CEP 820
Add comment Posted in Uncategorized April 11, 2010
STAIR REFLECTION
Students are required to take the IELTS or TOEFL exam to exit the foundation program and join their majors at the University of Sharjah. This is a challenging and frustrating task because most of the students are graduates of Arabic medium schools where they had limited exposure to the language.
Giving an overview of the task would help to reflect on it based on the students needs. Below are the guidelines for task 1 on the IELTS academic writing exam. The guidelines are adopted/ adapted from several official IELTS websites.
Timing
Students are advised to spend 20 minutes on Task 1.
Task 1
For Writing Task 1 candidates are given some visual information which may be presented in the form of one or more related diagrams, charts, graphs or tables. Candidates are asked to describe the information or data. They must write at least 150 words on this task.
Writing Task 1 assessment is based on the following criteria:
1) Task Achievement
2) Coherence and Cohesion
3) Lexical Resource
4) Grammatical Range and Accuracy
IELTS Academic Writing – Task 1
Task Description
What are candidates required to do?
In this part students are asked to describe facts or figures presented in one or more charts, graphs or tables on a related topic; or they may be given a diagram of a machine, a device or a process and asked to explain how it works. Students should make sure to include the most important and the most relevant points in the diagram. Some minor points or details may be left out.
How long does it take?
Candidates should not spend more than 20 minutes on this task.
What skills are being tested?
Students will be assessed on their ability to choose and clearly describe the most important and relevant information on the diagram or chart. They will be assessed on how well they can organize the information as well as the accuracy of their use of language. The style of Task 1 is academic, so an academic writing style should be used. students are also asked to write at least 150 words and will be penalized if their answer is too short.
How is Task 1 assessed? (Adopted the official cite of IELTS http://www.ielts.org/)
Examiners assess the answer according to these criteria:
- Task Achievement (i.e. how effectively the candidate has identified, illustrated and reported the key features of the information in the task)
- Coherence and Cohesion (i.e. how well the information and ideas are organized, and how well the information is linked)
- Lexical Resource (i.e. the range of vocabulary used, how accurately it is used and how appropriate it is for the task)
- Grammatical Range and Accuracy (i.e. the range of structures used, how accurately they are used and how appropriate they are for the task)
Understanding the Task
· For Writing Task 1 it is very important that students are able to understand information that is presented in diagram/graph/chart/table form. They must also be able to choose the most significant information to include in their description and be sure to focus on the overall trends within the data in order to give an overview of it.
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Now, the question that may arise is how to improve the students’ level to be able to tackle demanding this task.
1. To begin with, it is crucial for students to manage their time well to be able to finish the writing tasks
2. They should also study the graph to see how it relates and try to establish its pattern of organization.
3. They should be able to interpret the instructions correctly. Students should be taught to identify key information to be able to use it in their description.
4. Students should always check their answers to make sure the rubrics are strictly followed.
7. Lastly, they have to be very sure of grammar and spellings.
Teaching Strategies to Help Students Improve their IELTS Scores
Having pointed out the needs and requirement students have to meet to get a high score, it is worth noting to highlight the educational strategies used in the STAIR to meet the needs analysis.
The following strategies were used to help our students improve their IELTS scores.
• Vocabulary expansion
• Language awareness exercises to develop strategies to fortify grammar, identify
Errors in sentence structure complete and combine sentences and cloze techniques
• Text mapping to follow paragraph and text development
• Practice exercises with the Critical Thinking Guide as preparation to predict patterns of text development.
These tactics are presented below in the form of screen shots.
These are web links to practice vocabulary words / different parts of speech needed to analyze graphs.
Below is a screen shot that introduced student to the definition of graph and requirements needed to describe graphs.
Having exposed students to definitions and explanations do not mean they can transfer the receptive information to a productive one. They have to practice and be able to apply what they read step by step. The screen shot below refers students to different links to practice what they have read. Students have to read, answer questions and check their answers immediately and then move to the next step.
