Dear Colleagues,
I have enjoyed being one of you in this course. Through your posts, comments blogs, sites...etc you have given me your varied experiences. You have been helpful, understanding and encouraging. I hope we will continue contacting each other for more benefits. I hope we will join another on-line course one,near, day with the same wonderful moderators.
Please, accept my best wishes
Ahmed Khattab
Egypt
Friday, March 19, 2010
To our Moderators
Dear moderators, Sandra and Deborah,
I really enjoyed this course. Although I got a lot of training programs, this one is worth all the others altogether.
Deborah and Sandrah, you have been so gentle, co-operative, encouraging and fair. You have taught us a lot. You both are a role model for the cultivated, civilized hard-working humans. I hope I have been a nice student for the nicest most professional Processors.
I hope I will be recommended to join other on-line programs. I also hope I will get the chance to apply what I learned here in Egypt and abroad.
Please, accept my BEST WISHES
Ahmed Khattab
I really enjoyed this course. Although I got a lot of training programs, this one is worth all the others altogether.
Deborah and Sandrah, you have been so gentle, co-operative, encouraging and fair. You have taught us a lot. You both are a role model for the cultivated, civilized hard-working humans. I hope I have been a nice student for the nicest most professional Processors.
I hope I will be recommended to join other on-line programs. I also hope I will get the chance to apply what I learned here in Egypt and abroad.
Please, accept my BEST WISHES
Ahmed Khattab
Overview of the course
Hello everybody,
I think I learned a lot of ideas, skills and techniques in this course. However, I think the most successful topics were: WebQuests and On-line tools.
To me, the most useful topics were: Projects (PBL) , on-line tools, autonomy and rubrics.
I think all the topics were relevant.
I hope I can apply all what I learned here in my country, Egypt, or abroad.
I would like to be recommended for more on-line courses.
All the Best
Ahmed Khattab
I think I learned a lot of ideas, skills and techniques in this course. However, I think the most successful topics were: WebQuests and On-line tools.
To me, the most useful topics were: Projects (PBL) , on-line tools, autonomy and rubrics.
I think all the topics were relevant.
I hope I can apply all what I learned here in my country, Egypt, or abroad.
I would like to be recommended for more on-line courses.
All the Best
Ahmed Khattab
Tuesday, March 16, 2010
Levels of Technology Integration
Hello everybody,
In week 10 we have been asked to assess ourselves using "LoTI framework".
Here is my rflection on this topic:
Hello everybody,
After reading "the LoTI framework", I think I now belong to "Level 3 – Infusion". Higher Order Thinking Skills are on focus. I use varied activities and thinking strategies to enhance that. Teacher-centered strategies including the concept attainment, inductive thinking, and scientific inquiry models of teaching are the norm and guide the types of products generated by students using the available digital assets. Digital tools and resources are used by students to carry out teacher-directed tasks that emphasize higher levels of student cognitive processing relating to the content under investigation.
But, I am trying to get students learn learning strategies to be part of making up the plan and its application. I am trying to personalize some ideas from the textbook (content) or outside to motivate students. I am pushing hard towards learners' autonomy.
I think I am a beginner in using on-line tools. But I am an experienced teacher and armed with strategies and techniques. I always have alternatives and Plan B. I motivate students to participate, to get skills and attitudes, to have their own opinion and HOTS.
In one year's time I would like to be professional in using on-line tools and making full use of technology available. I want to get to "Level 6 – Refinement". I dream of becoming a course moderator, I think I can do that by non-stop hard work. I intend to keep trying and applying the ideas I learned in this course. I will keep on using the recommended sites, WebQuests, On-line Discussion Groups...etc. I will try to modify and improve the ideas and techniques presented in this course. I will try to get involved in further on-line courses. I will try to create a new community in my area that would co-operate in using on-line tools and technology.
All the Best
Ahmed Khattab
In week 10 we have been asked to assess ourselves using "LoTI framework".
Here is my rflection on this topic:
Hello everybody,
After reading "the LoTI framework", I think I now belong to "Level 3 – Infusion". Higher Order Thinking Skills are on focus. I use varied activities and thinking strategies to enhance that. Teacher-centered strategies including the concept attainment, inductive thinking, and scientific inquiry models of teaching are the norm and guide the types of products generated by students using the available digital assets. Digital tools and resources are used by students to carry out teacher-directed tasks that emphasize higher levels of student cognitive processing relating to the content under investigation.
But, I am trying to get students learn learning strategies to be part of making up the plan and its application. I am trying to personalize some ideas from the textbook (content) or outside to motivate students. I am pushing hard towards learners' autonomy.
I think I am a beginner in using on-line tools. But I am an experienced teacher and armed with strategies and techniques. I always have alternatives and Plan B. I motivate students to participate, to get skills and attitudes, to have their own opinion and HOTS.
In one year's time I would like to be professional in using on-line tools and making full use of technology available. I want to get to "Level 6 – Refinement". I dream of becoming a course moderator, I think I can do that by non-stop hard work. I intend to keep trying and applying the ideas I learned in this course. I will keep on using the recommended sites, WebQuests, On-line Discussion Groups...etc. I will try to modify and improve the ideas and techniques presented in this course. I will try to get involved in further on-line courses. I will try to create a new community in my area that would co-operate in using on-line tools and technology.
All the Best
Ahmed Khattab
Sunday, March 14, 2010
Who is a teacher?
Hello everybody,
A lot of things are waiting for teachers to learn, apply, do, try, evaluate, convince, modify...etc Teachers are not the type of civilian officials that work just to earn living. A teacher is like a messenger/prophet who has a message to deliver.He has to have a policy that keeps his audience satisfied and sincere followers. A teacher has to have a vision before that message. A teacher must be creative, initiative and diplomat.Teaching is not for uninterested persons. All what we are learning here is tools. What is equally important is the professionalism of the tool user. A teacher is like a candle.
All the best
Ahmed Khattab
A lot of things are waiting for teachers to learn, apply, do, try, evaluate, convince, modify...etc Teachers are not the type of civilian officials that work just to earn living. A teacher is like a messenger/prophet who has a message to deliver.He has to have a policy that keeps his audience satisfied and sincere followers. A teacher has to have a vision before that message. A teacher must be creative, initiative and diplomat.Teaching is not for uninterested persons. All what we are learning here is tools. What is equally important is the professionalism of the tool user. A teacher is like a candle.
All the best
Ahmed Khattab
On-line Tool For Enhancing Learning
Hello everybody,
In week 9 we learned how to use on-line tools to enhance learning and autonomy. Here is my reflection on this topic:
Using different tools has changed the way I teach:
1.I prepare my lesson plan differently. I concentrate on ABCD method in deciding learning objectives. Then I make a plan that help attain these objectives
2.I use online (and offline) technology to address new skills and make learning more interesting
3.I start and use WebQuests, Online Classrooms, Online groups..etc to move on using wider and better way of technology
4.I use rubrics as a more detailed fair method of assessment
5.I address more learning styles and more interests
6.I personalize part of the course to meet my students' interests
7.I am leaving behind the teacher-centered class to better classes, learner-centered ones
Designing activities and specifying the tasks needed and the proper resources help Students to be autonomous learners. An interactive lesson with a system that gives the final score automatically is a good way towards autonomy. The tip of the day/week, student of the week, the composition of the week...etc will help a lot.
