Hi Courtney and other Colleagues,
Greetings.
A pat on our own back and great applause to everyone for all the sincere efforts to accomplish this course "Building Teaching Skills using Interactive Web" from AEI, University of Oregon supported by US Embassy. A BIG THANK YOU for the opportunity provided to look into the other dimension of our teaching profession and excel in it.
It is like a dream that the course comes to an end so soon (ten weeks) and we never thought of the journey is like a Super Sonic experience. I came to know about the closure of the scholarship only on the last date, worked very seriously about the statement of purpose for the course and applied. When I received the information from US Embassy, New Delhi, I was really surprised and into the cloud nine as if I got a seat in 'Titanic'. I have never dreamt of a course on 'Web Skills' though I organized a workshop on 'Technology enhanced Learning:Innovations and Trends" during April 24-25, 2012 and that kindled my enthusiasm to know more about Web 2.0.
The journey started on September 29-30 as Opening Ceremony and from October 1 on wards, it sailed in full swing and I came across several things ...
Week 1, setting the ground rules for discussion in an on-line forum, creating a blog and opening an account in Nicenet which provided an opportunity for me to detailing of the different things that are going to happen through this.
Week 2, web searching through 'Noodle tools', a tremendous effort I had made and listed around 135 links and web search engines that are connected under nine different headings. I was amazed by the quality of articles and by the quantity of links through UNESCO, FBI - Intelligence Literature, tenbyten and many more. Creating 'ABCD' model objectives are the first- of- its- kind to me and gave an insight into the topics which I am teaching during this semester and stating the background of my class for the final project and dealing with Bloom's Taxonomy which provided an idea to refresh my thoughts which set the tone through out the course.
Week 3, On-line bookmarking through delicious which gave an avenue to access the book marking patterns and the different types of tags to be used academically. Randall's ESL Lab and aural /oral skills resources made me think different to use these resources into the classroom practices.
Week 4, Reading / Writing Skills building exercises and the use of e-books which helped me to look into the resources and to evaluate them appropriately when i do suggest to my students. The introduction of multi-skill websites and vocabulary building website like 'breakingnews' that introduced me to more than 1600 lesson plans and think how big the on-line resources are. Further, during that week, I identified the potential issue for the project task where my learners are really lacking.
Week 5, Creation of rubrics for the project task had enhanced my ability to create some thing new and the method of making an assessment for various topics which I was teaching by setting the standards. The alternative assessment tools provided an opportunity to assess the different methods of assessing the skills of my learners and their skills. Project -based learning topics are wonderful to see that how the teaching environment in other areas / countries and how it can be converted into our learning environment. Project task - describing the changes which alter my ideas to think into the big picture an d look for the minor changes I am supposed to do during the project.
Week 6, Teaching / engaging large classes which provided an insight into my teaching environment and better solutions to resolve the issues in the classroom. The creation of interactive p ower point through 'Rubrics' is an excellent tool which i can use it for my entire life, The project task- implementing the change helped me to assess the abilities of the learners that they are looking for and the potential threat to resolve it.
Week 7, the articles related to Learner autonomy made me finding out the real learning environment that the student are really looking for in an English classroom. Suggesting a partner to review the project draft made me threw light on the several partners which I looked into them. Wallwisher made me to post new information which I try incorporate in the project task to the students.
Week 8, I created a classwiki, class blog and online class using Nicenet to my students where they register and reflect the practices that they had in the English Classroom. I created some on-line exercises to the students using 'tools for educators' and the students worked out with a lot of enthusiasm. I submitted my draft copy of project to Courtney's wiki and looked forward to the checklist from my peer reviewer. I have not had any inputs from my reviewer and resolved it with the assistance of Courtney, my instructor through Jasmina who showed her willingness to review my draft project copy. She showed her mettle and suggested excellently to enhance my project task.
Week 9, I learnt the different concepts of multiple intelligences and the different learning styles of students through excellent articles. I tested my self in order to know which intelligence is predominant in me and I posted the ideas of learning styles. I submitted my final draft of the project task before the due date and I found some technical snag in it through 'accessibility rights' area. I resolved the issues with the assistance of my wife and from my EDP staff and posted my final project draft again with all tension in mind.