Below is one of the link students have to go to for practice. http://www.leeds.ac.uk/languages/resource/english/graphs/treex1.htm
Until now, students have been dealing with the components of describing a graph in isolation, they need to put all the information they have learnt together. The first step that allows them to do so, is be exposing them to model(s). Modeling helps students set frame work for the topic. Along with modeling, the teacher indicates the guidelines for successful and effective report they have to follow.
This lesson is integrates several teaching and learning pedagogies. First, it builds their background knowledge of the topic students are about to investigate by providing a short clip that introduces the topic. This clip scaffolds students’ needs and is intended to walk them through the exercises step by step. Then they are introduced indirectly to a model similar-in a sense- to the one they have to study. Giving them the example of a bar graph helps them extend their focus on other task related to the one they have to deal one-line graphs. Bar graphs are easier for students to analyze and pinpoint its key elements are trends. Asking them to take the first quiz-bar chart- is an example of an inductive approach. Students are exposed to a picture they have to analyze and be able to indicate key elements of that graph.
Then deductive approach is applied throughout the STAIR. The exercises allow them directly to see what they are expected to learn. The presentation part of the PowerPoint introduces students to the meaning of a graph, how to group ideas, how to look at numbers and how to indicate trends. This background knowledge is important for them to deal the following tasks.
After the presentation part, comes the controlled practice part. Students are exposed to a detailed description of the verbs, adjectives, nouns and trends they need for their report. After studying these components, they have to go through several exercises to ensure the mastery of the concepts. Following this controlled practice exercise, they are given a model to see how the isolated aspects are grouped in a paragraph like form.
Modeling is very important for ESL learners. It allows them to group what they have learnt in a meaningful context. Interpreting graphs is not an easy task for students because they have to deal not only with language problems but also with subject matter problems.
The models offered furnish a good foundation for them to start their guided writing process. Students are given a simple graph with a short set of questions they have to answer. After that they have to review the components of describing a graph before they start their first attempt. Then, they have to write their first attempt. When they finish, they are referred to a model to check their answers. This first step is important because it helps them digest and interpret what has been learned.
Students are constantly reminded to go back and review the components of describing a graph if they still have not mastered throughout the presentation. Finally, as a free practice, students are instructed to write a report about the estimated sale of gold in Dubai using the guidelines given. Here, students are exposed to exam like conditions in terms of rubrics and time limit. The aim of this exercise is to help the teacher identify the strengths and weaknesses of the students when dealing with this genre. The teacher will give feedback based on the submitted report.
To sum up, several teaching and learning approaches have taken place in this STAIR. They approaches are integrated and overlap. Instructional scaffolding is employed to support structures that teachers provide to help students reach new understandings they could not reach on their own. This is illustrated by giving links to clips that provide overall view of the writing task one of the IELTS exam and how to deal with trends. Next, modeling is employed to build their schemata about interpreting graphs. After that, they are exposed to the components of reporting a graph in isolation to develop their cognitive knowledge of the topic. After each aspect, students are instructed to take a quiz to measure their performance and level of understanding. This task t measures appropriate level of proximity. Students will not be ready to move on the task unless they give correct answers. Exposing students to different samples help them construct their own the knowledge and oversee the isolated aspects they have learnt integrated together. I believe providing samples for ESL learners are very important as they show them how to integrate the grammar, sentence structure, vocabulary and cohesive devices they have learnt. The activities range from controlled to free practice.
Why the deductive approach was mainly chosen?
This STAIR is an internet computer based learning that adopts the deductive approach.
I chose the deductive approach because it suits the level of my students. The target audience -average to intermediate level- need a clear base from which they begin building a new schemata. In addition, my students are accustomed to traditional approaches in teaching and learning and thus they lack the necessary skills needed if they were exposed to inductive approach only.
How does the STAIR provide feedback?
Interactive computer based exercises are chosen carefully to provide instant feedback. This helps students know their strengths and weaknesses. In addition, they are constantly reminded to go back to the quizzes when they feel they have not mastered the concepts yet. Instant feedback motivates students and helps them opt for more accurate results. Feedback is also ensured at the last stage when teachers have to email students their comments and results.