Old-fashioned educational systems and exam-oriented society are the biggest constraints. But teachers can make gradual change, persuade students (and other parties) of the new attitudes in education. Lack of skills in using technology on the part of colleagues may hinder. This can be overcome by training programs, co-teaching, peer observation...etc
All the best
Ahmed Khattab
In week 9 we learned how to use on-line tools to enhance learning and autonomy. Here is my reflection on this topic:
Using different tools has changed the way I teach:
1.I prepare my lesson plan differently. I concentrate on ABCD method in deciding learning objectives. Then I make a plan that help attain these objectives
2.I use online (and offline) technology to address new skills and make learning more interesting
3.I start and use WebQuests, Online Classrooms, Online groups..etc to move on using wider and better way of technology
4.I use rubrics as a more detailed fair method of assessment
5.I address more learning styles and more interests
6.I personalize part of the course to meet my students' interests
7.I am leaving behind the teacher-centered class to better classes, learner-centered ones
Designing activities and specifying the tasks needed and the proper resources help Students to be autonomous learners. An interactive lesson with a system that gives the final score automatically is a good way towards autonomy. The tip of the day/week, student of the week, the composition of the week...etc will help a lot.
Old-fashioned educational systems and exam-oriented society are the biggest constraints. But teachers can make gradual change, persuade students (and other parties) of the new attitudes in education. Lack of skills in using technology on the part of colleagues may hinder. This can be overcome by training programs, co-teaching, peer observation...etc
All the best
Ahmed Khattab
Saturday, March 13, 2010
online course site or exercise
Hello everybody,
Every week we learn something new. Then we are asked to design a plan or an activity using what we learned. A smooth step by step approach. We made great efforts, but we enjoy the results. I think we all believe we are really improving our skills over the interactive web-pages.
Here is what I did in Week 9
I created a site on GOOGLE. I called it "Myclassroom". It has several sections each of which can be used as a useful tool: Homework assignments, Extra Credit, Contact Me, Meet Your Teacher, Class Announcements, Class Calendar, Reading List, Useful Links, Class Photos, Forms and Docs, Current Poll.
I uploaded a tool document. It is a multiple-intelligence(s) checklist. Students will fill out this form. It will help them know their strongest and weakest intelligences. They will enhance their strong intelligences and try to improve the weak ones.
This will help me as a teacher with the types of activities I will design and how the groups will be formed.
All students will use this checklist either online or offline, at home or at school.
After introducing my new site, Students will be encouraged to subscribe post, comment, upload, download, suggest...etc. There is a special section for "the student of the week". Photo Album links will encourage students to get involved in different activities which will be documented, photographed and uploaded for all to see and interact with.
"Reading Lists" and "Useful links" will help students' Autonomy.
Here is the site link:
https://sites.google.com/site/myclassrom/
You can download and use my Multiple-Intelligences Checklist from "forms and Docs" on this Link:
https://sites.google.com/site/myclassrom/my-forms
All the best
Ahmed Khattab
Every week we learn something new. Then we are asked to design a plan or an activity using what we learned. A smooth step by step approach. We made great efforts, but we enjoy the results. I think we all believe we are really improving our skills over the interactive web-pages.
Here is what I did in Week 9
I created a site on GOOGLE. I called it "Myclassroom". It has several sections each of which can be used as a useful tool: Homework assignments, Extra Credit, Contact Me, Meet Your Teacher, Class Announcements, Class Calendar, Reading List, Useful Links, Class Photos, Forms and Docs, Current Poll.
I uploaded a tool document. It is a multiple-intelligence(s) checklist. Students will fill out this form. It will help them know their strongest and weakest intelligences. They will enhance their strong intelligences and try to improve the weak ones.
This will help me as a teacher with the types of activities I will design and how the groups will be formed.
All students will use this checklist either online or offline, at home or at school.
After introducing my new site, Students will be encouraged to subscribe post, comment, upload, download, suggest...etc. There is a special section for "the student of the week". Photo Album links will encourage students to get involved in different activities which will be documented, photographed and uploaded for all to see and interact with.
"Reading Lists" and "Useful links" will help students' Autonomy.
Here is the site link:
https://sites.google.com/site/myclassrom/
You can download and use my Multiple-Intelligences Checklist from "forms and Docs" on this Link:
https://sites.google.com/site/myclassrom/my-forms
All the best
Ahmed Khattab
Monday, March 8, 2010
Learner Autonomy
Hello everybody,
Moving from a teacher-centered class to a student-centered class is inevitable now. We have to create the motivation inside our students to be independent learners.
Here is my reflection folowed by my own plan on AUTONOMY:
I read the articles mentioned. A lot of definitions are given for “Autonomy”, but a simple definition is “the ability to take charge of one's learning, teacherless Learning”. I got through the Autonomy’s phases and the main seven attributes of an autonomous learner. I read the three dominant philosophies of learning.
The articles mentioned the conditions needed for learning autonomy: cognitive and metacognitive strategies on the part of the learner, motivation, attitudes, and knowledge about language learning.
The teacher’s role is stressed: Teachers have a crucial role to play in launching learners into self-access and in lending them a regular helping hand to stay afloat.
How Can Learner Autonomy be promoted?
The articles mentioned some strategies:
1. Self-reports
2. Diaries and Evaluation Sheets
3. Persuasive Communication as a Means of Altering Learner Beliefs and Attitudes
My own ideas to encourage greater autonomy in students:
1. Teaching students different learning strategies and study strategies that suit their learning Styles.
2. Enhancing their receptive skills (listening and understanding different English dialects, reading; scanning, skimming…)
3. Enhancing writing skills; summarizing, writing reports, letters, essays, reviews…etc
4. Enhancing critical/creative thinking, problem solving skills
5. Helping get the skills of self-evaluation and evaluating the work of others
6. Guiding students to different resources
Helping students to promote Autonomy using technology across the course:
1. Giving students “the tip of the day/ week” in using technology
2. Internet Search skills
3. Creating and using blogs, WebQuests, groups, websites…etc
4. Recommending useful learning sites from time to time
5. Giving them tasks, which are basic parts of the course, as homework
6. Personalizing part of the course
7. Giving positive feedback to autonomous learners’ activities.
All the best
Ahmed Khattab
Moving from a teacher-centered class to a student-centered class is inevitable now. We have to create the motivation inside our students to be independent learners.
Here is my reflection folowed by my own plan on AUTONOMY:
I read the articles mentioned. A lot of definitions are given for “Autonomy”, but a simple definition is “the ability to take charge of one's learning, teacherless Learning”. I got through the Autonomy’s phases and the main seven attributes of an autonomous learner. I read the three dominant philosophies of learning.
The articles mentioned the conditions needed for learning autonomy: cognitive and metacognitive strategies on the part of the learner, motivation, attitudes, and knowledge about language learning.
The teacher’s role is stressed: Teachers have a crucial role to play in launching learners into self-access and in lending them a regular helping hand to stay afloat.
How Can Learner Autonomy be promoted?
The articles mentioned some strategies:
1. Self-reports
2. Diaries and Evaluation Sheets
3. Persuasive Communication as a Means of Altering Learner Beliefs and Attitudes
My own ideas to encourage greater autonomy in students:
1. Teaching students different learning strategies and study strategies that suit their learning Styles.
2. Enhancing their receptive skills (listening and understanding different English dialects, reading; scanning, skimming…)
3. Enhancing writing skills; summarizing, writing reports, letters, essays, reviews…etc
4. Enhancing critical/creative thinking, problem solving skills
5. Helping get the skills of self-evaluation and evaluating the work of others
6. Guiding students to different resources
Helping students to promote Autonomy using technology across the course:
1. Giving students “the tip of the day/ week” in using technology
2. Internet Search skills
3. Creating and using blogs, WebQuests, groups, websites…etc
4. Recommending useful learning sites from time to time
5. Giving them tasks, which are basic parts of the course, as homework
6. Personalizing part of the course
7. Giving positive feedback to autonomous learners’ activities.
All the best
Ahmed Khattab
One-Computer Class
Hello everybody,
Technology cannot do everything on its own. Technology gives the desired results with the help of good techniques and strategies in addition to low-tech aids. We must never forget setting clear learning objectives and an alternative method of assessment. One computer in a class is not too few. It is a magic box for endless varied resources.Great results do not come at the first class. Things need time and gradual until all the audience get used to the trend in leaning/teaching situation.
