Week 10 - Weekly Reflection

Nine weeks have passed by, and now week 10 will conclude in short, I feel nostalgic about so many interesting learning activities. I never thought that I would have found such a fine, motivating and rewarding course. At the beginning, my mind was full of expectations about the course development; I know all course beginnings may bring some fear to participants; however, little by little I started gaining self-confidence and started the run till finish.

It is amazing the great amount of useful technical tools Donna has taught us, on this respect I would like to borrow a famous quotation from Seneca that of “I am glad to learn, in order that I may teach” because it seems to fit perfectly in this context. I really learnt things that I had not imagined would do well to teaching and learning. I know my students will benefit from this intellectual training.

In order to pursue proper knowledge for making our students learn either autonomously or collaboratively has been necessary to fix on one’s brain a new learning. Teachers will succeed if they are empathetic as to find out the various types of intelligences that their students have. They will also enjoy classes which contain high degrees of authenticity which in turn lead learners to face problems and try to give possible solutions. Good teaching must also promote small grouping so that learners may learn one from the other.

We teachers must encourage our learners not to reject technology they must be acquainted of the great benefits that technological tools can offer these days; therefore, “electronic mail, computer conferencing, and World Wide Web increase opportunities for students and faculty to converse and exchange work much more speedily and safely than before.”

Thank you so much Donna for your patience, perseverance, and above all for your teachings which will not be ever forgotten; we, your learners, will always remember you with gratitude. Thank you all dear E-friends for your marvelous comments and support. We did it! Congratulations!

Holguer

Comment Tomoko's post - Week 10

Dear Tomoko

Thank you for sharing your final week reflection post. Now the course is about to conclude, it appears like everybody is feeling sad for it; nevertheless, I believe that everyone of us must also feel happy for having learnt so many important and useful technical tools and theory.

I agree with you in the sense that all topics referred on your blog have been properly assimilated for the sake of our students. In my opinion, Donna has become the ideal that has to be followed.

Thank you, Tomoko for the fine opportunity of having met you, and for having shared your educational ideas with us.

Holguer

To Donna

Dear Dona

Thank you so much for your patience. I really appreciate what you have done on me. You have brought light to darkness of my knowledge. I have learnt so many useful tools for real life teaching. It was my honor being one of your students in this course. I am also grateful for letting people from far away in the world be so close in your virtual classroom.

Thank you for promoting understanding among the E-participants. Your teachings will be remembered for ever in my classes. Before entering this course, I have to recognize, I did not know about technological tools; now, after having had such a renowned professor’s teachings, I just feel happy and proud for that. Please, receive my apologies if I did something wrongly.

Holguer

Learning styles-Multiple intelligences and Technology

Hi Makiko

The picture and words on your 9 Week Blog are eloquent; they perfectly describe how learning styles and multiple intelligences can be applied in teaching.

I agree with you when you say that understanding those two teaching-learning features is important to teachers because they could recognize students’ strengths; to which I would like to also add students’ weaknesses; obviously, when teachers are full of empathy.

The bringing of technology into the classroom can be viewed as rewarding because both teachers and learners could gain benefit from such a great variety of technical tools which can help learners to cope with lots of expectations respect to teaching; I agree with you Makiko!

Holguer

Week 9 - Weekly Reflection

This week has been a very rewarding one because through the various readings I have come to realize that as a teacher I must be acquainted of the existence of such an immense range of materials and technological tools as well as knowledge of students learning styles and their varied intelligence types.

In this context, I am reflecting on the great learning feasibilities that technology can give teachers and learners for supporting teaching-learning improvement. I have internalized that learning styles can go according to the following classification:

Active learners are those who can learn by doing something active; for example, discussing and explaining, and studying in group.

Reflective learners think first to solve something. For example, after reading or listening to a lecture they can stop for review and put their understanding in their own words.

Sensing learners are more practical and cautious. They like solving problems and dislike difficulties. They like connecting activities to the real world. These learners are also called sensors.

Intuitive learners (intuitors) like innovations and dislike repetitions. They are fast workers. These learners don’t like memorization or calculation. Intuitive learners take time to read before answering questions.

Visual learners remember best by seeing, for example, pictures, diagrams, flowcharts, and demonstrations. They can use arrows or lines to connect ideas or concepts, Visual learners can emphasize words by encircling them or by using boxes.

Verbal learners are those who get meaning and learn from written or spoken explanations. For example, college classes will not cause much trouble to students because they can manage to listen to lectures and to read from all sorts of materials.

