Sunday, September 26, 2010
Thursday, August 26, 2010
Week 10: A new beginning
Don't be dismayed at goodbyes. A farewell is necessary before you can meet again. And meeting again, after moments or lifetime, is certain for those who are friends. ~Richard Bach
Many of you have written in your final posts on their blogs and in our Nicenet discussions that although we have come to the end of this course this doesn't necessarily mean that we have to break all the links between us. Remember that we live in an amazing age! Today's Information Technologies enable us to be in touch with everyone everywhere. I strongly believe in the saying that if there is a will there is a way.
These past ten weeks have been amazing both for my personal and professional development. I am eager to disseminate and share the knowledge I gained from this course with my students and colleagues. I sincerely hope that the participants of this course will embark on collaborative projects where we'll show our students all the values of intercultural education.
Good luck to all of you and keep up the good work!
Monday, August 23, 2010
Week 10: Stay in touch!
These past weeks have been amazing, not only because I learned so much that I can hardly wait for the new school year to begin, but also because I've been provided with an excellent opportunity to meet and learn from wonderful teachers from different parts of the world.
Now I would like to keep in touch with all of you! Yes, we can do it via Nicenet, e-mail, blog and our wiki, but in my humble opinion, Twitter is the best way to connect with like-minded teachers and to learn from the greatest minds of the ELT. Yes, there are many of those that we mentioned during the course: Larry Ferlazzo, Richard Byrne, Sean Banville, Sue-Lyon Jones, Scott Thornbury, Ken Wilson, Ana Maria Menezes, Graham Stanley and many, many more who can enrich your teaching experience.
I have been "tweeting" for more than a year now and I have developed my own PLN = Personal (or Professional) Learning Network of passionate educators from all over the world.
If you are not familiar with Twitter take a look at my presentation about it or visit this guide.
If you already are on Twitter, you can find me on @abfromz (which means Arjana Blazic from Zagreb)
Now I would like to keep in touch with all of you! Yes, we can do it via Nicenet, e-mail, blog and our wiki, but in my humble opinion, Twitter is the best way to connect with like-minded teachers and to learn from the greatest minds of the ELT. Yes, there are many of those that we mentioned during the course: Larry Ferlazzo, Richard Byrne, Sean Banville, Sue-Lyon Jones, Scott Thornbury, Ken Wilson, Ana Maria Menezes, Graham Stanley and many, many more who can enrich your teaching experience.
I have been "tweeting" for more than a year now and I have developed my own PLN = Personal (or Professional) Learning Network of passionate educators from all over the world.
If you are not familiar with Twitter take a look at my presentation about it or visit this guide.
If you already are on Twitter, you can find me on @abfromz (which means Arjana Blazic from Zagreb)
Saturday, August 21, 2010
Week 9: Learning strategies
This week I have been reading not only about multiple intelligences and learning styles, but also about learning strategies. I strongly believe that the instruction of learning styles and learning strategies can help students become better learners.
As stated in The Five C’s (or the goals of foreign language learning standards, which are Communication, Cultures, Connections, Comparisons and Communities), by becoming aware of their learning strategies, students’ motivation increases. On the one hand they become confident and self-reliant language learners, and on the other, they become familiar with various techniques for language learning, which focus on their thinking processes. However, students should also be taught how and when to apply the strategies.
There are two types of learning strategies, according to the Five C’s: Metacognitive and Task-based Learning Strategies.
Metacognitive strategies focus on reflection. Students analyze and reflect upon their own learning. In this way they are able to see their own strengths and weaknesses. There are four metacognitive strategies:
• Organize/Plan Your Own Learning
• Manage Your Own Learning
• Monitor Your Own Learning
• Evaluate Your Own Learning
Task-Based Strategies address students’ own resources. There are four categories:
• Use What You Know (e.g. background knowledge)
• Use Your Imagination (e.g. role-play)
• Use Your Organizational Skills (e.g. summarizing)
• Use a Variety of Resources (e.g. the Internet).
In Chapter 5 of Sailing The Five C's with Learning Strategies, you can find different activities that you can use with your students. All of them focus on different learning strategies mentioned above.
As stated in The Five C’s (or the goals of foreign language learning standards, which are Communication, Cultures, Connections, Comparisons and Communities), by becoming aware of their learning strategies, students’ motivation increases. On the one hand they become confident and self-reliant language learners, and on the other, they become familiar with various techniques for language learning, which focus on their thinking processes. However, students should also be taught how and when to apply the strategies.
There are two types of learning strategies, according to the Five C’s: Metacognitive and Task-based Learning Strategies.
Metacognitive strategies focus on reflection. Students analyze and reflect upon their own learning. In this way they are able to see their own strengths and weaknesses. There are four metacognitive strategies:
• Organize/Plan Your Own Learning
• Manage Your Own Learning
• Monitor Your Own Learning
• Evaluate Your Own Learning
Task-Based Strategies address students’ own resources. There are four categories:
• Use What You Know (e.g. background knowledge)
• Use Your Imagination (e.g. role-play)
• Use Your Organizational Skills (e.g. summarizing)
• Use a Variety of Resources (e.g. the Internet).
In Chapter 5 of Sailing The Five C's with Learning Strategies, you can find different activities that you can use with your students. All of them focus on different learning strategies mentioned above.
Tuesday, August 17, 2010
Week 9: Multiple Intelligences
I have been reading about different learning styles and multiple intelligences with pleasure.
I have never taught in such a way as to make my students aware of how they are learning, but after this week's readings, I think it is very important to introduce different learning styles to students.