Here is my own "One-Computer Class" Plan. Your Comments are so welcomed.
Lesson Title: How do they see their country?
Level: 11 (2nd Year Secondary School)
Time allowed: 50 minutes
Learning Objectives:
Listening to (an audio-clip of) four Londoners Speaking about London transport, buildings, Cost of living and landmarks, students answer different exercises and distinguish the “for” and “against” opinions with 90% accuracy.
Teaching aids: Computer with PowerPoint, data-show, Textbook, Blackboard, pictures, Cards
Class Setting: Students sit in six groups, six students in each group.
Warm up:
Giving each group one card with about four questions and the number of a certain picture. Students Look at the numbered pictures on PowerPoint slides. They answer the questions on the cards.
Listening:
Using WMP (Windows Media Player) the teacher plays the audio-clip (Listening Text). Students listen to the text three times. After each time of listening, students are given time to answer one type of exercises on the textbook. Exercises are graded in difficulty. Checking and discussing the answers orally.
Further Practice 1:
Using PowerPoint, the teacher slide-shows 6 pictures about landmarks, ancient sites, transport, traditional uniform, modern cities and famous Egyptians. Each group will choose one picture. They express their opinion in the content the same as the four Londoners did in the listening text. The other groups can ask questions and discuss points.
Further Practice 2:
In turn, groups will come to the computer (without data-show) to get through an interactive activity while the other groups do the exercises in Workbook.
Homework:
Groups design a brief interactive PPT on the picture they have chosen in “Further Practice 1”.
Assessment:
A special rubric is designed to assess listening, oral discussion, critical thinking and collaborative work. Each group will have a copy inside their own folder with their weekly gradation and marks.
The following link is very useful:
http://www.eduscapes.com/tap/topic84.htm
Best Regards
Ahmed Khattab
Technology cannot do everything on its own. Technology gives the desired results with the help of good techniques and strategies in addition to low-tech aids. We must never forget setting clear learning objectives and an alternative method of assessment. One computer in a class is not too few. It is a magic box for endless varied resources.Great results do not come at the first class. Things need time and gradual until all the audience get used to the trend in leaning/teaching situation.
Here is my own "One-Computer Class" Plan. Your Comments are so welcomed.
Lesson Title: How do they see their country?
Level: 11 (2nd Year Secondary School)
Time allowed: 50 minutes
Learning Objectives:
Listening to (an audio-clip of) four Londoners Speaking about London transport, buildings, Cost of living and landmarks, students answer different exercises and distinguish the “for” and “against” opinions with 90% accuracy.
Teaching aids: Computer with PowerPoint, data-show, Textbook, Blackboard, pictures, Cards
Class Setting: Students sit in six groups, six students in each group.
Warm up:
Giving each group one card with about four questions and the number of a certain picture. Students Look at the numbered pictures on PowerPoint slides. They answer the questions on the cards.
Listening:
Using WMP (Windows Media Player) the teacher plays the audio-clip (Listening Text). Students listen to the text three times. After each time of listening, students are given time to answer one type of exercises on the textbook. Exercises are graded in difficulty. Checking and discussing the answers orally.
Further Practice 1:
Using PowerPoint, the teacher slide-shows 6 pictures about landmarks, ancient sites, transport, traditional uniform, modern cities and famous Egyptians. Each group will choose one picture. They express their opinion in the content the same as the four Londoners did in the listening text. The other groups can ask questions and discuss points.
Further Practice 2:
In turn, groups will come to the computer (without data-show) to get through an interactive activity while the other groups do the exercises in Workbook.
Homework:
Groups design a brief interactive PPT on the picture they have chosen in “Further Practice 1”.
Assessment:
A special rubric is designed to assess listening, oral discussion, critical thinking and collaborative work. Each group will have a copy inside their own folder with their weekly gradation and marks.
The following link is very useful:
http://www.eduscapes.com/tap/topic84.htm
Best Regards
Ahmed Khattab
Sunday, February 28, 2010
Technology in Teaching Large Classes
Hello everyone
I learned different techniques on teaching large classes: variety, pace, interest, individualization, setting up routines, speaking styles, enlarging the circle, collaboration. I also learned some techniques and tools in using Technology in Teaching Large Classes: learning quality, just-in-time teaching, in-class activities, out-of-class group exercises, classroom communication system; PowerPoint, Mailing List, Online MCQ, The use of WWW reviews, Virtual resources sites. I learned not to use the textbook only, but also making learning related to what students like to encourage them to find what their interests are.
The technique that suits my students in Project-based Learning is “Removing technology from class”. This make students concentrate and work better. Using technology will be in the form of out-of-class activities, launching a new project...etc.
Nice techniques and technological tools would not help a teacher teaching in large classes without other tools. A teacher has to have a strong character controlling his class and introducing his techniques. The school administrative staff has to help and support the teacher especially dealing with trouble-makers and rude students. A teacher cannot get good results without the whole society adopting the same methods, trends, attitudes...etc
All the best
Ahmed Khattab
I learned different techniques on teaching large classes: variety, pace, interest, individualization, setting up routines, speaking styles, enlarging the circle, collaboration. I also learned some techniques and tools in using Technology in Teaching Large Classes: learning quality, just-in-time teaching, in-class activities, out-of-class group exercises, classroom communication system; PowerPoint, Mailing List, Online MCQ, The use of WWW reviews, Virtual resources sites. I learned not to use the textbook only, but also making learning related to what students like to encourage them to find what their interests are.
The technique that suits my students in Project-based Learning is “Removing technology from class”. This make students concentrate and work better. Using technology will be in the form of out-of-class activities, launching a new project...etc.
Nice techniques and technological tools would not help a teacher teaching in large classes without other tools. A teacher has to have a strong character controlling his class and introducing his techniques. The school administrative staff has to help and support the teacher especially dealing with trouble-makers and rude students. A teacher cannot get good results without the whole society adopting the same methods, trends, attitudes...etc
All the best
Ahmed Khattab
Interactive PowerPoint Show
Hello everybody,
I created my interactive PowerPoint Show. It is about organic and non-organic food. It covers four stages of the lesson: warm-up,reading, debate, homework. I used hyperlinks for the reading stage.
I hope you will like it.You can find it in this link:
https://sites.google.com/site/webskillsw10/powerpoint_files/AhmedKhattab.rar?attredirects=0&d=1
All the best
Ahmed Khattab
I created my interactive PowerPoint Show. It is about organic and non-organic food. It covers four stages of the lesson: warm-up,reading, debate, homework. I used hyperlinks for the reading stage.
I hope you will like it.You can find it in this link:
https://sites.google.com/site/webskillsw10/powerpoint_files/AhmedKhattab.rar?attredirects=0&d=1
All the best
Ahmed Khattab
Thursday, February 25, 2010
Possible Uses for PowerPoint in Classes
Hello everybody,
Although I can use PowerPoint very well, as teaching tool, I have learned a lot by reading the different sources recommended (hot keys, shortcuts, the audience needs and characteristics, goals and handouts, when and how to talk, when to address seeing and hearing, using mixture of media…etc). I think I can do a lot with PowerPoint to get my students engaged all the time and during all the stages of the lesson:
1. Warm up: graphic images or pictures may be used. Groups look and comment, or look and answer questions, look and solve the problem given…etc
2. Main Points: Using a certain technique, like questioning technique, with the help of different media that address different senses and learning Styles, the main points of the lesson can be handled. Students anticipate, ask, answer, speak, discuss, draw, write, listen, conclude, present…etc
3. Application Activity: Giving a model sample (using text, pictures, vide-clips, web-links…) of the application Activity for the Students before doing the activity individually, in pairs or in groups. I think this helps Students know what is expected from them and how their work will be assessed.