Sequential learners learn best from sequencing orderly procedures. For example, when they read “might like to take time to outline the lecture materials for them, in sequential order.”

Global learners can learn from randomly order materials. They don’t need see connections to get the gist of lectures. These learners are capable of resolving problems very quickly.

As a way of conclusion, Montgomery and Groat point out that “there are many reasons to incorporate understanding of learning styles in our teaching. Thus: Making Teaching  and Learning a Dialogue; Responding to a More Diverse Student Body; Communicating Our Message; Making Teaching More Rewarding; and Ensuring the Future of Our Disciplines.” What learning styles have you recognized on your students? As far as I know, I am still learning!

Holguer

A comment on Makiko's blog

Dear Makiko

I agree with you respect to ANVILL component, especially for those which are capable of creating oral interaction; however, trying to adapt it to one’s own class settings may take a little bit of time.

I think that Google sites can help a great deal as a good start. The cyber class I created also contains a Hot Potatoes exercise, by which it is possible to assess specific and quantifiable product, which might also be considered as a direct evaluation in that the results can be properly measured.

Yes Makiko, I may also say that we, learners of this course, are on the right track towards correct teaching. In my opinion, all beginnings seem to have obstacles, but perseverance and enthusiasm can help overcome them in the long run.

Holguer  

Week 8 - Weekly Reflection

The information provided by the readings has given me some light to understand more about the various virtual tools that have been created to enhance learning. In this context, ANVILL (A National virtual Language Lab) whose creator and supporter Jeff Magoto establishes that ANVILL is a modern web based replacement for old language labs settled in universities. For ANVILL to work, what is just needed is a microphone, a webcam, and a modern browser.

The interesting thing to know about these tools is that they are free; a teacher can create and assess synchronous (built in audio-video chat) and asynchronous (tools for recording voice or video) speech-based tasks. Students, then, can interact in the target language.

“Teachers and language labs emphasized the “sanitation” of language; they broke it down into too many small pieces, oversimplified the content, and effectively removed the “authenticity” from the tasks assigned” is a statement that made me deeply reflect. I agree with the author because I myself have made this mistake from which genuine learning and teaching have not been possibly reached.

Another point that I learnt and reflect at is that one dealing with “hybrid” class, which, in my opinion, has come to clarify my confusion. So “hybrid” can be viewed this way: Traditional lecture classes can be converted into hybrid, which means giving the students the feasibility of working outside of class. 

There are a number of tools that ANVILL supplies such as: Voiceboards (audio for multi purposes); forums (tools that accept comments pose questions); livechat (video chatting can be performed by partners); quizzes and surveys (tools for assessment); lesson planning templates (accommodate linked sources and teachers’ uploaded sources); and course management (to do distant or hybrid courses).

Other important tools such as Nicenet, Google, ortesolwiki, wikispace, and Blogger can widen the range of learning in all dimensions. This is a truth that has to be stood out. To work with all tools described and learnt, one has to be completely literate in both the knowing of target language and the using of technology; those seem to be the paths to success.

To conclude, all tools are a means to an end; the end is learning properly; therefore, I have to fight for good teaching. This is what I have done.

Holguer

A comment on Maggi´s post

It appears that all nations in the world are facing economic problems; this may be viewed as a result of so many reasons that for us would be difficult to comment. Nonetheless, having a computer lab at our disposal would be all English teachers’ dreams. But reality appears to give us an opportunity for defying new challenges.

In this context, I agree with you in the sense that bringing technology to places lacking electricity would also be a utopian wish. However, from my own perspective, I may say that most Ecuadorians are blessed to enjoying some commodities as owing a laptop for multipurpose. Bringing a portable computer to the classroom can benefit a lot. Therefore our students can have better chances for working autonomously and that they are intrinsically self-motivated to learn the target language.

I like your sentence containing the words “determination” and “effort” by which is possible to attain one’s purpose for the sake of our learners and that of our own.

Holguer

Week 7 - Weekly Reflection

LEARNING AUTONOMY

 

First of all, it seems necessary to be acquainted with some definitions for the words autonomy and autonomous in order to follow the thread of this discussion. “Autonomy is the power or right of self-government or self-determination.” “Autonomous is the condition of self-governing or the state of being independent.” (Funk and Wagnalls, Standard Ecyclopedic Dictionary).

