7th week reflections

7^th week reflections (A Key to Motivating Students) 

 

This week had to : 

 

Discussion 1: Read about learner autonomy (Thanasoulas, Sheu, Interconnections). Effective self-directed learning starts with learner autonomy. What could you do to encourage greater autonomy in students, with and without technology? 

 

 Nowadays teacher's role is to guide and assist students as they take on more responsibility for their learning moving the focus from teaching to learning. The time and content we as teachers can give to our students can be limited. Following a curriculum or (learning system) also affect the learning process and may not meet the students' needs and abilities. What about learners studying entirely on their own?

Learning autonomy can be the answer for this question. Autonomy is the ability to take charge of one's own learning' by (Henri Holec). It means making use of self/peer assessment. And the role of the teacher as supporting scaffolding and creating room for the development of autonomy is very demanding and very important.

I remember when I was a student 6 years ago; I started learning English at school and had some difficulties with the English book. So I decided to learn English at home using other materials (newspaper, magazines, movies and books) I like and match my interests. It works and I like the idea of learning by myself. Now I tell my students about my story of learning autonomy trying to help them do so.

Nowadays students around the world are offered with so many materials and ways to be more independent in their learning they personalize language learned. Technology can serve learning autonomy a lot in many different ways. It potentially facilitates learner autonomy more efficiently as students make more of the decisions about how to use the tool. Students still need to be helped to understand how a tool might benefit their overall learning. Teachers can encourage learners to think about the choices they are making and reflect on how the program is beneficial.

Students can you blogs for example as we do now in the course. They can write reflections of their learning on their blogs and their peer's comments. The internet provides huge recourses for learning and being autonomy. Many educational websites, networks, free courses and even learning chat box. 

 

 "I have been browsing through different websites trying to find a link between teaching and autonomous reading. As discussed in the article "What is Autonomous Learning?" (http://prs.heacademy.ac.uk/view.html/PrsDiscourseArticles/113), autonomous learning is not teachless learning, but it is a habit of mind expressed through a range of activities and skills, acquired and developed through practice and teachers have a great role in teaching this habit of mind" .

This text is shared by Mr.Hilal

Creating a sample lesson for a one-computer classroom

 

Most people don't have a computer lab all to themselves, and many do not have a lab in their school at all. A one-computer classroom is a way to start. Read about activities for the one-computer classroom and some strategies and applications. Create a sample activity for a one-computer classroom to share. Make sure you include who the students are, when in the lesson you're using the activity, the behavioral objective (ABCD format), and why technology will make the activity more effective.

i posted in this :

Sample Lesson Plan with one computer classroom

Title: TV Programmes
Learners: A group of students in basic education in grade 4 learning English as foreign language (9-10 years)
Duration: 40 min.

Materials:
•Pictures.
•Power Point Presentation (Microsoft office software )
•Colored flash cards.

Aims/Objectives :
1.Teach the students different kinds of TV Programmes.
2.Teach the students some questions and answers.
(What kind of TV Programmes do you like?) and e.g (I like sport Programmes because they are interesting ).
3. Ask for giving opinions about TV Programmes. Teach the students some adjectives (funny ,boring ,exciting ,scary, interesting)

warming up:
Ask students what programmes they watch in TV ? , Can you name them?
Show them some pictures and ask. What you can see?


Presentation: ( 15 minutes)
1.the teacher present the Power Point to the students for different types of TV Programmes with sample of each one.
2.the teacher show the students some pictures of TV Programmes with the written form .
3.the teacher show the students some pictures of TV Programmes and how to pronounce them correctly .

Practice: (10 minutes)
1.the teacher asks student to recall the name of TV Programmes.
2.give the students an exercise. ( matching)
3.ask the students to work in pairs to practice how to ask and answer about TV Programmes.
4.the teacher asks student to mime some adjective in front of the class.

Production: (5 minutes)
1.The teacher asks the students to recall the names of the TV Programmes.
2.The teacher asks two students to come in front of the class to match the picture with the correct kind of TV Programmes.
3.students work in pairs asking what is your favorite TV programme? why ?

Expected problems:
1.Some students may mime the adjective wrongly.
2.The overhead projector or computer broke down.
Solutions:
•T will try to ask another student or the T will mime himself.
•Use the flash cards of each TV Programmes


ABCD objectives will be :
the grade 4 students in this lesson will be able to identify at least 4 different kinds of TV Programmes and give opinion about them .