4. Wrap up: Using images or other graphics to help students recall what has been taught. Other techniques can be used (True/False, close test, fill in the gaps, correct the mistakes, fill in the gaps, label the figure…etc).
5. Homework: Homework technique can vary to suit the material taught. Using text, Video-clips, web-links, WebQuests, Online Discussing Groups…etc homework can be assigned. Students can be asked to present their homework as a PowerPoint presentation.
In my opinion, PowerPoint is a magic tool to teaching aids.
All the best
Ahmed Khattab
Although I can use PowerPoint very well, as teaching tool, I have learned a lot by reading the different sources recommended (hot keys, shortcuts, the audience needs and characteristics, goals and handouts, when and how to talk, when to address seeing and hearing, using mixture of media…etc). I think I can do a lot with PowerPoint to get my students engaged all the time and during all the stages of the lesson:
1. Warm up: graphic images or pictures may be used. Groups look and comment, or look and answer questions, look and solve the problem given…etc
2. Main Points: Using a certain technique, like questioning technique, with the help of different media that address different senses and learning Styles, the main points of the lesson can be handled. Students anticipate, ask, answer, speak, discuss, draw, write, listen, conclude, present…etc
3. Application Activity: Giving a model sample (using text, pictures, vide-clips, web-links…) of the application Activity for the Students before doing the activity individually, in pairs or in groups. I think this helps Students know what is expected from them and how their work will be assessed.
4. Wrap up: Using images or other graphics to help students recall what has been taught. Other techniques can be used (True/False, close test, fill in the gaps, correct the mistakes, fill in the gaps, label the figure…etc).
5. Homework: Homework technique can vary to suit the material taught. Using text, Video-clips, web-links, WebQuests, Online Discussing Groups…etc homework can be assigned. Students can be asked to present their homework as a PowerPoint presentation.
In my opinion, PowerPoint is a magic tool to teaching aids.
All the best
Ahmed Khattab
Monday, February 22, 2010
Enhancing Learning by Engaging Students
Hello everybody,
I think "Online Discussion Groups" will suit my students as a technique to get them involved. The advantages of Online Discussion Groups are:
1. Students feel they have a community of their own
2. There is no face to face observation and this gives students enough freedom to get involved and be natural, creative, to share and care
3. the moderator can direct the discussion all the time to be on the desired track
4. this technique basically uses e-mails to send, receive and subscribe. so, it enhances the use of technology and multimedia and the skills required.
5. Files are allowed in different format
6. Having different intelligences, skills and learning styles, students can benefit from each other and help one another
7. Students can work at ease, at any time or anyplace
8. students can use an endless resources from the internet
9. An online discussion rubric can be used for evaluation or assessment
All the best
Ahmed Khattab
I think "Online Discussion Groups" will suit my students as a technique to get them involved. The advantages of Online Discussion Groups are:
1. Students feel they have a community of their own
2. There is no face to face observation and this gives students enough freedom to get involved and be natural, creative, to share and care
3. the moderator can direct the discussion all the time to be on the desired track
4. this technique basically uses e-mails to send, receive and subscribe. so, it enhances the use of technology and multimedia and the skills required.
5. Files are allowed in different format
6. Having different intelligences, skills and learning styles, students can benefit from each other and help one another
7. Students can work at ease, at any time or anyplace
8. students can use an endless resources from the internet
9. An online discussion rubric can be used for evaluation or assessment
All the best
Ahmed Khattab
Saturday, February 20, 2010
A Rubric about "Online Discussion"
Hello everybody,
As we learn this course online and we learn how to make
learning community online, I decided to create my Rubric
online. My Rubric is about "Online Discussion".I
customized a rubric I read and added some rows to suit
my students. I also customized the language used.I created an online rubric on this wonderful site:
http://rubistar.4teachers.org/
Best wishes
Ahmed Khattab
As we learn this course online and we learn how to make
learning community online, I decided to create my Rubric
online. My Rubric is about "Online Discussion".I
customized a rubric I read and added some rows to suit
my students. I also customized the language used.I created an online rubric on this wonderful site:
http://rubistar.4teachers.org/
Best wishes
Ahmed Khattab
Wednesday, February 17, 2010
Implementing a Technology-based change
Hello everybody,
The issues I mentioned before are about the teachers. They concentrate only on transferring knowledge to students, not skills not attitudes.They don't know how to use technology in teaching. They don not address the national standards. I think they need two things:
1- a training to raise their awareness concerning KSA
2- a training in how to use technology in teaching. They should be shown how important it is in this century and how enjoyable it also is.
The issues I mentioned before are about the teachers. They concentrate only on transferring knowledge to students, not skills not attitudes.They don't know how to use technology in teaching. They don not address the national standards. I think they need two things:
1- a training to raise their awareness concerning KSA
2- a training in how to use technology in teaching. They should be shown how important it is in this century and how enjoyable it also is.
Tuesday, February 16, 2010
Learning Styles
Dear Sandra and all,
We as teachers are interested in getting all the students in the class to be our audience, our fans, not only some of them. According to "Multiple Intelligences" theory, there are individual differences among students. Consequently, some students are auditory learners, others are visual,tactile, kinesthetic, reading/writing-preference learners ...etc.What logically follows is teaching Style, study strategies, and assessment Methods.
Using technology in teaching can vary to address various senses; audio-clips for auditory learners, Video-clips (Virtual drawing, writing, pictures, images, maps...etc)for visual learners, writing -typing- tasks, using search engines for tactile learners. Homework, tests, evaluation forms can be assigned on the computer (through web-sites or blogs and WebQuests). Activities and tasks can vary to cover all the individual, pair and group work and interests.
For Learning Style I recommend the following links:
http://www.ldpride.net/learningstyles.MI.htm
http://www.learning-styles-online.com/
http://www.learningstyles.net/
All the best
Ahmed Khattab
We as teachers are interested in getting all the students in the class to be our audience, our fans, not only some of them. According to "Multiple Intelligences" theory, there are individual differences among students. Consequently, some students are auditory learners, others are visual,tactile, kinesthetic, reading/writing-preference learners ...etc.What logically follows is teaching Style, study strategies, and assessment Methods.
Using technology in teaching can vary to address various senses; audio-clips for auditory learners, Video-clips (Virtual drawing, writing, pictures, images, maps...etc)for visual learners, writing -typing- tasks, using search engines for tactile learners. Homework, tests, evaluation forms can be assigned on the computer (through web-sites or blogs and WebQuests). Activities and tasks can vary to cover all the individual, pair and group work and interests.
For Learning Style I recommend the following links:
http://www.ldpride.net/learningstyles.MI.htm
http://www.learning-styles-online.com/
http://www.learningstyles.net/
All the best
Ahmed Khattab
Monday, February 15, 2010
Project-based learning and WebQuests
Hello everybody,
I read great PBL examples on:
http://susangaer.com/studentprojects
I drew out a project that may work well with my students.
Target audience: Level 11 students.
Topic: Bird Flu
I think it would work well as it is a global problem that. There is a lot of information about in different media. This would make students feel the topic is familiar; they would be encouraged to work. It relates to a real life problem as well. Students recycle information and learn new knowledge, skills and attitudes.
The project objectives:
By the end of the project student will be able to:
1- Identify the bird flu and its causes with 100% accuracy
2. use the internet to get and exchange data, videos, images, research and reports about bird flu with 80% accuracy
3- show a positive attitude towards protection, hygiene and sanitation
This project is to be carried out in six days (six periods, 50 minutes a period = 300 minutes).
Place: Multi-media room with a learning station, computers connected to the internet, data-show and stationary.
Students will be divided into five heterogeneous groups.
