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
Saturday, March 13, 2010
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
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