Tools, Rough Drafts, and Exercise

Another week. Another task. Another stressful days. But soon - very soon stress free nights will prevail. 

Things were flowing very well until this week, when all of a sudden I felt my students' total lack of interest in carrying out and determining the final tasks of writing comics. The visit to the computer lab felt so heavy that I felt I chose the wrong class, or all the more the wrong career. Students reaction for any assigned tasks were rather abrupt. They felt every task given time consuming and 'pointless'. It is frustrating facing such circumstances. I pondered with the idea of changing the level of class I was initially and basically working with, since younger classes (grades 7 and 8) seemed more eager to fulfill this new type of writing tasks.

 Enough of 'nags' and 'what ifs'. Upon writing my rough draft I've realized some good criteria and some missing criteria. I'll leave it to my partner, Shakhnoza, the general evaluation of the rough-draft of my project. However, I found that I should have provided a rubric to my students during/prior assigning the task. 

Other topics discussed and tackled this week were the 'world' of ANVILL, where though it is a breakthrough in teaching listening and speaking skills, it does need a "high performing" internet connection, and some willing learners/students that are eager to acquire language autonomously. I searched and borrowed and created some exercises and posted them where necessary. I found most of the links thought-provoking, and engaging, since each had something genuine to present us with.

We are almost there, and us being autonomous to a certain extent, our paths are being conjoined to end up in the fork of our final destination. See you all there real soon.

Eugenie

One PC Class Autonomy

Learner’s autonomy. This week was the first time ever I’ve discussed this topic. I’ve read all the articles, and viewed all the prospects presented by Thanasoulas, Sheu, and the ‘Interconnections’. . I found real interesting aspects in the tackled subject of learner’s autonomy, though I believe students to become autonomous need to have a certain self-concept  in comprehending situations that generate experiences, which in its turn becomes significant in their studies, in applying knowledge, and in bringing forth motivation and readiness to commit their own goals. Learner’s autonomy is not innate, nor would it be forced upon. It is acquired by guidance of teachers and the perseverance of students who are willing to achieve and reach.

Another point we had to tackle and concur was the one computer classrooms that most of us, participants, have in our schools. Personally, I never encountered a problem in having one mobile PC that I pushed and pulled along the corridors of the departments. As long as we had a computer (with an LCD projector) it was fine to apply, assess, explain, and provide different illustrations through multiple tasks on this one PC. However, lately I got the urge to try to have a session of one of my classes applied in the computer lab in order to satisfy my curiosity of checking how things would flow with enough computers for each student. I reserved the lab for tomorrow, and looking forward for the session.

While checking some of the extra resources’ links provided to us this week I found another interesting activity, which I will eagerly try to apply in my other class (grade 5 – IP class) with younger students. After checking http://www.funbrain.com/books/ameliawritesagain/book.html?ActualPage=1

I decided that it will be a wonderful idea to make students write their own journal entries after having the E-book in front of them as a sample. Eventually having only one computer in the class will pay off I assume.

Another week, another task, another approach, another plan. We had a long, one week holiday in Lebanon; however it didn’t make things any easier in finishing our webskills’ assignments. Things are really shaping up our final ‘blueprints’. We all chose our partners; we are all in shape for our final battles; we are all ready for the closure.

Happy Independence Day for all my Lebanese mates.

Eugenie

Naked Teaching : The Finale

What a week! Another week of  scheming and scanning most of the links provided to us from our dear guide Robert,I came up with useful conclusions that shed light to some parts in my teaching I never considered before.

I felt a familiar feeling while reading about JITT.The feeling 'rekindled' the urge to persist in such activities, and reading about it made me think tactfully on encouraging my other students (younger) to partake in these kind of interactive skills too.

Another point which grabbed my attention was the discussion boards and how efficient and effective they can get in engaging students. Well I can be considered a student right now,and I know perfectly well how discussion boards on Nicenet are attracting us as students to read more,respond more, get engaged more.