Week 10, I have come closer to end of the course 'web skills' but the Technology implementation survey made me to think deeper the areas that I am supposed to improve with in the next one year / six months. I do look forward to a lot of comments from my colleagues and I suggested the ways to the future participants to make their course complete and fruitful.
I wish the future participants a great success and I thank whole heartedly my course instructor Courtney and my colleagues for showing great support and encouragement in all the walks of this course.
I am very much convinced with the kind of inputs provided through out the course and I have found this entire journey memorable.
Look forward to collaborate more with all in all future endeavours...
S.Sankarakumar
Thursday, 6 December 2012
Sunday, 2 December 2012
My reflections : Week 9 Web Skills course
Hi Courtney and my dear colleagues,
Greetings.
We have come closer to fulfill the requirements of the Web Skills course and I am happy to reflect on the practices and the experiences that i gained during this week.
First of all, I show my gratitude and heartfelt thanks to our course Instructor Courtney for being an excellent personnel and extending her help to me in accomplishing the project preparation task. When I was in despair, she suggested Jasmina and Ashish to finish the draft review. Finally, Jasmina, in no time, accepted my request and did complete the review with in three hours and sent her suggestions for the final draft preparation. I extend my gratitude and my heartfelt thanks to Jasmina, without her help, I could not have completed my project work at all. A BIG Thank you Jasmina.
I am really elated to write my reflections on the Week 9 topics related to learner styles and the use of technology and Howard Gardner's "Multiple Intelligences" theory and its implementation in our teaching-learning process. I accessed Multiple Intelligences and found excellent resources with different intelligence and its related applications in our teaching using different skills. I downloaded Gardner's article 'MI after twenty years' and found its amazing methods to assess the learners' styles and the ways to improve the intelligence of the learners. What an amazing visionary he is! Then I explored some other topics such as "MI", 'MI Smart program', 'MI a theory for everyone'','Research results of a MI classroom' and found excellent resources which are useful to understand the needs of each learner and to cater to the requirements of a classroom.
Then I accessed the MI Activity Chart, Multimedia and MI and worked out to find out my own learning style questionnaire. I got excellent results related to that and reflected it in Nicenet discussion forum. I identified an excellent activity that led to the different intelligence and to satisfy the learners' needs through Tony Buzan's 'Mind Mapping' activity. There is always a method to make the topics interesting and I have learnt this through ennumber of activities. Then I learnt another aspect of the learner styles through NCLRC - Sailing with 5-C's such as 'Communication, Culture, Communities, Connections and Comparisons' and how to link the different learning styles in our classrooms. The major learning styles like Meta cognitive strategies and Task-based learning strategies namely 20 types and referring all with different learners in order to attain self-efficacy and improving in their learning abilities. Further, the different strategies to be taught to the beneficial of the students and the different instructional methods to be followed. Finally, the article has shown the ways of creating different activities using different learning styles.
I am very much happy with the final out put of the project task. Till Tuesday night, I have not had any clue at all regarding my final project and its outcome due to my non-receipt of the draft report comments. Finally, our course instructor suggested the names of the Saviors who have accepted to review my project report. Jasmina showed her willingness to review my draft and with in three hours sent her report. The comments are really worthy and made me rework on some parts of the project report and upload it on time. It is an amazing experience to be shared and thanks to all the colleagues who had given me different inputs through out the course. Yesterday, I went through most of the projects submitted by my colleagues and every one is unique in identifying the research problems and implementing the solutions and the changes to be done are quite convincing and some are exceptional and innovative. I was amazed with the typical experience. When I accessed my class Wiki inter link from the view part of the project (in word document), I was shocked to see that 'Oops, the link cannot be connected', I was really upset with that. I contacted my institution's Electronic Data Processing (EDP) personnel, Mr. Anu Prakash, he lent his helping hands to sort out this issue. Even though, he was away from the office at 7 P.M., he accessed it through 'Team Viewer'. He also found that the link has not been connected message when he clicked on the link I inserted, which linked with the domain 'wikispaces.com' but does not lead to my webpage psgtech first year engineering due to permission restriction error. I was unhappy with this technical - accessibility problem, I uploaded another copy of my project stating the reasons behind it. My classwiki can be accessed by copy and paste the link in a new browser page and the same information also accessible from my blog psgtech students class blog where I uploaded the same input given in class wiki. I do apologize for the technical lag and I learnt so much out of this experiences. I overcome this by the encouragement from my peers and the support from my family especially my wife, Suriya, who is a system administrator.