Thanasuolas, Holec, and Sheu’s writings about Learner Autonomy have explained that individual learners differ in their learning habits, interests, needs, motivation, and developing independence through their lives. Based on this consideration, Autonomy may be viewed as a process not a product; a process in the sense that for attaining the stated goal, the learners’ brain must be filled up with resourcefulness, initiative, and persistence; whereas, the teacher’s concern should go towards constructing a supporting scaffolding for empowering students.

I have learnt that learner autonomy is supported by at least three philosophies, i.e. Positivism, stating that knowledge reflects objective reality. Constructivism is a philosophy that encourages and promotes self-directing learning. Critical theory is that one which judges learning as an interacting process in social contexts.

However, autonomous learning cannot occur separately from strategies; thus, “strategies are mental operations that learners use to learn a new language and to regulate their efforts.” For understanding autonomous learning, let us see the chart below. 

HOW CAN SELF-LEARNING BE PROMOTED?

Self-learning can be attained through self-reports (introspective reports). Have learners report what they are thinking while they are performing it.

Self-learning can be reached through retrospective reports. Have students extract information by relying on, for example, an interview.

Self-learning can be obtained by means of diaries and evaluation sheets. Have learners plan, monitor, and evaluate their learning, identify problems, and suggest solutions.

“Autonomy can be best achieved when the teacher may act as a facilitator of learning, a counselor, and as a resource. By changing negative feelings, beliefs, and attitudes might facilitate learning through persuasive communication.”

To conclude, let me state that “I have also learnt that technology can be another means for breaking fears” I felt so released when I finally could find a partner to work with. I am happy for that.

Holguer

About Boris' blog

Yes Boris, I agree with you completely; we have been learning many important points regarding language learning. It is interesting to think that, before the course begin, perhaps I would have emphasized on the use of word "teaching."

However, this time during ongoing course, I have seen that we are paying more attention to word "learning;" in other words, without realizing this, we have been learning a great deal in terms of giving our teachings a more reliable shift towards a more learner centered approach. Don't you think?

Holguer

Week 6 - Weekly Reflection

After long hours of discerning themes and topics, I have come to realize that one’s little knowledge binds moving up onto the next step, and so forth. “To teach is to engage students in learning. A teacher requires not only knowledge of subject matter but also knowledge of how students learn and how to transform them into active learners. The aim of teaching is to transform students from passive recipients of other people’s knowledge into active constructors of their own and other’s knowledge.” (Finnan and Shaw).

What a profound statement! It holds the whole concept of teaching and learning. In this context I am learning that in managing large classes, it is important to divide them in small groups, (Tomorrow’s Professor Msg.#859 Making the First-Year Classroom Conducive to learning) which offers opportunities for more students to actively participate. Base groups, in large classes, help to reduce first year students ’isolation and anonymity. Study groups design homework assignments, and meet with the teacher during office hours. Students are more engaged than being isolated, they seem to learn more and get better prepared.

Project groups assign tasks that can be done when getting together rather than leaving students work alone. The following factors are important in dealing with large classes. (1) Carefully explain the rationale for project group. (2) Outlined the responsibilities of individuals to their group. (3) Alert students to potential problems and define ground rules for themselves. (4) Provide strategies, so that the group members deal with uncooperative individuals. (5) Ask students for self and group evaluation. This last group, in my opinion, is the one that shall work well in my settings.

Once group formation for dealing with large classes has been established, let us now look at the following classification of techniques which will benefit teachers in their endeavor. Effective instruction, which deals with the concrete and the abstract. Case studies and Scenarios, where the case tells stories and the scenarios present the situations. Problem Based Learning (PBL), by which approaches begin with a problem and the problem drives what students learn and in what order.     Experimental learning and learning about content whose approaches begin with a problem and the problem drives what students learn and in what order.

“Some technologies are better than others: Better to turn a screw with a screw driver than a hammer – a dime may also do the trick, but a screw driver is usually better.” (Arthur W. Chickering and Stephen C. Ehrmann) This analogy has made me think that some technologies may work well in some contexts, but the same technologies cannot properly work in others. For this reason, I have come to rely on the authors’ principle based implementation of technology. In this context, Winona State University’s seven principles might be helpful to all teachers by means of applying good practice because Good Practice:

Encourages contacts between students and faculty; Develops reciprocity and cooperation among students; Uses active learning techniques; Gives prompt feedback; technology, such as the e-mail can provide person-to-person feedback. This is the technology that will be seemingly used at Centro de Idiomas, at Plitecnica de Chimborazo. Emphasizes time on task; Communicates high expectations. “Expect more and you will get it.” High technology can communicate high expectations explicitly and efficiently to sharpen students’ cognitive skills of analysis, synthesis, application, and evaluation. Learning teams can help everyone succeed.