A more worth mentioning point was Carolina's earlier blog.She wrote of her students visit to the computer lab and how excited they were on trying new things interactively.Same thing was lurking my mind all day long when I decided to ask for the computer lab(for the 1st time).Actually I got really excited about it and was given the permissionto use it, however for later this month,since it's a holiday for the whole next week. 

I also decided to start the JITT method with my younger students immediately, while I'm guiding my Gr.9 students,and heading to the computer lab for the first time ever in the history of language arts classes in our school.

You think I'm excited or what?! Well there's more.

I made a power point presentation for the first time too! I never thought of it as a significant engaging tool for interactive teaching, for most of the time, when I was presented with a power point presentation, they weren't such memorable instances. Thus, the usage of PPT was never a priority for me, and now I know why.I prepared the PPT for my grade 9 students, discussing how to use comics as a tool for enhancing writing. Students will create their own comics, and write their own story-lines using 

http://www.makebeliefscomix.com/Comix/,with the hope of solving the class's indifference for writing. Thus,I will be integrating writing with reading skills.I was a follower of 'naked teaching'. I considered the basis of teaching is excluding all distractions, be it technological or other, at first from the teaching process, and then as a reinforcement use different tools to embed whatever thought. It turned out to be the exact opposite where I need to use loads of tools to engage at first, to teach, and finally activate all the materials studied.

It truly was a fruitful week. Catch you real soon mates.

Eugenie

SPIDER WEB

Well, well, well...I now got to know why it's called the Web. Seriously mates it is no different from a spider's web this world wide web, in complexity, shape, and imprint. Week 5 is all over, which was fueled with energy pumping brainstorming, action-packed WebQuests (Zunal.com), full power rubrics (rubistar.4teacher.org), meeting new advisors, creating exclusive tech-based solutions for our classes, and saving our 'necks' with extra credited tasks. Though I am late in posting my blog again, I feel much more relaxed this week, because I had enough time to read all the given materials, encourage some of my mates, read and respond carefully, and create new things for others and myself. The tasks required, be it creating my own rubric for oral presentation class, or WebQuest for my grade 9 students after reading Les Miserables, were all completely new missions, though they took time, were achieved peacefully without any casualties.
Reading others' blogs and discussion boards, I really liked Charbel's Skype idea in creating a safe communicating environment for his students, and Shahnoza's WebQuest for American Civil War. Hassan's thrown questions also were favorites which were mingled by Robert's guiding "hand", Rahmat's enlightening comments,and Racquel's warm wishes.
As for creating something tech-based for my class in order to 'fix' an obvious problem, I did recommend www.comics.com for my students,where I expect them to step by step start choosing widgets, read each one, and comment for each by writing their views in their blogs.I also posted my own widget in my current blog just to set an example to my following students. After all these tasks that I provided to my class, I wished I was still a student in school being pampered by my own instructors in such a manner.
 Though late, another fruitful and creative week is executed.
Catch you in few hours mates, all the way in week 6!

Eugenie

Reading maketh a full man, conference a ready man, and writing an exact man. ~ Francis Bacon ~

Reading maketh a full man, conference a ready man, and writing an exact man. ~ Francis Bacon ~

I am in week 5 in my webskill courses, and writing my blog of week 4. I guess that shows how late I am in presenting my work, reflections, presentations, and tasks.
To be telling the truth I am completely disappointed with my efforts, however, some external issues led me to not submit my tasks on time.
I'm reflecting on my previous weeks' task blog with a sense of guilt and loaded heart, for I greatly enjoyed the topics provided this week be it interrelated with writing and reading, or the outcome of a new tech based lesson plans.
In another task I discussed what problems/conflicts I face in one of the classes, and received abundant aid from my mates and advisors. I did find interesting solutions on the web so far however it all needs further tackling.
I look back on week 4 , and I feel sorrow, and am sorry I couldn't be but one travel, and chose the forced trip, though it made me lose my sense of commitment and energy to generate.

See you all in couple of hours in week 5.

Regards,
Eugenie