Each group will choose only one idea:
1. What is “bird flu”? What is its cure?
2. How it spreads
3- How to avoid it
4. How to deal with healthy and infected birds (and humans)
5. How can we enhance the mutual cooperation between the school and the society in this respect?
Each group will cover the area chosen in different ways:
1. Chatting and exchanging e-mails over the net
2. Using the search engines to search for reports, images, projects, videos, sayings…etc
3. Writing or summarizing reports
4. Drawing, designing and writing newsletters, brochures, slideshows, PPT Presentations
Each period will start with 5 minute warm up activity. Students work for 35 minutes (they can do tasks at home and get them ready. So, they can help slower ones in class).
The last ten minutes is for the presentations of the groups’ products and assessment/evaluation.
The last period will be for the overall presentation.
There will be a standardized assessment form for individual and group work.
The project(s) will be kept in binder for the upcoming class as examples.
All the best
Ahmed Khattab
I read great PBL examples on:
http://susangaer.com/studentprojects
I drew out a project that may work well with my students.
Target audience: Level 11 students.
Topic: Bird Flu
I think it would work well as it is a global problem that. There is a lot of information about in different media. This would make students feel the topic is familiar; they would be encouraged to work. It relates to a real life problem as well. Students recycle information and learn new knowledge, skills and attitudes.
The project objectives:
By the end of the project student will be able to:
1- Identify the bird flu and its causes with 100% accuracy
2. use the internet to get and exchange data, videos, images, research and reports about bird flu with 80% accuracy
3- show a positive attitude towards protection, hygiene and sanitation
This project is to be carried out in six days (six periods, 50 minutes a period = 300 minutes).
Place: Multi-media room with a learning station, computers connected to the internet, data-show and stationary.
Students will be divided into five heterogeneous groups.
Each group will choose only one idea:
1. What is “bird flu”? What is its cure?
2. How it spreads
3- How to avoid it
4. How to deal with healthy and infected birds (and humans)
5. How can we enhance the mutual cooperation between the school and the society in this respect?
Each group will cover the area chosen in different ways:
1. Chatting and exchanging e-mails over the net
2. Using the search engines to search for reports, images, projects, videos, sayings…etc
3. Writing or summarizing reports
4. Drawing, designing and writing newsletters, brochures, slideshows, PPT Presentations
Each period will start with 5 minute warm up activity. Students work for 35 minutes (they can do tasks at home and get them ready. So, they can help slower ones in class).
The last ten minutes is for the presentations of the groups’ products and assessment/evaluation.
The last period will be for the overall presentation.
There will be a standardized assessment form for individual and group work.
The project(s) will be kept in binder for the upcoming class as examples.
All the best
Ahmed Khattab
Project-based Learning
Dear all,
I created my own WebQuest: http://zunal.com/webquest.php?w=52072
I read about Project-based Learning. Project-based learning (including WebQuests) can help my students become more autonomous learners:
1. Students choose the type of project to do
2. They carry out the project following the teacher’s guideline, certain resources and web-sites
3. They assess/evaluate their own work and other students’ work
4. Each student plays a role that completes the group’s work and to compete with the other groups
5. Students use their own preferred learning styles
6. Students develop their skills and get new (academic, practical, social) skills.
7. Learning does not stop at knowledge, but it goes further to skills, attitudes and the experience needed in real life
8. Learning becomes active, cooperative/collaborative.
Project-based learning can change the teacher-student relationship in a class:
1. The teacher is only a facilitator. He helps students to choose the type of project, put the plan, and carry out the project.
2. The teacher functions as a consultant during the different stages of the project
3. As an evaluator, the teacher observes individual and group work in order to keep the class on the track to reach the objectives of the project
4. The teacher helps students to reach the national standards through the projects
5. The class becomes a family encouraging atmosphere
I recommend these web-sites:
http://pbl-online.org/pathway2.html
http://www.rmcdenver.com/useguide/lessons/lindex.htm?
Best Regards
Ahmed Khattab
I created my own WebQuest: http://zunal.com/webquest.php?w=52072
I read about Project-based Learning. Project-based learning (including WebQuests) can help my students become more autonomous learners:
1. Students choose the type of project to do
2. They carry out the project following the teacher’s guideline, certain resources and web-sites
3. They assess/evaluate their own work and other students’ work
4. Each student plays a role that completes the group’s work and to compete with the other groups
5. Students use their own preferred learning styles
6. Students develop their skills and get new (academic, practical, social) skills.
7. Learning does not stop at knowledge, but it goes further to skills, attitudes and the experience needed in real life
8. Learning becomes active, cooperative/collaborative.
Project-based learning can change the teacher-student relationship in a class:
1. The teacher is only a facilitator. He helps students to choose the type of project, put the plan, and carry out the project.
2. The teacher functions as a consultant during the different stages of the project
3. As an evaluator, the teacher observes individual and group work in order to keep the class on the track to reach the objectives of the project
4. The teacher helps students to reach the national standards through the projects
5. The class becomes a family encouraging atmosphere
I recommend these web-sites:
http://pbl-online.org/pathway2.html
http://www.rmcdenver.com/useguide/lessons/lindex.htm?
Best Regards
Ahmed Khattab
Friday, February 12, 2010
A Technology-enhanced Lesson Plan 2
Hello everyone
Here is my second Technology-enhanced Lesson.
Lesson Title: How to avoid illness
Lesson Author: Simon Haines and Don Dallas
Grade Level: 10 (First Year Secondary)
Subject Area: Reading
Time Allotted for the Lesson: 50 minutes
Short Description of Lesson:
In this lesson, the students use “WordWeb” ,a computer dictionary working online and offline, to check the meanings of a wordlist given. They skim the passage to answer questions a-d. They read the passage carefully to answer questions a-e in pairs. Students use the internet to get illustrations about hygiene and sanitation, causes and protection of illnesses. In groups, students design brochures, newsletters or posters about the topic.
Classroom Layout and Grouping of Students:
Multi-media room with a data-show and six computers. Every three desks will be shaped like U for six students. There will be six U shapes. Students will sit in groups of six.
State Curriculum Standards met in this lesson:
Students will learn, practice, and internalize strategies that are essential life-long learning skills for reading, writing, understanding, and interpreting content specific materials. The strategies will be applied in the content areas of English, mathematics, science, and social studies. Skills will include previewing and reviewing print and non-print text, activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting.
National Education Technology Standards for Students (NETS•S) met in this lesson1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Instructional Objective(s):
1. Using the WordWeb dictionary, students will be able to check the meanings of the new vocabulary with 100% accuracy.
2. Reading (skimming, scanning) the text, students will be able to answer questions a-d and a-e with 90% accuracy.
3. Designing brochures (newsletters, posters), students show their belief in the importance of following the rules of cleanliness with 80% accuracy.
Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 2
Materials, Resources and Technology:
1. Textbook
2. Printing and drawing sheets
3. Markers, color pens
Technology resources needed for this lesson
1. the internet connection
2. wordweb dictionary
3. Computers, data-show
Web Addresses needed for this lesson:
Website name (e.g. Yahoo), followed by the site’s complete web address http://www.yahoo.com,
1. http://www.wordwebonline.com
2. Google http://images.google.com/imghp?hl=en&tab=wi
3. Yahoo http://images.search.yahoo.com/images
Student’s Present level of Performance and Knowledge:
Students already know about 90% of the vocabulary used in the passage. They know how to use the dictionary and the search engines on the computer. They only need clear instruction before each activity.
Instructional Procedures
Lesson Set:
Using the Windows Media Player and the data-show, I will present a short video-clip about two boys. The first follows the correct rules to a health life and so he looks healthy and does better at school. The second boy does the opposite. He looks pale and does badly at school. I ask students to watch the video-clip and prepare their comment with reasons.