Finally, I received the communication from our university regarding the course feedback and I am working on it. Thanks to all the support from our instructor and from my colleagues in this course.
S.Sankarakumar
Greetings.
We have come closer to fulfill the requirements of the Web Skills course and I am happy to reflect on the practices and the experiences that i gained during this week.
First of all, I show my gratitude and heartfelt thanks to our course Instructor Courtney for being an excellent personnel and extending her help to me in accomplishing the project preparation task. When I was in despair, she suggested Jasmina and Ashish to finish the draft review. Finally, Jasmina, in no time, accepted my request and did complete the review with in three hours and sent her suggestions for the final draft preparation. I extend my gratitude and my heartfelt thanks to Jasmina, without her help, I could not have completed my project work at all. A BIG Thank you Jasmina.
I am really elated to write my reflections on the Week 9 topics related to learner styles and the use of technology and Howard Gardner's "Multiple Intelligences" theory and its implementation in our teaching-learning process. I accessed Multiple Intelligences and found excellent resources with different intelligence and its related applications in our teaching using different skills. I downloaded Gardner's article 'MI after twenty years' and found its amazing methods to assess the learners' styles and the ways to improve the intelligence of the learners. What an amazing visionary he is! Then I explored some other topics such as "MI", 'MI Smart program', 'MI a theory for everyone'','Research results of a MI classroom' and found excellent resources which are useful to understand the needs of each learner and to cater to the requirements of a classroom.
Then I accessed the MI Activity Chart, Multimedia and MI and worked out to find out my own learning style questionnaire. I got excellent results related to that and reflected it in Nicenet discussion forum. I identified an excellent activity that led to the different intelligence and to satisfy the learners' needs through Tony Buzan's 'Mind Mapping' activity. There is always a method to make the topics interesting and I have learnt this through ennumber of activities. Then I learnt another aspect of the learner styles through NCLRC - Sailing with 5-C's such as 'Communication, Culture, Communities, Connections and Comparisons' and how to link the different learning styles in our classrooms. The major learning styles like Meta cognitive strategies and Task-based learning strategies namely 20 types and referring all with different learners in order to attain self-efficacy and improving in their learning abilities. Further, the different strategies to be taught to the beneficial of the students and the different instructional methods to be followed. Finally, the article has shown the ways of creating different activities using different learning styles.
I am very much happy with the final out put of the project task. Till Tuesday night, I have not had any clue at all regarding my final project and its outcome due to my non-receipt of the draft report comments. Finally, our course instructor suggested the names of the Saviors who have accepted to review my project report. Jasmina showed her willingness to review my draft and with in three hours sent her report. The comments are really worthy and made me rework on some parts of the project report and upload it on time. It is an amazing experience to be shared and thanks to all the colleagues who had given me different inputs through out the course. Yesterday, I went through most of the projects submitted by my colleagues and every one is unique in identifying the research problems and implementing the solutions and the changes to be done are quite convincing and some are exceptional and innovative. I was amazed with the typical experience. When I accessed my class Wiki inter link from the view part of the project (in word document), I was shocked to see that 'Oops, the link cannot be connected', I was really upset with that. I contacted my institution's Electronic Data Processing (EDP) personnel, Mr. Anu Prakash, he lent his helping hands to sort out this issue. Even though, he was away from the office at 7 P.M., he accessed it through 'Team Viewer'. He also found that the link has not been connected message when he clicked on the link I inserted, which linked with the domain 'wikispaces.com' but does not lead to my webpage psgtech first year engineering due to permission restriction error. I was unhappy with this technical - accessibility problem, I uploaded another copy of my project stating the reasons behind it. My classwiki can be accessed by copy and paste the link in a new browser page and the same information also accessible from my blog psgtech students class blog where I uploaded the same input given in class wiki. I do apologize for the technical lag and I learnt so much out of this experiences. I overcome this by the encouragement from my peers and the support from my family especially my wife, Suriya, who is a system administrator.
Finally, I received the communication from our university regarding the course feedback and I am working on it. Thanks to all the support from our instructor and from my colleagues in this course.
