Week 10: Overall Reflection of the Course

Dear Donna and e-participants,

This week is about over! The course is also about over! I remember how I spent past ten weeks. It is very hard to describe using a few words. I say it is PRECIOUS.

What was my curiosity with this course?
When I was informed that I was selected for this course ‘Building Teacher Skills through Interactive Web’, I jumped with joy because it was my first opportunity to have online course from American University. I thanked to all the concerned who provided me this opportunity. I was very much curious and was waiting for the day when the class would formally start. Firstly I was curious about the nature of the course, instructors and the learning environment and tasks I had to carry out since it was my first experience with the online course.

What anxiety I had when I got informed to have been selected for the course?
I was equally anxious about the course. The condition that the participant wouldn’t get any further chance if he or she couldn’t complete the course, made me very serious and devoted to the course. I was anxious because of technical problems like daily load shedding, unreliable internet facility and other possible problems. Especially, my whole anxiety was related to the nature of the course and the tasks I had to do during the course.

What I learned during the course?
The course was the ten weeks training package. It is really difficult to measure its worth with the help of simple words. Just I claim it is precious for all teachers. I had only known power point presentation in the name of technology and it was also not interactive enough. During the course, I learnt many more things about the use of technology to make the classroom dynamic and bring learner autonomy. The most important thing I learnt through this course is – LANGUAGE CLASSROOM IS HANDICAPPED IN THE ABSENCE OF TECHNOLOGY; LEARNER AUTONOMY CAN BE MATERIALIZED SUCCESSFULLY WITH THE HELP OF TECHNOLOGY; LEARNERS THEMSELVES ARE THE MAKERS OF THEIR OWN KNOWLEDGE.

More specifically, during this week I leant how to create ELT blog, nicenet, rubrics, interactive powerpoint presentation, webQuest, online course site, ANVIL and so on. We were given clear instruction for creating and using them in our class. I found every single week more informative. I got the exposure of more and more reading materials.

The discussion issues during the course were writing objectives following ABCD model, learner autonomy, incorporating technology for teaching aural/oral skills, technology enhanced lesson plan, CALL, project based learning, technology for interactive classes, one computer classroom, online tools for enhancing learning, learning styles and multiple intelligences and assessing the Levels of Technology Integration (LoTi). Every issue was supported with abundant reading materials.

Project work was another demanding task that every participant had to carry out during the course. We were given a lot of sample projects carried out by our senior colleagues. Most of us prepared project plan since we had just started to use technology in our class. I prepared a project plan and will definitely carry out the project report.

Rapport with the instructors and other e-participants
There was a very good rapport with the instructors and e-participants. I realized what teacher is after attending this course. We were lucky because Donna was the main instructor for this course. She always encouraged and motivated for carrying out the tasks. She was quite busy with commenting and encouraging us during the course. She provided us clear instructions for every task. I think she had to handle the participants form different cultures and different background. She never felt tired and always encouraged us with beautiful words – ‘excellent’, ‘very good’ ‘nice’ and so on. I am proud of her. I wish I could take one more session from her. Similarly, Jeff Magoto, director of the University of Oregon’s Yamada Language Center, and other instructors also facilitated us with different issues. I would also like to thank them.

We were twenty participants in our group. All were free and frank and enthusiastic to learn. Some friends were familiar with the online course whereas others were like me. Some friends had very good knowledge in technology and some were like me. We were all the teachers from school level to university level. I found all curious and helpful. We all received each other very well. We never broke the rules that we ourselves determined just before the course started. The rapport among the participants was really good and will remain forever because we are in the same field no matter wherever we are.

How I apply this in our class?
As mentioned above, this course provided us more and more insights in using technology in the language classroom. The course has been successful to change my attitude towards teaching profession. In the past I might not be learner centered but now I can claim that I am trying to be learner centered. In the light of the knowledge I got from the course ‘Building Teacher Skills through Interactive Web’, I have started to carry out technology integrated and learner centered activities and I will keep it on during my whole teaching career. My aim of teaching now and for future is to bring learner autonomy through the use of technology.

Finally I would like to conclude my reflection with the statement Margaret Fuller, ‘If you have knowledge, let others light their candles in it.’ I will definitely disseminate the knowledge I acquired and let my colleagues be familiar with this. I will share it with the teachers who are In NELTA and working different parts of Gorkha. I am also planning to share this in the international conference of NELTA. I am still thirsty and will always run for quenching the thirst. My respected TEACHER DONNA has opened the door for me to enter the field of vast knowledge and practice related to the use of technology in the language class. I will try my best. I would like to thank Donna and other concerned who provided me this opportunity. I always remember Evan Esar for the statement, ‘success is the good fortune that comes from aspiration, desperation, perspiration and inspiration’. Though it is the end of this course, I will always be in contact with our GURUAAMA Donna (in Nepali - female teacher who is always respectable like mother) and learn more getting more suggestions and guidance from her in the future too. I will always be in contact with my lovely e-colleagues and share our ideas in the future too.

