tests with their instructions. Besides, one test could have several parts and be divided into sections containing multiple-choice, matching, short-answer, true-false, fill-in-the-blank activities within the same test. The tests can also be published to be solved online. Results are automatically generated.

Crossword Puzzle Games 
(http://www.crosswordpuzzlegames.com/create.html) is a free online crossword maker. From 2 to 20 words can be added to the crossword puzzle as well as clues to create your own puzzles. Puzzles could be posted on class websites; added to handouts, newsletters, etc. or printed to work in face to face classes. 

Web Worksheet Wizard (http://poster.4teachers.org) consists of a free resource to design interactive worksheets, lessons, and class pages. They can be published online. Links and images can be added to these online tools. Teachers can assign projects to their students, which can be saved online during a month. On the other hand, students can work online on their projects and create new ones. Web Worksheet Wizard could be helpful for any of my undergraduate or graduate classes since these tools are easily adaptable and useful for all educational levels.

Hot Potatoes (http://hotpot.uvic.ca) involves a free tool to create online jumbled-sentence, multiple-choice, crossword, matching/ordering, short-answer, and fill-in the gap activities. Hot potatoes as Web Worksheet Wizard is very helpful to design quizzes online.

Quandary (http://www.halfbakedsoftware.com/quandary.php) is a free application for creating interactive action mazes, which can be used for diagnosis, procedural training, surveys/questionnaires and problem-solving activities. An action maze introduces a problematic situation with a series of possible consequences. After choosing one of the possibilities, the final outcome is presented to the learner. 

This week 8 also included creating an online tool. Particularly, I created a wiki for my “Teaching English Language Skills” course. I worked many hours on it but I think the time spent was worthwhile. 

I also handed in my project report draft, which I shared with two of my course partners Ina and Raj.  I read theirs and gave them feedback using the provided course project checklist. It was a very nurturing experience.

Next week, it will be a tough week since we have to hand in the final course project by Friday. I wish my partners the best and that we all can accomplish all the required tasks for this future week.

Warm regards!

Mary

Week 7. Part 2: Learner Autonomy and the One-computer Classroom

Seven, the lucky number!

Number seven is a mystic number for some religions and is considered a lucky number in many places around the world. Seven means “being together” or “to arise” in the Chinese culture. Many things are seven like the seven musical notes or the seven days of the week.  This week seven made me put together all the small content pieces of this course to understand its essence. Everything is about achieving “Learner Autonomy”. Each issue designed for this course spins around developing our students’ learner autonomy. This week was not an exception. It was directly related to promoting learner autonomy particularly in the one-computer classroom. 

Learner autonomy, as I read in Thanasoulas’s article "What is LearnerAutonomy and How Can It Be Fostered" citing Little (1991), is described as the acquired capacity that students have to be independent, objective, critical thinkers and decision-makers in different learning situation. 

After reading the suggested material, I learned that in order to promote learner autonomy in the language classroom, I should raise my students’ awareness on learner autonomy and its influence in the contemporary educational world. Learners should be more conscious and responsible of their own learning process. In order to achieve it, they should participate actively in learning autonomous tasks. They should be able to plan, monitor and evaluate, identify problems and suggest alternatives to them. Additionally, I learned that I should involve my students in more significant activities that raise their motivation and self-esteem looking for a change in their attitudes towards learning. As long as we engage students with project-based learning tasks, webquests, rubrics and PowerPoint interactive presentations, among others, we could stimulate them to self-study and cooperative work making them feel more independent and secure when learning the target language. 

In the same order of ideas, learner autonomy was related to the one-computer classroom this week. It implies using a single computer to enhance learner autonomy in the formal language context.

Ashmus’ article "But I Don't Have a Computer Lab! Using One Computer in the Classroom”  enumerates different computer uses in the one-computer classroom. For instance, he highlights using the computer as an administrative or publishing tool, as a communication or information station, and as a learning or simulation station. On the other hand, Linda Burkhart in her article “Strategies and Applications for the One Computer Classroom” adds some other uses like using the computer as a multi-media chalk board or flip chart and using the computer for individual input and for cooperative learning tool. Based on this article, my classmates and I designed a one-computer activity to promote learner autonomy.

Besides, an additional new fascinating tool, at least for me, was introduced to the course members. It is called “Wallwisher”. On this, we posted different documents of learner autonomy. In my case, it is going to be quite good for my classes and very useful for keeping notes; making lists and notice boards; brainstorming; sharing videos, hand-outs; and so on.

Finally, I need to remark the positive outcome in the implementation of the first technology change in my class. It consisted on a webquest for teaching reading comprehension to my graduate students. They had to deliver this first webquest today and they all showed their happiness for the accomplishment of the assignment. I checked some of them and I think that things are going through the right track. Next week, they will have another technology assignment which I will report soon.

It was a very productive week!

Best regards!