Techniques and Activities:
1 as a warm up activity, students watch a video-clip. In groups, they prepare, discuss and present their comments on the video-clip.
2. Using WordWeb dictionary, students check the meanings of the new vocabulary given in a list.
3. Students use the world-list to fill in the gaps in the sentences given in the textbook.
4. Individually, students read (skim) the text to answer questions a-d. In pairs, they check their answers. Asking each group to give an answer. The other groups check their answers. They say if they agree or not.
5. Individually, students scan the passage to find answers to questions a-e. Students check their answers in pairs. Checking the groups’ answers orally.
6. Each group will choose one idea from the list to work on:
a) illnesses and their causes
b) hygiene
c) sanitation
d) germs
e) healty life rules
f) Protection is better than cure
Each group will work on the idea chosen. They use the websites mentioned above to complete their work for a brochure, a newsletter, a poster, slideshow…etc
Lesson Closure:
In turns, groups present their product to the class using the data-show. The other groups evaluate and greet. I give a suitable feedback.
Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 3
Adaptations for Special Learners:
For students with special needs I will use simpler language in classroom management and instruction. They are slow, so I will keep part of the activities as homework. Warm-up stories may replace the video-clips foe the poor-sighted students. I may use aids more and help them with understanding the text and answer gradual questions.
Supplemental Activities: Extension and remediation:
As an additional activity, students may write a composition on the same topic. They may make a wall-magazine. They may present an item on the morning broadcast. For slow-learners I may have to give simpler instruction for each activity. I may change the questions in the textbook for easier ones. Good learners may help the poor ones.
Assessment/Evaluation:
I observe students to make sure that each one follows my instruction for individual tasks. I observe students doing the group tasks to see how far each one cooperates. Accuracy in speaking, giving the correct answers, writing, using the internet, discussing ideas are evaluated. Language skills have certain marks (grades), while other skills and achievements have other marks. Suitable (positive, encouraging) feedback is always given after each response.
Student Products:
Slideshow, newsletter, brochure, Poster
Here is my second Technology-enhanced Lesson.
Lesson Title: How to avoid illness
Lesson Author: Simon Haines and Don Dallas
Grade Level: 10 (First Year Secondary)
Subject Area: Reading
Time Allotted for the Lesson: 50 minutes
Short Description of Lesson:
In this lesson, the students use “WordWeb” ,a computer dictionary working online and offline, to check the meanings of a wordlist given. They skim the passage to answer questions a-d. They read the passage carefully to answer questions a-e in pairs. Students use the internet to get illustrations about hygiene and sanitation, causes and protection of illnesses. In groups, students design brochures, newsletters or posters about the topic.
Classroom Layout and Grouping of Students:
Multi-media room with a data-show and six computers. Every three desks will be shaped like U for six students. There will be six U shapes. Students will sit in groups of six.
State Curriculum Standards met in this lesson:
Students will learn, practice, and internalize strategies that are essential life-long learning skills for reading, writing, understanding, and interpreting content specific materials. The strategies will be applied in the content areas of English, mathematics, science, and social studies. Skills will include previewing and reviewing print and non-print text, activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting.
National Education Technology Standards for Students (NETS•S) met in this lesson1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Instructional Objective(s):
1. Using the WordWeb dictionary, students will be able to check the meanings of the new vocabulary with 100% accuracy.
2. Reading (skimming, scanning) the text, students will be able to answer questions a-d and a-e with 90% accuracy.
3. Designing brochures (newsletters, posters), students show their belief in the importance of following the rules of cleanliness with 80% accuracy.
Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 2
Materials, Resources and Technology:
1. Textbook
2. Printing and drawing sheets
3. Markers, color pens
Technology resources needed for this lesson
1. the internet connection
2. wordweb dictionary
3. Computers, data-show
Web Addresses needed for this lesson:
Website name (e.g. Yahoo), followed by the site’s complete web address http://www.yahoo.com,
1. http://www.wordwebonline.com
2. Google http://images.google.com/imghp?hl=en&tab=wi
3. Yahoo http://images.search.yahoo.com/images
Student’s Present level of Performance and Knowledge:
Students already know about 90% of the vocabulary used in the passage. They know how to use the dictionary and the search engines on the computer. They only need clear instruction before each activity.
Instructional Procedures
Lesson Set:
Using the Windows Media Player and the data-show, I will present a short video-clip about two boys. The first follows the correct rules to a health life and so he looks healthy and does better at school. The second boy does the opposite. He looks pale and does badly at school. I ask students to watch the video-clip and prepare their comment with reasons.
Techniques and Activities:
1 as a warm up activity, students watch a video-clip. In groups, they prepare, discuss and present their comments on the video-clip.
2. Using WordWeb dictionary, students check the meanings of the new vocabulary given in a list.
3. Students use the world-list to fill in the gaps in the sentences given in the textbook.
4. Individually, students read (skim) the text to answer questions a-d. In pairs, they check their answers. Asking each group to give an answer. The other groups check their answers. They say if they agree or not.
5. Individually, students scan the passage to find answers to questions a-e. Students check their answers in pairs. Checking the groups’ answers orally.
6. Each group will choose one idea from the list to work on:
a) illnesses and their causes
b) hygiene
c) sanitation
d) germs
e) healty life rules
f) Protection is better than cure
Each group will work on the idea chosen. They use the websites mentioned above to complete their work for a brochure, a newsletter, a poster, slideshow…etc
Lesson Closure:
In turns, groups present their product to the class using the data-show. The other groups evaluate and greet. I give a suitable feedback.
Preparing to Use Technology: A Practical Guide to Curriculum Integration (2007) 3
Adaptations for Special Learners:
For students with special needs I will use simpler language in classroom management and instruction. They are slow, so I will keep part of the activities as homework. Warm-up stories may replace the video-clips foe the poor-sighted students. I may use aids more and help them with understanding the text and answer gradual questions.
Supplemental Activities: Extension and remediation:
As an additional activity, students may write a composition on the same topic. They may make a wall-magazine. They may present an item on the morning broadcast. For slow-learners I may have to give simpler instruction for each activity. I may change the questions in the textbook for easier ones. Good learners may help the poor ones.
Assessment/Evaluation:
I observe students to make sure that each one follows my instruction for individual tasks. I observe students doing the group tasks to see how far each one cooperates. Accuracy in speaking, giving the correct answers, writing, using the internet, discussing ideas are evaluated. Language skills have certain marks (grades), while other skills and achievements have other marks. Suitable (positive, encouraging) feedback is always given after each response.
Student Products:
Slideshow, newsletter, brochure, Poster
Saturday, February 6, 2010
A Technology-enhanced Lesson Plan
Hello everybody
In the Egyptian Government schools we teach curricula designed in England with emphasis on British English and the British culture as well. In private schools, American curricula are taught stressing American English and the American culture. In governmental schools, the courses deal with ideas that deepen locality and universality on the part of students. I work at a secondary school, levels 10, 11, 12. I read about lesson plans from the University of Tennessee. I carefully studied a LP Template. I found out that the template given is different from the one we use in our schools in Egypt:
1- Unlike the Template given, the template we use in Egypt goes on gradually according to what happens inside the class like this:
a) Unit... Lesson.....
Students Book Page...., Workbook page....
b) Learning Objectives (three types of objectives are written; Knowledge, Skills, attitudes)
c) Teaching Aids
d) Main Points of the lesson
e) Resources
f) Review (on the previous lesson)
g) The new Lesson content:
* Warm up
*Presenting the new lesson
*a practical activity on the new lesson
*Wrap up
h) Board summary
i) Assessment/Evaluation
j) Homework
2- The template given concentrates on clear indicators, national standards...etc, whereas the Egyptian template, for English teachers, concentrates on the skills of the target language more than the national educational Standards.