Finally, Good Practice respects diverse talents and ways of learning. Technological resources can ask for different methods of learning, through visuals, prints, direct virtual experiences; tasks requiring analysis, synthesis, and evaluation with application to real life situations. I have learnt that this last principle has been widely used in this online course, which is great!

Holguer

Week 6 - Project Task 5: Begin to implement the change

Let me start this point by quoting “When one door is shut, another opens,” (Cervantes, “Don Quixote,” 1547-1416). 

It is very probably that my teachings have gone misled on the wrong direction, but new learning has given me the opportunity for better knowledge development. My previous lesson plan contained an item called Technology resources needed for this  lesson, which described as follows:  Internet connection, a computer, video equipment, and web addresses. Such a description, however, does not seem to say much; consequently, to solve this difficulty, the help of technology must be added.

Power Point might, for instance, help construct a more interactive teaching and a more actively learning class. The title of the lesson is Narrative Language. Learners have to go through the Power Point slide show and check for students’ assignment. They have to carry out some tasks; for example,  to read a short text, and to read the instructions; to choose a verb from a combo box and to match it with one of the figurines sown on another slide.

In order to perform the tasks, a lot of thinking is needed on the part of the learners. Then, they are required to form coherent sentences (sentence connectors have been supplied) as to tell a story from the exercise.

Next task corresponds to writing down the story in a narration form with 100% accuracy; then it must be e-mailed to the teacher for assessment at: hholguer@yahoo.com.

The technique that has to be used is that of small grouping, groups of three’s for this specific purpose will do.

Assessment technique might call for both holistic rubric or analytic rubric; holistic in the sense of measuring the student’s language performance, i.e. what the student can do with language. And analytic, in the sense of scoring the student’s appropriate item selection; that means evaluating how much he or she was able to remembering.

To conclude, let the writer think that what has been done may be viewed as another step towards improvement. 

Holguer

Week 5 - Comment Athar´s post

I read your blog Athar and I find it very interesting the way you present it. Your text contains very clear forms of interpreting the task you have been performing in Pakistan.

You said that you teach English for reading in Elementary level in Pakistan. You also know how to evaluate your students’ performance through standards. It is good to know that your students know what and how to be assessed. I have also learnt that PBL and WebQuest  made you modify and brought you some change in the teaching learning process in classroom. I do not blame you Athat about lecturing method because I myself have followed and used that method. The point is we both and many others are teachers and in my own case, it will take a little time for changing traditional teaching completely. Happy Teachings.

Holguer 

Week 5 - Weekly Reflection

Although the time this week has run very short, teaching, readings and tasks have given me moments to reflect about what I have learned.

Rubrics are standards for providing a measure of quality of performance to judge the learner’s language performance. These are mainly used on measuring oral or written output.

Holistic rubrics measures language performance as a whole, in other words, what a student can do with the language. It is said that it is less useful for classroom purposes because this rubric provides little information to students about their performance.

Analytic rubric present different dimensions of performance, for example, it may include content, organization, grammar, and mechanics.

Primary trait rubric measures successful performance by narrowing the criteria for judging performance to one main dimension. It is useful in measuring writing or speaking performance.

Multitrait rubrics may rate performance on three or four dimensions rather just one. It resembles analytic rubric in that several aspects are scored individually. 

It can be concluded that rubrics evaluate students’ performance, but it is recommended not to be used for self-students’ evaluation and peers when they are commencing the learning. Let us remember that assessment comes from direct observation and helps evaluate students’ writing assignments and oral presentations.

Project-Based Learning (PBL) is another form of stepping up from old traditional methods of teaching the target language into project-based instruction which makes  teaching-learning activities more meaningful and dynamic. 

There are so many topics that may be used for creating a project. I did not see the immense amount of sources that do exist in my home country; for example, folklore, feasts, traditions, foods, churches, landscapes, forests, rivers, people, etc.  As Gaer refers in her work “Less Teaching and more learning,” I was always encapsulated in traditional teaching (teacher-centered) instead of student centered activity.

I was always talking and the students were learning less; the result of this was frustration. The experts, including Gaer state that the teacher must take the role of a facilitator and make the class to develop multiple projects for different needs.

To conclude this part, I must agree with the author who establishes that “using a project-based approach help motivate students to learn language for a purpose.” Such a methodology promotes a sense of community which is needed to overcome difficulties and to gain motivation for the project fulfillment.

Holguer