Aim:
The aim of the STAIR is to help student produce cohesive and coherent writing analyzing line graphs.
Prerequisites:
Students are taught the appropriate grammar points to be used in describing graphs.
Students are taught paragraphing- thesis statement, body and conclusion.
Students are taught cohesive devices to compare and contrast ideas.
Strengths and weakness
A- Strengths
- The lesson is well thought of and based on the students needs.
- It focuses on the curriculum standards and the guidelines set by the IELTS exam rules.
- Students are motivated to work independently at their own pace.
- Students have the liberty to go back and review any part they need to work on without any negative feelings- embarrassment or shyness.
- Students monitor their own learning and understanding.
- Students are responsible of their own learning.
- The exercises vary from easy to difficult. This provides variety and wealth to the instruction.
- Instant feedback is necessary and encourages students to go on to the next step.
B- Weaknesses
- The lesson lacks human interaction which is very important for this task.
- The lesson suits highly intrinsically motivated students who are opting for band 5 and above and want to enhance their language skills.
- It is a long process and students might get bored. This lesson takes about 7-10 days in a traditional classroom.
- Collaborative learning is missing. This long term task needs collaborative learning. ESL students usually need support and encouragement from their fellow peers.
- Students have to read a lot and apply high level critical thinking. This could de-motivate low and average students and puts them off the task.
- Although the exercises are self-explanatory, language problems might be a challenge for most of the students.
C- Caveats
- This lesson could be introduced after traditional teaching takes place as a follow up and independent review.
Add comment Posted in STAIR REFLECTION ,Uncategorized Tagged: Add new tag May 2, 2009
Personal Reflecton
Personal Growth- end of course reflection
Reflections on using technology in class
I often use the overhead projector instead of the blackboard to put up instructions and notes. I also use overheads from texts that the students are reading or of other images that I want the students to see. I enjoy being able to go back through notes over the course of several lessons. On the other hand, I recognize that I would not want to rely completely on the overhead projector over the black board. I used the computer to show movies to students. I also used the computer to project images when I want to whole class to see what I do.
I have used the computer a lot for teaching this semester. Students used computers to write stories and research and practice listening material for TOEFL and IELTS exams. Not only were students typing texts, but they were also formatting theirs. I also had the students use the Internet to look at English related sites. Furthermore, the research that they did for their listening and speaking came almost totally from the Internet. Students looked through websites I had specified to them.
In addition, I use technology in planning for my lessons. I often find a nice activity or idea on the Internet, such as scavenger hunts, role plays, riddles for ESL, interactive grammar and reading activities. This was an invaluable way that technology has filtered into my classroom. What I really discovered and used intensively this semester is using video clips and movie trailers for my listening and speaking class. The websites I used had loads of clips and English trailers accompanied with comprehension questions. Students really enjoyed these sites and worked on them with enthusiasm.
There are definitely ups and downs with the computers. On one hand, the computers allowed students to interact with information they might have encountered in their readings. However, using the Internet was always risky, as pop-up ads and unexpected links might be inappropriate for ESL students. Similarly, students often had trouble finding appropriate texts on the web suitable for their level. Furthermore, very often my students and I had problems connecting to the internet in the lab. Many sites do not open in the lab- though they worked well in my office. For example, I base my lesson plan on using YouTube to teach grammar and build all the activities around the lesson on YouTube, unfortunately, I could not open YouTube in the class because the university has suddenly decided to block the site. Although it was a very frustrating experience, I have learned that I should always have a backup plan to deal with such unexpected issues.
At the same time, students were learning valuable information about searching and using the webs, a skill that will definitely be important in their later lives. Also, students in general seemed to enjoy working on the Internet, though this sometimes meant that they were playing around more than they were working. Students were also learning valuable word-processing skills. When technology malfunctions, students and I were often frustrated and upset. Yet, we learned to accept it and work around. We have to revamp and move onwards. This means that I have to be always prepared and “up to my sleeves”.