With warm Greetings!
Kamal

email: kamal_busy2022@yahoo.com

Week 9: Reflections: Multiple Intelligences Exist in Every Class

Dear Donna and other e-participants,

What I learnt?
This week I got the opportunity to broaden my knowledge on Multiple Intelligence and learning styles. As Gardner states, intelligence is the ability to find and solve problems and create products of value in one’s own culture. Gardner and others talk about different types of intelligence. They are verbal/linguistic intelligence, mathematical/logical intelligence,

visual/spatial intelligence, bodily/kinesthetic intelligence, musical/rhythmic intelligence, interpersonal intelligence and intrapersonal intelligence, naturalist and existentialist intelligence. They claim that every individual is equipped with these intelligences. However, the degree of intelligences in different individuals is different. This shows that a class is just like a miniature society. There exists individual differences and the crucial matter is teaching learning process cannot be successful if such differences are not addressed. Again, the problem that occurs is how to address individual intelligence if the class consists of a large number of students.

Technology should be incorporated while addressing multiple intelligences of the learners in the classroom. Different programs and activities should be designed to enhance an individual learner and his/ her intelligence(s). Regarding the importance of computers for addressing learning styles, Davis (1991) puts, ‘computers can be a valuable and vital tool when combined with Gardener’s seven Multiple Intelligences to enable educators to reach students with a variety of learning styles.’ As given in the reading materials, learners who have verbal intelligence can be encouraged to use email, blog, chats, writing, rewriting and so on. Learners who have mathematical or logical intelligence can be engaged with the activities related to calculation, online calculation tools, math and science soft ware and so on. Similarly, the learners having musical intelligence should be engaged in singing chants, rhymes, songs, playing musical instruments and so on. For the learners, having interpersonal intelligences should be engaged with the activities like blogging, chatting and so on.


Another very important article I went through is the one written by Richard M. Fielder and Barbara A. Soloman. It basically talks about different types of learners in terms of the learning styles they use while learning. They have talked about active learners and reflective learners, intuitive and sensing learners, visual and verbal learners and sequential and global learners. Like Gardner, they have also focused their attention on individual differences in learning. For example, for sensing learners, we should design the activities that demand facts whereas for intuitive ones we should design the activities related to discovery and problem solving. Similarly, for visual learners, we should have pictures, diagrams, charts, and films and so on whereas for verbal learners we should design the activities that demand spoken and written explanation. Sequential learners tend to learn the content in sequence of linear steps whereas global ones tend to learn the content randomly without seeing connections.
How I apply in my class?
Multiple Intelligences exist in my class too. So I will try to identify the learners and their dominant intelligences. I may not be able to address the individual learners. For the students of small class where there are no more than 15 students, I will try my best to address the learners individually. For the large class, I will find out the common trends among the learners and group them for different activities. I design the activities suit for them. I will try my best to incorporate technology in my class too.


Thank you.
Kamal

Week 8: Reflections - Wonderful Experience with e-tools for Educators

Dear Donna, Jeff & and e- friends,
This week we got the opportunity to be acquainted with different e-tools which are very useful for the teachers involved in teaching in general and language teaching in specific. We were given a number of tasks like discussion with different tools for educators, creating a nicenet for the class that we participants teach to, creating our own wiki for the online course, creating a blog for the class that we teach and most importantly to join with ANVIL.

Firstly I consulted with the 'Tools for Educators' (http://www.toolsforeducators.com/) that we were given. I found a number of exercises like 'Free word search', 'Free Cross Word Puzzle',
'Free Bingo Maker' and so on very useful for the language classes. They are precious to motivate the learners in learning. LANTERNFISH (http://bogglesworldesl.com/) is another tool which consists of printable materials. 'Easy test Maker' (http://www.easytestmaker.com/default.aspx) is another tool which helps the teachers for generating tests for evaluating learners.

Secondly, I created a nicenet account for my class. I designed some exercises for involving the learners in nicenet discussion. No doubt, it a precious tool for involving the learners in written tasks.

Thirdly, I updated my class blog and shared with my respected teachers and e-participants. I think it is the best tool for letting the learners post comments and take part on the discussion.

Fourthly I created a sample wiki for online course. In the beginning I faced a number of problems as I had limited technical knowledge but later I got a success on it. I created it and designed an online course for the intermediate learners. I designed some exercises for reading and learning English.

