Week 6: Implementing technology in my classes

Well, the big day has arrived! I started implementing my technology solution in my class on Thursday.

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First of all, the students were a bit surprised we were not having our class in the usual place (our one computer-one overhead projector-no Internet classroom) but in the computer laboratory with twenty computers, all with broadband connections. The surprise was positive, I would say. They liked the idea of changing the setting a bit.

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The next surprise came a few seconds afterwards when they realized not all the computers were on, but one computer per two of them. Some of them started browsing the Net right away, while the others sat quietly awaiting my instructions.

I asked for them to recall the concept of WebQuest I had introduced a week before. We had a few-minute discussion and then I gave them all the link to our WebQuest for the day. Luckily, there were no technological issues and they could all open the link.

The group discussion was triggered right away, the moment they saw the first page of the WebQuest. I believe the photo I used was very inspiring to them.

I used the overhead projector to project the WebQuest for the whole class to be able to see it and then gave them instructions on how it was to be used. I browsed the pages of the WebQuest for them to see what they offer, all of them just fired off questions since this form of instruction was very new for everyone.

When we came to the final point of what their WebQuest "product" should be (in this case an oral presentation) I gave a short oral presentation as a sample of what they should strive for. I even earned myself a round of applause! :)

They all got down to their WebQuests and I could see real interaction among them. Even the quite ones started talking. And they were taking notes, which was pretty much of a surprise!

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Unfortunately, some of them resorted to using Serbian language so I had to intervene and ask them to use English as much as possible.

When I called it a day, an hour and a half later, one of the students remarked: "Wow, the time really flies!". So my conclusion is that this first step was a successful one.

The next day, on Friday. We got back to our regular class setting and I used the usual way of teaching using PPT to go into a bit more detail on what their presentations should look like. We went through the useful language section and discussed the language I used in my sample presentation the day before. I also used the PPT presentations I attached in the WebQuest for them to explore, so we did that together.

I must admit I was very glad to hear one of the students tell me how she and her pair had already met the night before and worked on the oral presentation.

Almost all the students had gone through the WebQuest again when they got home the nigt before and they all commented on the appropriateness of the rubric provided.

Some of them asked me on the usage of online dictionaries (the links were provided in the WebQuest), so (even though I had already introduced online dictionaries in one of the classes a few weeks earlier) I gave them a short introduction to using dictionaries, both online and paper ones. Some of them asked for recommendations, as well, which led to a short class discussion on what dictionaries they individually use or have at their homes. 

I really hope the initial enthusiasm does not phase off till next Thursday when they are all supposed to give their oral presentations in the class.

Week 6: Live from the University of Oregon

Thank you so much Courtney for introducing us all to the live presentations schedule. It was such a pleasure to watch some of these presentations.

And not only that! Great ideas have been shared among E-Teachers. Excellent presentations to give new ideas on how to engage your students or how to use visual aids in  your presentations.

By watching and listening to our colleagues we can learn so much, not only on the subjects they were talking about, but also on the way presentations are given. From these live broadcasts one can get so much important first-hand information on body language, gestures, voice, interaction with the audience and many more important issues.

Thank you Courtney and the UO AEI once again!

Week 6: Engaging students = interactive classes

Engaging your students, especially in large classes, is not an easy goal to be achieved. A vast number of circumstances influences the students' lack of interest in a class.

First of all, the topic itself might be not exactly mind provoking for the students. They might also find the language used either too proficiency or too elementary for their level. Or finally, they might be having a bad day.

There is only one solution to all the above mentioned problems: a teacher who knows how to engage the students using techniques of interactive lessons. Pair work, group work, brainstorming, think-pair-share, minute papers, jigsaw learning, etc. are just some of those worth mentioning.

We would all like our large classes to look like this:

Photo Courtesy: http://interacc.typepad.com/.a/6a01053596fb28970c0120a5ccd6b6970c-600wi

 ...wouldn't we?!

Week 5: Truly a PBL week

This time I was the student...

It all started last Monday morning when my four-year old daughter exclaimed: "Mummy, I want a Minnie Mouse cake for my birthday!" The moment I thought to myself: "OK, I'll order the cake tomorrow", she excitedly continued: "And I want to help you make it!"

Help ME make it...when did I say I was going to make the cake?

Anyway, my daughter was very specific about everything: it had to be a chocolate-cherry-Plazma (a kind of biscuits) cake, Minnie Mouse's en face portrait with a red dotted bow had to be on it. "Phew!", I thought to myself, "At least she didn't ask me to make a 3D Minnie figurine."

So the first few steps of my PBL had already been completed: my daughter (and I) agreed on the topic of our project, the final product was obvious, structuring was pretty much deadline-dictated: the cake had to be done by Saturday noon as the birthday party was on Saturday at 4pm.

So information gathering started the next day: a cake recipe, the necessary ingredients, the necessary decorating material, the necessary Minnie Mouse photo. Once again, Google was my best friend :) And of course, my daughter was a very helpful instructor.

And then came the fun part! It was an awesome experience shopping for all the necessary ingredients and actually making the cake. Everything went smoothly and was easier than I had expected. The decorating part was the best! It was like a sculpturing class to me and my daughter. We enjoyed playing with the decorating dough, or the fondant icing as professionals call it :)


The final product was done on Friday evening and ready for the public display the next day!

I must say that it was greatly admired both for its looks and taste.

Most importantly, my daughter's constant smile was the biggest reward I could get.

 

Week 5: Quest in the WWW

My first WebQuest! I am so proud of it!

I am planning to use it in my final project to try and solve the issue of inhibited speakers in my classroom. Additionally, this will be my students' first WebQuest experience ever.

It seems that every week of our Webskills course brings some kind of out-of-box experience. As for me, this turns out to be the best way of learning.
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