3- The template given gives due care for the students' productivity in different skills, knowledge and attitudes. But in Egypt, we are still exam-oriented. Hence, more attention is given only to knowledge and written productivity.
I am going to modify the template we use in Egypt so that it will be more advanced. I will do that at least in my school. My supervisor is very progressive and he will appreciate that. He will help me to better myself, my colleagues, my students and my school as a whole.
All the best
Ahmed Khattab
In the Egyptian Government schools we teach curricula designed in England with emphasis on British English and the British culture as well. In private schools, American curricula are taught stressing American English and the American culture. In governmental schools, the courses deal with ideas that deepen locality and universality on the part of students. I work at a secondary school, levels 10, 11, 12. I read about lesson plans from the University of Tennessee. I carefully studied a LP Template. I found out that the template given is different from the one we use in our schools in Egypt:
1- Unlike the Template given, the template we use in Egypt goes on gradually according to what happens inside the class like this:
a) Unit... Lesson.....
Students Book Page...., Workbook page....
b) Learning Objectives (three types of objectives are written; Knowledge, Skills, attitudes)
c) Teaching Aids
d) Main Points of the lesson
e) Resources
f) Review (on the previous lesson)
g) The new Lesson content:
* Warm up
*Presenting the new lesson
*a practical activity on the new lesson
*Wrap up
h) Board summary
i) Assessment/Evaluation
j) Homework
2- The template given concentrates on clear indicators, national standards...etc, whereas the Egyptian template, for English teachers, concentrates on the skills of the target language more than the national educational Standards.
3- The template given gives due care for the students' productivity in different skills, knowledge and attitudes. But in Egypt, we are still exam-oriented. Hence, more attention is given only to knowledge and written productivity.
I am going to modify the template we use in Egypt so that it will be more advanced. I will do that at least in my school. My supervisor is very progressive and he will appreciate that. He will help me to better myself, my colleagues, my students and my school as a whole.
All the best
Ahmed Khattab
Wednesday, February 3, 2010
Teaching/Learning Vocabulary
Dear all,
For all who want useful web-page for teaching/learning vocabulary, here is a good link:
http://www.eslflow.com/vocabularylessonplans.html
All the best
Ahmed Khattab
For all who want useful web-page for teaching/learning vocabulary, here is a good link:
http://www.eslflow.com/vocabularylessonplans.html
All the best
Ahmed Khattab
Tuesday, February 2, 2010
Hello everybody,
I found a wonderful blog on "Learning with computer". Just have a look, I think we can benefit from it get ideas for this week's topic.
Please go to this blog:
http://learning-with-computers.blogspot.com
Try to find the post entitled "Using computers to teach Reading"
Its direct link is
http://learning-with-computers.blogspot.com/2007/08/using-computers-to-teach-reading.html
All the best
Ahmed Khattab
I found a wonderful blog on "Learning with computer". Just have a look, I think we can benefit from it get ideas for this week's topic.
Please go to this blog:
http://learning-with-computers.blogspot.com
Try to find the post entitled "Using computers to teach Reading"
Its direct link is
http://learning-with-computers.blogspot.com/2007/08/using-computers-to-teach-reading.html
All the best
Ahmed Khattab
Using computers to enhance learning
Hello everybody,
Although education in Egypt is moving systematically towards “Quality and Accreditation”, we are still waiting for changes in assessment /evaluation. Great efforts are being made to develop curricula, teaching-aids, teachers’ quality,labs, playgrounds, halls, libraries…etc. However, we are still exam-oriented community. That’s what may affect part of our learning objectives.
My Learning objective for the last session each week is about the skills of dealing with Exam Items, including WRITING. Level 11 is the target audience. Here is my objective for today:
“Using computers connected to the internet, students search for ideas to write a composition of five paragraphs with 75% accuracy.”
According to the articles I read, research shows that WAC (Writing Across Curriculum) helps students develop the following skills considered necessary in both academic and workforce environments:
1- the ability to solve problems
2- the ability to examine ideas carefully and support them with evidence
3- the ability to incorporate and synthesize information
WAC helps address typical writing problems such as:
1.Attitude (the motivation and interest of students)
2.Mechanical Skills (spelling, punctuation)
3.Organizational skills (how to piece it together)
4.Style (conventions appropriate to task and audience)
5.Reasoning ability (thinking, logic)
6.Knowledge (something to write about)
7.Many students have no clear or realistic idea as to what is expected of them in college.
8.For many students, language skills that relate to writing (reading, listening, vocabulary) are poor.
9.Students seem to have trouble grasping questions and analyzing problems.
The WAC philosophy derives from the premise that "writing to learn facilitates learning to write."
Other merits to WRITING
1.Writing can help students to learn better--"verbalization at the more conscious levels, including writing, probably helps the writer to understand the thoughts that otherwise would remain inaccessible. The research also suggests that "writing helps people to operate at a higher level of abstraction".
2.“When we ask our students to write, we are encouraging them to engage actively with the subject matter in our disciplines: to see patterns, connect ideas, make meanings - in other words, to learn”.
Practicing writing results in improved student writing:
1.If writing is to become a natural and effective skill for [students], they must be offered practice and instruction in a great variety of academic settings. They must learn to write for different readers and in many contexts".
2.Many of the problems we see in students' writing result from them not having enough awareness of these different contexts, or from them not having enough practice addressing them.
The improvement of an individual student's writing requires persistent and frequent contact with the student both inside and outside the classroom.
1.It requires assigning far more papers than are usually assigned in other college classrooms
2.It requires reading them and commenting on them not simply to justify a grade, but to offer guidance and suggestions for improvement; and it requires an atmosphere of trust.
3.In short, it requires paying attention to the needs of individuals.
You can find that and more on this URL:
http://kccenglish.tripod.com/cnworkshop.html
This web-page has the title:
“Using Computers to teach writing across the curriculum”
All the best
Ahmed Khattab
Although education in Egypt is moving systematically towards “Quality and Accreditation”, we are still waiting for changes in assessment /evaluation. Great efforts are being made to develop curricula, teaching-aids, teachers’ quality,labs, playgrounds, halls, libraries…etc. However, we are still exam-oriented community. That’s what may affect part of our learning objectives.
My Learning objective for the last session each week is about the skills of dealing with Exam Items, including WRITING. Level 11 is the target audience. Here is my objective for today:
“Using computers connected to the internet, students search for ideas to write a composition of five paragraphs with 75% accuracy.”
According to the articles I read, research shows that WAC (Writing Across Curriculum) helps students develop the following skills considered necessary in both academic and workforce environments:
1- the ability to solve problems
2- the ability to examine ideas carefully and support them with evidence
3- the ability to incorporate and synthesize information
WAC helps address typical writing problems such as:
1.Attitude (the motivation and interest of students)
2.Mechanical Skills (spelling, punctuation)
3.Organizational skills (how to piece it together)
4.Style (conventions appropriate to task and audience)
5.Reasoning ability (thinking, logic)
6.Knowledge (something to write about)
7.Many students have no clear or realistic idea as to what is expected of them in college.
8.For many students, language skills that relate to writing (reading, listening, vocabulary) are poor.
9.Students seem to have trouble grasping questions and analyzing problems.
The WAC philosophy derives from the premise that "writing to learn facilitates learning to write."
Other merits to WRITING
1.Writing can help students to learn better--"verbalization at the more conscious levels, including writing, probably helps the writer to understand the thoughts that otherwise would remain inaccessible. The research also suggests that "writing helps people to operate at a higher level of abstraction".
2.“When we ask our students to write, we are encouraging them to engage actively with the subject matter in our disciplines: to see patterns, connect ideas, make meanings - in other words, to learn”.
Practicing writing results in improved student writing:
1.If writing is to become a natural and effective skill for [students], they must be offered practice and instruction in a great variety of academic settings. They must learn to write for different readers and in many contexts".