Mary

Week 7. Part 1: Sample Activity for a One-Computer Classroom

Hello everyone!

As we have faced problems with Nicenet the last two days, I decided to post the second part of my discussion assignment in my blog this week. The following consists in designing a sample activity where learner autonomy is promoted through a one-computer activity.

Sample Activity

Using the computer as multi-media work chalk board.

Audience

10   graduate students of the subject “Teaching English Language Skills”.

Procedure

After reading individually the suggested material for this class, the students have to form small groups (2-3 people). Then, each group will discuss the differences between writing and composing in a second language.  After discussing, each group will work in a cooperative way taking different roles (typer, reader, leader) while using the type processor of a computer to state one difference between writing and composing.  Each group will take turns to accomplish this task. Once all differences are stated in the chart, the teacher will connect the computer to a projector and show the chart to the whole class for discussion.

Behavioral Objective

After discussing the suggested reading material in small groups, students will fill in a computer chart cooperatively by taking roles (typer, reader, leader) stating one difference between writing and composing in a second language.

Rationale

The current activity aims to facilitate an autonomous learning experience to graduate students of the subject “Teaching English Language Skills” through the implementation of a one-computer class. This activity will engage learners into a cooperative work and demand them to play a pro-active function when making their arguments on writing and composing. Each member of the group has to establish his/her own ideas while discussing. Then when using the computer, each student will take a role. The latter allows them to take a responsibility in the group while they do the task.  It increases their self-esteem and motivation while using their knowledge on language learning. In most of the cases, the computer will act as a not punishing instructor, which does not evaluate the students' performance and allows them to use a series of learning styles and strategies. In addition, this activity promotes decision-making and critical thinking, two of the objectives of autonomous learning.

I hope you like it.

Regards!

Mary

Week 6. Creating Student-centered Classes and Interactive PowerPoint

Bye Bye, Week 6!!!

My astonishing capability is already intact! Learning and learning every day! That is what this course is about!  And that is what keeps me alert and enthusiastic about it. This week number 6 concentrated on two main things: Creating Student-centered Classes and Interactive PowerPoint Presentations.

Creating Student-centered Classes was the first topic that I engaged in this week. I started reading the article “Teaching Large Classes II – Enhancing Learning by Engaging Students” (http://umbc.uoregon.edu/eteacher/webskills/material/engaging_students_handout.pdf). Through this material, Finnan and Shaw encourage teachers to use an adapt activities for small and large groups of students. The techniques used for teaching small classes are think-pair-square, concept test, quick-thinks (re-order the steps, paraphrase the idea, correct the error, and support a statement), minute paper, scripted cooperative, and concept maps. The authors also state that when enhancing lectures in large classes, teachers should take into account the following aspects: variety, pace, interest, individualization, setting up routines, speaking style, enlarging the circle and collaboration.

On the other hand, Interactive PowerPoint Presentations was the other issue that class members in this course dealt with on week 6. After reading specialized material about it, things started to become more and more interesting. I learned some tips for creating more enjoyable and motivating power point presentations. For instance, the website “Creating an Interactive PowerPoint Lesson for the Classroom” (http://thejournal.com/Articles/2000/08/01/Creating-an-Interactive-PowerPoint-Lesson-for-the-Classroom.aspx?Page=3) proposes action buttons, hidden slides, setting a kiosk show. However, it also suggests adding an assessment slide for immediate feedback and a summative assessment slide for grading the students.

Another excellent website that gave good tips on interactive power point presentation is “Top Ten Slide Tips” (http://www.garrreynolds.com/Presentation/slides.html). It provides ten different slides tips among which there are: keep your presentation simple, using high-quality graphics, limit bullet point/text, use suitable charts, choose the right colors and fonts, and so on.

Apart from reading different specialized pages this week, I created a short interactive power point presentation titled “Reading Comprehension”, which is formed by nine (9) animated slides. It also contains hyperlinks to other slides and a “url”, a blank slide, a video and a closing slide with sound.

What impressed me the most was Prezi software, a cloud-based presentation software that brings in an intermediate presentation between whiteboards and slides. Here, I place a helpful video on how to make Prezi presentations. 

However, Prezi webpage provides an excellent tutorial: http://prezi.com/learn/

Finally, I have to mention that I already posted my first technology task called "Teaching Reading Comprehension" for my graduate student course. It is a webquest that I designed last week for the extra credit task. I did not know but this webquest expired and was not visible in its original "url" address: http://zunal.com/webquest.php?w=171426. So, I had do redo it and re-post it on the course wiki and in my students' Facebook group. Now, they have to solve this webquest for next week since I had my face to face class on reading comprehension yesterday. Then, I will inform you about the first outcomes of my technology-related change next week. What I can tell you now is that the first reaction they have had to the webquest posting is positive since they all gave a "like" response to it. Let see how my students react next week to the complete webquest. 

Best regards!

Mary