Joining in ANVIL creating the teacher account is another task I did this week. I found ANVIL a boon for teachers. The credit goes to our respected instructors Jeff and Donna for exposing it to us. It is the best tool for exposing our learners’ speech. Listening and speaking skills can be taught successfully with the help of ANVIL.


All these tasks are very important to enhance learner autonomy.

Finally, I prepared the first draft of the project plan I am going to carry out and posted for peer review. I also went through the Project Plan carried out by Hari Maya Sharma. As we both are quite familiar with the ground reality of the teaching learning environment in our context. We are constantly sharing our ideas for make our project plans applicable.

Greetings
Kamal

Week: 7 – Reflections - Learner Autonomy: Isn’t it the Demand of 21st Century?

Dear Donna & e-friends,

This week remained a very fruitful week for me. I went through the articles “What is Learner Autonomy and How it be Fostered” by Dimitrious Thanasoulas, and “Learner Autonomy; Bird-in-the-hand or Birrd-in-the-Bush” by Samuel P-H Sheu. I found them very informative. As Dimitrious has put forward it is the shift from traditional teacher-centered teaching learning approach to modern learner-centered approach.

As cited in Thanasoulas, Holec (1983) states, it is the process of developing “the capacity to take charge of one’s own learning”, in the learners. In other words, this approach encourages a learner to be fully responsible for his own learning. He/she himself/ herself is the maker of meaning. It is a self-directed learning and the learner is solely responsible for making decision on what to learn, how to learn, when to learn and which speed to learn in keeping himself or herself in the framework of syllabus given. I also found Sheu so interesting that it is fully related to the sharing of his own experience. I think it is a very good exemplary lesson for the teachers and learners who are teaching and learning English anywhere in the world.

For enhancing learner autonomy, Thanasoulas and Sheu, including others have talked about some of the techniques. Self reports, diary writing, self assessment, reflective activities and classroom reflection are the useful ways of it. They can be used even in the absence of technology. WebQuest, Blog and CALL are very useful where there is the access of computer technology.

Besides this, this week I got some experience on the use of one computer in the classroom. This is very fruitful for us since we don’t have more computers in our context. We can use one computer for better learning. Similarly, I read some of the ideas for preparing project plan. I selected my partner to whom I have to work together for our project plan.
Now I am eagerly waiting for the next week!

Greetings
Kamal

Week 6: Reflections – Learning is something students do, Not something done to students

Dear Donna, Jodi & e-friends,

Experience with Interactive Powerpoint Presentation

This week I start my reflection with a beautiful statement made by Alfie Kohn, ‘learning is something students do, not something done to students’. Yes, this week I got more ideas on how I can make my powerpoint presentation more interactive. I observed the power point presentations that my respected instructors Donna and Jodi sent us. I also observed other PPTs prepared by my e-friends. I am proud of them they all are praiseworthy. And now I have come to the conclusion that interactive powerpoint presentations are useful for eliciting ideas from the learners, motivating them for learning, letting them for broaden their knowledge with classroom discussion and assessing their own current performance in the classroom.

Dealing with Large Class

The second task I did this week is I consulted with the reading materials related to using technology in large classes. I found the articles very informative. I got more insights for handling large classes. I think large classes are not only the burden but also the fun; it is only we teachers who can make the classes boring or live. I see large classes are full of potentialities so the thing is how we use such potentialities. While using technology, we should involve the learners in interaction. No doubt, as large class is heterogeneous in nature, the teacher should enhance collaboration, participation and acceptance of the individual potentiality. For dealing with this issue I consulted with the following sites including the given ones.
http://www.ehow.com/list_6742683_benefits-teaching-large-class_.html
http://www.teachingenglish.org.uk/articles/teaching-large-classes
http://www.englishclub.com/teaching-tips/teaching-large-classes.htm

Technology –related changes in my class

Regarding the implementation of technology in my class, I have just started to use interactive powerpoint presentation. I took four sessions to all the learners of English Access Microscholarship Program, Gorkha Center, Gorkha, Nepal. The sessions were all related to the use of technology in communication and learning different matters including English language and culture through internet. I encouraged my learners to create yahoo account/ Google account and facebook account. Now they all have their own accounts. I have added them in my list under Access Program. I gave them some of the important sites for English learning. Now they are familiar to http://www.youtube.com/, www.google.com, and some other few websites. I have also shown them my blog and some sample WebQuests. In my class too I use computers, TV and CD player for involving them listening to music and English language. I am using the listening CDs published by Cambridge University Press as recommended by the Access Curriculum. My learners also watch films once a week. I have started to keep the record of their progress in language learning and using technology. So far I know I have just started to implement the technology in my class so I will share more about the changes in the week to come.