2.Many of the problems we see in students' writing result from them not having enough awareness of these different contexts, or from them not having enough practice addressing them.
The improvement of an individual student's writing requires persistent and frequent contact with the student both inside and outside the classroom.
1.It requires assigning far more papers than are usually assigned in other college classrooms
2.It requires reading them and commenting on them not simply to justify a grade, but to offer guidance and suggestions for improvement; and it requires an atmosphere of trust.
3.In short, it requires paying attention to the needs of individuals.
You can find that and more on this URL:
http://kccenglish.tripod.com/cnworkshop.html
This web-page has the title:
“Using Computers to teach writing across the curriculum”
All the best
Ahmed Khattab
Monday, February 1, 2010
Audio Podcast links for books and more
Dear colleagues,
Here some podcast links:
http://www.podanza.com/
www.podiobooks.com
www.podsafeaudio.com/
www.pickthebrain.com
www.openculture.com
All the best
Ahmed Khattab
Here some podcast links:
http://www.podanza.com/
www.podiobooks.com
www.podsafeaudio.com/
www.pickthebrain.com
www.openculture.com
All the best
Ahmed Khattab
Saturday, January 30, 2010
What if the system goes down?
Hell everybody
Most of the discussion has been going on the side of using technology. But What if the system goes down? The teacher (instructor, presenter, trainer)has to have plan B all the time.A mobile cell can be used for listening exercises instead of computer speakers or a cassette player. A flip-chart can replace the electronic Board. Cards, pictures, flashcards, models and maps can replace images or videos on the computer. The white/black board can be used for drawing or spontaneous writing.
Another point I'd like to raise. I think we should maintain using traditional methods and materials side by side with the modern technology.Modern technology includes new communication skills. That's true. But it includes typing but not writing, and we still need HANDWRITING. Technology takes learners away from the face to face social communication into another sort of addiction, depression and isolation. So there MUST BE SOME SORT OF BALANCE IN USING TECHNOLOGY.
Best wishes
Ahmed Khattab
Most of the discussion has been going on the side of using technology. But What if the system goes down? The teacher (instructor, presenter, trainer)has to have plan B all the time.A mobile cell can be used for listening exercises instead of computer speakers or a cassette player. A flip-chart can replace the electronic Board. Cards, pictures, flashcards, models and maps can replace images or videos on the computer. The white/black board can be used for drawing or spontaneous writing.
Another point I'd like to raise. I think we should maintain using traditional methods and materials side by side with the modern technology.Modern technology includes new communication skills. That's true. But it includes typing but not writing, and we still need HANDWRITING. Technology takes learners away from the face to face social communication into another sort of addiction, depression and isolation. So there MUST BE SOME SORT OF BALANCE IN USING TECHNOLOGY.
Best wishes
Ahmed Khattab
Call for Listening, Speaking, or Pronunciation
Hello everybody
I believe a teacher can use technology in preparing lesson plans. Using computer and the Internet, a teacher can write down/type a lesson plan.Using PPT or other Programs he/She can do the warm up, present the new ideas of the lessons, review, wrap up, assign homework...etc At each stage a teacher can attach a text, images, audio clips and even video-clips.With the help of computer and the internet, a teacher has endless sources of seen and heard materials, web-pages, exercises, methods of teaching and tools of assessment.The target audience,Students,are part of the learning/teaching situation all the time.Using the computer and the internet,Students can listen, speak, read, write, search, design, prepare, criticize, suggest, be tested ...etc
I read an article on the website:
http://www.englishclub.com/esl-articles/200204.htm
It tackles these points:
1-Listening: A good way to learn English
2- What is listening an answer to?
3- Why is listening good?
4- How can we listen to English?
This article gives BBC and VOA as model radio station broadcast all over the world to improve listening.
It gives a web-page with links to Radio/TV Station on the internet:
http://www.englishclub.com/listening/radio.htm
I think it has been wonderful task with wonderful experience and nice results.
Best Wishes
Ahmed Khattab
I believe a teacher can use technology in preparing lesson plans. Using computer and the Internet, a teacher can write down/type a lesson plan.Using PPT or other Programs he/She can do the warm up, present the new ideas of the lessons, review, wrap up, assign homework...etc At each stage a teacher can attach a text, images, audio clips and even video-clips.With the help of computer and the internet, a teacher has endless sources of seen and heard materials, web-pages, exercises, methods of teaching and tools of assessment.The target audience,Students,are part of the learning/teaching situation all the time.Using the computer and the internet,Students can listen, speak, read, write, search, design, prepare, criticize, suggest, be tested ...etc
I read an article on the website:
http://www.englishclub.com/esl-articles/200204.htm
It tackles these points:
1-Listening: A good way to learn English
2- What is listening an answer to?
3- Why is listening good?
4- How can we listen to English?
This article gives BBC and VOA as model radio station broadcast all over the world to improve listening.
It gives a web-page with links to Radio/TV Station on the internet:
http://www.englishclub.com/listening/radio.htm
I think it has been wonderful task with wonderful experience and nice results.
Best Wishes
Ahmed Khattab
Skill Building Websites
Hello everybody,
I used some websites. But I found out a very wonderful one: "http://www.internet4classrooms.com".I used an activity that helps teachers to choose and design the suitable activities for certain Grade Level Skills "http://www.internet4classrooms.com/grade_level_help.htm". I also used a web page that gives a lot of exercises to check and enhance spelling for Level 8 "http://www.internet4classrooms.com/skill_builders/spelling_language_arts_eighth_8th_grade.htm".
This site can be used for all levels from KG to Grade 12. It enhances most language levels especially Reading and Grammar. I highly recommend this website for both teachers and learners simply because it is simple, easy to use and comprehensive.
Best Regards
Ahmed Khattab
I used some websites. But I found out a very wonderful one: "http://www.internet4classrooms.com".I used an activity that helps teachers to choose and design the suitable activities for certain Grade Level Skills "http://www.internet4classrooms.com/grade_level_help.htm". I also used a web page that gives a lot of exercises to check and enhance spelling for Level 8 "http://www.internet4classrooms.com/skill_builders/spelling_language_arts_eighth_8th_grade.htm".
This site can be used for all levels from KG to Grade 12. It enhances most language levels especially Reading and Grammar. I highly recommend this website for both teachers and learners simply because it is simple, easy to use and comprehensive.
Best Regards
Ahmed Khattab
Wednesday, January 27, 2010
Delicious Bookmarking
Hello Everybody
Have you tasted the delicious link "www.delicious.com"?
I have. I enjoyed it. It is like playing the same game with completely new spirit, steps and icons. One more thing I learned from creating my own URL, "http://delicious.com/ahmedkhatab", is that what you would do if you saved a book mark incorrectly. For example, I saved a new one as three words, so it appeared as three links not one. I simply re-saved it, but as one word with under scroll.It worked.
Best Regards
Ahmed KHattab
Have you tasted the delicious link "www.delicious.com"?
I have. I enjoyed it. It is like playing the same game with completely new spirit, steps and icons. One more thing I learned from creating my own URL, "http://delicious.com/ahmedkhatab", is that what you would do if you saved a book mark incorrectly. For example, I saved a new one as three words, so it appeared as three links not one. I simply re-saved it, but as one word with under scroll.It worked.
Best Regards
Ahmed KHattab
Wednesday, January 13, 2010
Welcome to my blog
Hi,
I've created my blog http://ahmedkhatab.blogspot.com/ for building teaching skills through the interactive web.
I've learned through step by step instruction how to create a blog.
I can now create a blog for my class to show and exchange their views and activities.
Best wishes
I've created my blog http://ahmedkhatab.blogspot.com/ for building teaching skills through the interactive web.
I've learned through step by step instruction how to create a blog.
I can now create a blog for my class to show and exchange their views and activities.
Best wishes
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