This extract from Dr. Felder's Learning Styles has been an eye-opener to me:
When mismatches exist between learning styles of most students in a class and the teaching style of the professor, the students may become bored and inattentive in class, do poorly on tests, get discouraged about the courses, the curriculum, and themselves, and in some cases change to other curricula or drop out of school. Professors, confronted by low test grades, unresponsive or hostile classes, poor attendance and dropouts, know something is not working. They may become overly critical of their students (making things even worse) or begin to wonder if they are in the right profession.
Yes, I have questioned myself if I am in the right profession! Now I can see that a balance needs to be achieved for successful teaching and learning to take place.
However, with every new class I do a quiz on multiple intelligences which helps my students to find out which intelligences they are strongest in. They greatly appreciate it as it boosts their self-esteem and confidence. You can find several printable quizzes here, as well as the lesson plan on how to use them in class. The materials were developed by teachingenglish.org. BBC British Council.
I have never taught in such a way as to make my students aware of how they are learning, but after this week's readings, I think it is very important to introduce different learning styles to students.
This extract from Dr. Felder's Learning Styles has been an eye-opener to me:
When mismatches exist between learning styles of most students in a class and the teaching style of the professor, the students may become bored and inattentive in class, do poorly on tests, get discouraged about the courses, the curriculum, and themselves, and in some cases change to other curricula or drop out of school. Professors, confronted by low test grades, unresponsive or hostile classes, poor attendance and dropouts, know something is not working. They may become overly critical of their students (making things even worse) or begin to wonder if they are in the right profession.
Yes, I have questioned myself if I am in the right profession! Now I can see that a balance needs to be achieved for successful teaching and learning to take place.
However, with every new class I do a quiz on multiple intelligences which helps my students to find out which intelligences they are strongest in. They greatly appreciate it as it boosts their self-esteem and confidence. You can find several printable quizzes here, as well as the lesson plan on how to use them in class. The materials were developed by teachingenglish.org. BBC British Council.
Saturday, August 14, 2010
Week 8: Creating online exercises
Many of my colleagues have mentioned the importance of introducing test makers to students. If we teach them how to make exercises on their own, they will become involved in the learning process. In this way, students will become aware of the importance of their engagement and their new role in the classroom. Eventually, they will take control over their learning. The teacher will be there to guide them, facilitate the learning process or simply someone to lean on when problems arise.
In a comment to my previous post I mentioned an influential post by Doug Johnson from The Blue Skunk Blog: Creating Empowered Users where he says that instead of saying "Here's how you do it", we should ask the student "What have you tried?". By being LESS helpful, the teacher actually empowers the students to think independently, to rely on themselves and to become autonomous.
So far I have introduced my students to exercise-building on the ITESLJ website, where you can see some of their bilingual quizzes. However, what my students did, was to write the words in two languages and send them in an email to the site administrator who generated the quizzes. I believe that my students would enjoy going through all the stages of the quiz making process. Over the next school year I am going to make use of this weeks’ recommended websites and I am sure my students will benefit greatly from being involved in test making, be it only for practising purposes. Besides, I might use some of their creations for “real” test, which will make them more engaged and motivated.
In a comment to my previous post I mentioned an influential post by Doug Johnson from The Blue Skunk Blog: Creating Empowered Users where he says that instead of saying "Here's how you do it", we should ask the student "What have you tried?". By being LESS helpful, the teacher actually empowers the students to think independently, to rely on themselves and to become autonomous.
So far I have introduced my students to exercise-building on the ITESLJ website, where you can see some of their bilingual quizzes. However, what my students did, was to write the words in two languages and send them in an email to the site administrator who generated the quizzes. I believe that my students would enjoy going through all the stages of the quiz making process. Over the next school year I am going to make use of this weeks’ recommended websites and I am sure my students will benefit greatly from being involved in test making, be it only for practising purposes. Besides, I might use some of their creations for “real” test, which will make them more engaged and motivated.
Thursday, August 12, 2010
Week 8: Tools for enhancing learning
This week we have been given a great list of test makers that I am looking forward to trying out.
Besides HotPotatoes, I have used the following quiz generators that I can recommend:
ESL Videos – teachers open an account, embed a YouTube video and create a multiple choice quiz. After the quiz is done, you can copy the embed code of the quiz and paste it into your blog, wiki or website. Otherwise, you can leave the quiz on the ESL Video website.
Scroll down to do my latest video listening quiz: All Summer Long by Kid Rock. In this quiz students are given a list of three synoynms to choose from.
Shakira’s Waka Waka is also a quiz on synonyms, while Mungo Jerry’s Summertime and Robbie Williams’s How do you rate the morning sun is a quiz for practising confusing words – homophones.
While listening to Mika’s Rain students students can practise phrasal words.
Besides HotPotatoes, I have used the following quiz generators that I can recommend:
ESL Videos – teachers open an account, embed a YouTube video and create a multiple choice quiz. After the quiz is done, you can copy the embed code of the quiz and paste it into your blog, wiki or website. Otherwise, you can leave the quiz on the ESL Video website.
Scroll down to do my latest video listening quiz: All Summer Long by Kid Rock. In this quiz students are given a list of three synoynms to choose from.
Shakira’s Waka Waka is also a quiz on synonyms, while Mungo Jerry’s Summertime and Robbie Williams’s How do you rate the morning sun is a quiz for practising confusing words – homophones.
While listening to Mika’s Rain students students can practise phrasal words.
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