Week 8 DISCUSSION: Online Tools to Enhance Learning

An immense march ahead, I've in addition completed this week is creating a blog for my trainee teachers. While I think of the hard time I had creating my own blog but nevertheless that I've accomplished.

I also used the blog to add some grammar points. At the same time I have also used http://hotpot.uvic.ca/ and created a matching activity reporting on the use of SO to add emphasis when we're explaining effects. 

I'm yearning to exploiting Rich Internet Applications and techniques up to a great deal further.





I have read Hot Potato and Edilim as excersise generators which can be used off line and taught trainee teachers how to use them.

I also taught trainee teachers how to create online activities in Educaplay. On the other hand, I have tried ANVILL also. 

Dr. Ashok Kumar

Week 8 TASK: Create an online course or activity

This week I have crated my class blog (https://write2saini.wordpress.com) to help my trainee teachers learning. Through this they can go through and see the current lesson plan and assignments. My trainee teachers know how to use and access if they are out of class or busy somewhere else by just clicking on list of lesson options. Assignment will be posted there on the prescribed interval. Trainee teachers are able to click on the links to see additional materials for extra practice out of the class and especially during the weekends. The trainee teachers are in core English class. They learn Basic English language for communication; especially speaking and listening.

Dr. Ashok Kumar

Week 7 DISCUSSION: More Refections

http://sisaljournal.org/archives/march12/tassinari/

I read the alloted readings on the subject of learner autonomy. In order to give a precise description or connotation of "learner autonomy" is not one of the easy tasks. The term’s approach varies from person to person, depending on what viewpoint one desires to inspect it from. Researchers may have "learner autonomy" and its sisters such as "learner independence", "Self access learning" and many more. Working in groups learners are aware of further protected and assist each other to find out and explain the activities. They further increase their own academic and touching characteristic.

In the beginning learners may find these types of methods more complicated, however as they progress, they get familiar and become extra provoked and self-assured. I used to segregate my learners into clusters and get them engage mutually. My learners contribute to and explore jointly and they develop into skilled learners.

Dr. Ashok Kumar

Week 7 DISCUSSION: Learner Autonomy, Mobile, & One Computer

I gone through the activities for mobile devices, the one-computer classroom and I have developed my Sample as follows. I have divided learners in groups of four, would be invited to formulate an interview to students on the subject of habits routines, likes and dislikes. Learners would apply their mobile phone devices in order to trace the interviews.

• Ø  Learners would develop one file of the potential queries can use during the interviews.
• Ø  Learners would have a calendar day to decide a learner from to make the interview.
• Ø  As the interview is recorded, one group of learners would demonstrate it to the other groups.
• Ø  The tutor and other senior faculty would formulate remarks in relation to the interviews.
• Ø  Learners would have a discussion on the subject of the practice of doing the activity.
• Ø  At the end learners would complete a co-evaluation and self-evaluation tool.

Functioning in groups and the substituting the familiarity action in the classroom would encourage the communication among them.

Who are the students ?

30 Learners flanked by the ages of 25 and 28, of mixed genders.

ABCD objective:

Following the listening to the enlightenment in relation to behavior and custom in present simple, learners would be capable to develop an interview and trace it by means of the appropriate glossary and indented language configuration.

Thus the application of mobile technology would encourage them and would make the activity further efficient and effectual. A number of learners in my group are equipped with cell phones, tablets, iPods and iPads. In my classroom there is one computer and a projector to display the recorded videos etc. 

I have created the following Padlet for Learner Autonomy, Mobile, & One Computer --

http://padlet.com/wall/webskills4drsaini

Dr. Ashok Kumar

Week 6 TASK: Create an *INTERACTIVE* Powerpoint

Dear Sean and Colleagues,

I have developed a comprehensive sketch of my department of English in the form of ppt. This sketch of my department is presented before the joint review mission visited our state to analysis the progress of department of education. Ours is the research and training council therefore we have revealed in our presentation concerning the structure of department, syllabus being taught, objectives of the syllabus, list of books prescribe for class room teaching, detail of language laboratory, detail of works accomplished by department of English during the last and the current academic sessions, developments of training packages, detail of workshops and training conducted during the current and the previous academic sessions, annual work plan which we have to follow for the implementation of the department’s needs and some useful ELT and ICT books to incorporated in the forthcoming training and workshops. I have requested Sean Sir to upload my ppt to the wiki for reflections and sharing.

Dr. Ashok Kumar

Week 6 DISCUSSION: Engaging Students

Hi Colleagues,

Classroom Process

We are planning to initiate with the training/workshop "Teaching Large Classes – Enhancing Learning by Engaging Students" by Rick Finnan and Donna Shaw. I teach and train English language teachers at State Council of Educational Research and Training Uttarakhand, India. Since I teach a group of teachers so I don't look such problems as lack of interface with trainers, be deficient in or underprivileged conversation and need of regular test or marking assignments.

We completely have the same outlook with the suggestion that "Combining lecture with short, pair or small-group learning activities keeps students interested, motivated, and involved". In every folder lecture may not be a monologue; it's a dialogue. "Teaching Large Classes" (http://serc.carleton.edu/NAGTWorkshops/earlycareer/teaching/LargeClasses.html) a number of of the ideas in addition may be applied in classes with one laptop for a class.

Although, by way of technology accessible, it might be more rapidly, easier and further resourceful for the reason that each trainee ought to complete the assignments. By means of PowerPoint presentations and video "support" the lecture, assist perception and continue the enthusiasm. Diminutive cross-examine at the end of the lecture will facilitate trainee teachers composite innovative matter.

Dr. Ashok Kumar

Week - 5 - TASK: Create a Rubric or an Alternative Assessment

My learners are also non-English speakers. Due to be deficient in English-using milieu, my learners tend to overlook their English communication follow up. In this circumstance, in order to endorse their oral English communication, I need a rubric to guide their oral communication skill. You can see my rubric online:

http://rubistar.4teachers.org/index.php?screen=Home&module=User

I will use it to assess my students' oral English performance, directing them towards accurate bearing. I have added my rubric to our wiki also in the "Rubrics" area for sharing.

Dr. Ashok Kumar