I enjoyed working on my blog this course. It gave me insights on how blogging could be integrated in the classroom. My colleague and I have worked on creating a blog that deals with controversial issues students encounter in their readings. This blog was hosted by the university website. Students loved going to the lab and be able to write and post comments on their readings. They also enjoyed responding to other blogs. Since it was not scored, it was the fun. They enjoyed writing and reading in English without being graded. They collaborated, discussed, and worked hard to present good pieces of writing.
Another thing I learned doing during this course and made good use of it is using mobile phones and iPods for teaching. I asked students to record their min-presentations on their mobiles and share them with the class. Students were reluctant at the beginning and they argued what the use would be. I pointed out that since they use mobiles outside the classroom, they could use it for educational purposes. They loved the idea once they have finished presenting their topics. They pointed out that recording their presentations helped them avoid public speaking fears; as a result, they managed to get good grades.
Using IPods was fun; I downloaded podcasts from BBC documentary and CNN podcasts, created comprehension questions for students to be able to answer while listening. These short movies and podcasts provided a platform for well structured speaking activities. Students loved this idea. They even came up with more ideas on how to integrate IPods in the classroom.
Working on the STAIR project was challenging and motivating. It helped me focus more on the students’ needs. To be able to work on the STAIR, I had to read more about teaching pedagogies understand my students’ needs, course requirements and test specifications. Working on it was fun. The STAIR was piloted in class to get students’ reactions. They admired the idea that they could work on a daunting topic-describing a line graph- on their own. Besides, deaf students who often find themselves lost in class because of communication problems, found the STAIR beneficial and informative.
Developing a webquest/ webpage was fairly a major task. I took hours to decide on a topic, pictures, links and evaluation plan. Though I have not had time to pilot my webquest, I reflected on my audience, course requirement and level of students to be able to design a webquest that students could answer and enjoy working on.
To conclude, I am rather happy with what I have achieved this course. Now, I am able to create webquests, webpages, create blogs and wikis. I can use technology with much more confidence than before. However, I still have a long way to reach my desires and needs. For the coming course, I am looking forward to creating podcasts, videos, complete my webpage, use Audacity and Wimba in classroom, and try to use Moodle in the class for my students.
Add comment Posted in personal growth May 2, 2009
Google Sites
Google Sites
Review
This paper reviews Google Sites from a teacher perspective and how it can be used as an effective teaching/learning tool in the classroom. The paper attempts to answer the following questions:
1. How is my experience as a user? What functions I liked/did not like?
2. What knowledge or skills would students need to use the software?
3. How can you share the products you create with this application?
4. How could you see the application being used to teach a particular subject matter?
5. What are some things a teacher could do to help students collaborate using this application?
6. What sort of organization or managerial consideration will a teacher have to take into account?
First, what is Google Sites?
Google page creator does not accept any new sign-ups for its pages because they have shifted their focus to developing Google sites. Google sites offer many new options that were not available on Google Page Creator, such as site level navigation, calendars and Google docs.
Google Sites is a tool that allows students and teachers to create web pages, adding content, attachments, and media.. A site can be created for a class, a school, or any other group that needs to quickly share information and ideas. The easy-to-use editor makes it possible to build a site in minutes using ready- made templates, such as announcements, dashboards, file cabinets, or lists. Google Sites also offers control over who has access to the page; share with everyone, or only specific individuals.
Below are some of the templates that you will find.
I have bee working with it/ on it for some time and I was happy that I have my URL
http://sites.google.com/site/nevineswebpage
http://sites.google.com/site/nevinek7/
http://sites.google.com/site/nevineswebpage/
I would like to share with you the frustration I have experienced when working on Google Sites:
1- Though the layout and design seem sleek and simple to edit, the pages sometimes freeze when you try to administer multiple applications. When having multiple pages and decide to modify the navigation or the look later, you will have to go back to each individual page and update separately. Though it is mentioned that we can create multiple pages to the website we create, I find it easier to just develop one page. The process tends to be complicated as we try to build more pages.
2- Adding a calendar is quiet easy but I could not figure out how to past it on my webpage. I could only copy the URL and then be able to access it if I click on it. . This is how is tried and figured out how to do it.