Thank you all.
Kamal

Week 5: Reflection – Less Teaching More Learning

Hello Donna and e-friends,
WEEK 5, I remember, is now about over. As I did in the earlier weeks, I enjoyed a lot this week too. Something special that I knew heartily this week is LESS TEACHING MORE LEARNING. All the tasks that we had to carry out were interesting and would demand meticulous labor from our side. How lucky we are! We got the opportunity to be familiar with Rubistar, WebQuest, WebGarden and so on. I will present what I learnt this week.


Enjoying with Alternative Assessment

I went through the reading materials related alternative assessment, a new approach for assessing the learners’ performance. It is student- focused and has been designed with the activities in which students actively participate. As stated in the article, effective alternative assessment relies on observations that are recorded using checklists and rubrics. So I learnt something about checklist and rubrics.



Reading about Project Based Learning

The next thing I consulted this week is Project Based Learning (PBL). I went through the given reading materials. After reading them, I got more insights on how we can use it in our class. I found it the best approach to make meaningful learning. It assures “Less Teaching More Learning” so it is the radical shift from the traditional teacher-centered approach of teaching. In this approach students keep on doing something while learning. During the project task, students are engaged in producing or creating something collaboratively so they are highly motivated.
For this task, I consulted the following websites:
http://www.globalschoolnet.org/Web/pbl/plan/assres.htm
http://www.sun-associates.com/lynn/pbl/pbl.html
http://www.edutopia.org/project-based-learning
http://www.atesl.ca/cmsms/home/newsletters/december-2007/project-based-esl-education/
http://susangaer.com/studentprojects/



Creation of a Sample Rubric: Lesson Planning

The task related to creating a rubric is very important for us. I created the rubric in lesson planning. It was new to me so in the beginning I got confused and failed twice but later I followed the procedures meticulously and I succeeded. My URL is - http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2072696& .
For this task, I consulted the following websites:
http://rubistar.4teachers.org/
http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm.



Creation of a WebQuest: Two Long Term Problems: Overpopulation and Deforestation

This task is equally important for us. It enhances quality teaching and quality learning. As rubrics, it was also a new task for me. I got success only after several attempts. I went through the WebQuests that other teachers have created. Most of them are wonderful and precious for both teachers and learners. I also created one focusing the learners of intermediate level in our context. My URL is - http://www.zunal.com/webquest.php?w=108828. For this task, I consulted the following websites:
http://www.thirteen.org/edonline/concept2class/webquests/index_sub3.html
http://www.webquest.org/search/index.php
http://www.webquest.org/index-resources.php
http://www.zunal.com/


Continuation of the Project Work Discussion

As given in the weekly assignment, this week I described some potential changes of my class. I expressed how I am engaging my students to introduce technology in their learning.


How I apply the knowledge in my language class:
- I will apply PBL in my language class so the learners who are shy and less active become very active.
- I will use the WebQuests in my language class as they are the strong tools for both teachers and students.
- Rubrics are very important for evaluating the learners so I will create and use them when I have to evaluate their performance.
- I will try to use more and more technology because it enhances LESS TEACHING MORE LEARNING.


Thank you all.
Kamal

Week: 4 - … pictorial presentation of my reflections on the Journey I made during this week ...

Dear Donna and e-friends,

As the earlier weeks, our teacher Donna provided us many articles related to the use of technology in teaching reading and writing skills. Among them, I went through ‘Using the Internet in ESL Writing Instruction’ by Jarek Krajka; ‘Three Extensive Reading Activities for ESL /EFL Students Using E-books’ by Mei Ya Liang; and ‘Using Technology to Assist in Vocabulary Acquisition & Reading Comprehension’ by Andreea I. Constantinescu. I found them more informative.

I tried to find out more about how computer and other modern technology have been incorporated in teaching reading and writing skills.

I am quite impressed with Krajika in that she has tried to explore more about the issues of using internet in teaching writing with reference to different genres. She has also provided the reference websites for most of the genres.

Going through such articles was really a fun for me. And I made it and took part in nicenet discussion with my teacher and e-friends.

Second task for this week was to work for the project work. So I too presented some issues, challenges and possible solutions of using technology in the language classroom I teach. It is really important for me in that it provides some guidelines for the project work I am going to carry out in this course.

Preparing a lesson plan was another important task I had to do this week. I prepared it for teaching 'Organs of Speech' for the students of Bachelors' Degree (First Part), Tribhuvan University, Nepal. I tried my best to incorporate computer technology in that class.

As other e-participants, I would like to make a commitment to use the learnt knowledge in my class.

Now this week is over. I enjoyed a lot. I am eagerly waiting for the tasks I have to do next week.









Thank you all.
Kamal