3- When I started adding gadgets, the process became more difficult for me. Yet, I found some good examples of how Google sites was used in teaching.
How can Google Sits benefit teachers and students?
Students can use Google Sites to:
• Manage their assignments and activities.
• Build a personal webpage of their work.
• Collaborate and share ideas with other students for group work and peer tutoring.
Teachers can use Google Sites to:
• Generate a class web page, including handouts and tutorial videos.
• Collaborate with other teachers on department or school-wide projects.
•Administer international projects that connect teachers and students around the world.
Examples of instructional ideas for use of Google Sites in the classroom
Teachers teaching students at the foundation level in universities could create a public website for posting announcements, a calendar of events, different assignments –reading, writing, listening, and add fun stuff. Teachers could also for example at the Higher College of Technology could create a private site to share information with parents, like curriculum resources. In addition, Students could be engaged in projects using Google Site. Have students create a site for their projects. These sites could include multimedia, and pod casts.
Google Site could be very helpful educational tool that helps students collaborate and work on a particular task.
To conclude, I think I need more time to play around with it. Practice makes perfection. This review could be just my first impression, but I think if I work on it me I could integrate it in my teaching. I will try to do it next week.
2 comments Posted in Google Sites Tagged: Google Sites April 26, 2009
Step by Step- Building a Web2.0 Classroom .mp3
I have not used web2.0 yet in my class, however, i used mobile phones for my speakingclass. students resisted the idea at the beginning, but after working on the assignment, they just loved the end product.
I might ask them to upload their mini speeches later on when i learn how to do it. I felt good about myself, i was able to apply something new i have learnt.
This link gives step by step assistance in building web 2.0.
http://beemp3.com/download.php?file=3431359&song=Step+by+Step-+Building+a+Web2.0+Classroom
2 comments Posted in web 2.0 April 17, 2009
Controversies in using technology in language teaching
This article gives a balanced view of using technology in the class. The article stresses that teachers have to set goals and identify the students’ needs in order to use the suitalbe tech. Teachers also have to be aware that technoloyg is just a tool that enhabces learning.
Check the link:
http://www.teachingenglish.org.uk/think/articles/controversies-using-technology-language-teaching
Add comment Posted in controversies in using tech. in language teaching April 17, 2009
Using ipods in class
A new innovative technology that could be used in class in ipods. At first, i did not know how they could be used. Yet, i came across this link that could insights on how they could be used.
Check this link: http://www.education-world.com/a_tech/sites/sites070.shtml
Add comment Posted in Using ipods in class Tagged: Add new tag April 11, 2009
Using Cell Phones in teaching
Cell phones are innovative tools to be used in classes. I came across some articles that encourage the use of mobile phones in classes.
Here are the links:
http://teachingtoday.glencoe.com/howtoarticles/cell-phones-in-the-classroom
http://www.marcprensky.com/blog/archives/000043.html
http://teaching.mrbelshaw.co.uk/index.php/2006/09/21/20-ideas-getting-students-to-use-their-mobile-phones-as-learning-tools/ (Great gives 20 ideas for use in the classroom)
1 comment Posted in Using Cell Phones in classes April 11, 2009
Using webquests
As I was working on my webquest assingment, i cam across several links and websites for webquests. some of them are really useful to ESL students and others are challenging and sometimes demotivating especially if the links are dead.
Check the links below to have an idea of some useful webquests that you would like to try with your classes:
http://www.world-english.org/webquests.htm
http://www.nelliemuller.com/ESL_WebQuests.htm
http://academics.smcvt.edu/cbauer-ramazani/Links/webquests.htm
These webquests are suitable for ESL students and teachers to be used. They cater for the topics that ESL students usually encounter in their texts books.
Some of the links in the above sites are dead. Yet, the majority work well. Sometimes, teachers need to tweek the requirements to students’ needs.
Add comment Posted in Uncategorized ,Webquests April 10, 2009
Getting to know me
My name is nevine. I teach students at the university level. teaching is my passion. I also love reading, travelling and swimming. I think i got addicted to blogging once i tried it.
Add comment Posted in introduction April 7, 2009