S.Sankarakumar
Saturday, 24 November 2012
My reflections - Week 8 Web skills
Hi Courtney and all other colleagues,
Greetings.
It has been a great pleasure to share my experiences with the Web Skills - Week 8 Tasks. First of all, let me thank Courtney for making great explorations to be tried out to this week through several ways. I have learnt so many things in this week and excited with the different websites to be tried out with.
Firstly, I have created many class sites to the students especially when I come to know that I can create a class using 'Nicenet', I am really impressed with that. I created one namely 'psgtechstudents' to the students who are pursuing 'Communication skills in English' course during this first semester. I shared the classkey with the students and I have informed them that 'what i am getting through 'Nicenet', you are going to get the same. The students had promised me to join the class once their internal test 'Continuous Assessment' is over in the mid of this week. I am happy with that.
Secondly, I created a class Wiki to the students prior to this week namely 'psgtechfirstyearengineering.wikispaces.com' and shared with all the students because through this classwiki alone, I have passed the information about the final project task and in which I have incorporated my rubrics, youtube videos, listening task transcript and my interactive powerpoint and the guidelines etc. The students are really giving excellent feedback about the implementation of the project task.
Thirdly, I created a blog to the students to comment on the various inputs they received from this course and I specified them the link 'psgtechstudents.blogspot.in' . They were quite happy with the exploration of different tools for the class and methods to link their ideas in future. After that, I am impressed with the different online exercise creating websites and amazed with each sites capacity to bring the best input and look forward to the enormous out put on the part of the students. I accessed the 'tools for teachers' and happy with different types of templates to be used for the creation of different types of exercises. I shared this web link with all my colleagues and they looked at me with jealous that I am getting such an input from this course. Then I accessed 'lanternfish' and 'easytestmaker' and found that the excellent things from each site. I created an account with each site for the free edition. I found interesting to create on-line exercise for my students under the topic 'Emotional Intelligence'- a reading comprehension task including MCQ and Matching the phrases with the summary statements of the passage. But I was upset that I could not make it on-line because it needs 'pay and use' but I had downloaded the paper-based test in PDF file and happy with it.
I had installed 'hotpotatoes' in my PC and going to create exercises based on the six types of task templates. I am going to explore more on this site and I am planning to set the 'final assessment of Objective test' for my students using this. I believe that the students are going to be exposed with this new tool. After reading the comments from the instructor, I wish to make an attempt on 'ANVILL' and created the course for 'ESL' and 'ELT'. I am planning to upload the contents based on these two.
Finally, the draft for the final project, which really stirred my effort to make the best out of it. I enjoyed the painstaking effort and pleasure to do the task based on the project task template. It needs meticulous planning and i am really trained to internalize the topics under each section. When I read the project draft of other colleagues and my project review partner, I identified myself that how this on-line course has a tremendous influence on each member not as faculty of English but as the first-learner of this course. We are highly indebted to the organizers of the course especially Courtney. Without her help, this dimension of each one of us could not have brought out. After assimilating the input from the colleagues and from my project review partner, I worked out the checklist for the project task. Each and every section of the checklist made me not to give the ejust like that but to do justice to the belief with each one of us.
At the outset, my experience with this week is highly motivating and happy to be the mirror of my inner voice to reflect the practices of every single attempt to make me excelled in the profession.
S.Sankarakumar
Sunday, 18 November 2012
My reflections on Week 7: Web skills
Hi Courtney, Nate - the guest moderator
and my colleagues,
Greetings.
I am indeed happy
to post the reflections on Week 7 tasks of Web Skills course. This week,
I learnt so many things especially the articles of Samuel P-H sheu's
"Learner Autonomy: Bird-in-the-Hand or Band-in-the- Bush" and
Thanasoulas "What is Learner autonomy and How it can be fostered?"
provided an excellent input on the areas of autonomous learning and
self-directed learning. The earlier article focussed on the teacher who
followed the systematic approach and how the foster the habit of learner-centeredness
in the classroom. Further, it presents the information on the
standardized tests that the teacher is imbibed to follow and help their
learners do good in the exams. There were no room for the teacher to
inculcate the habit of making their learners to learn from outside. As
Anderson (2000) pointed out that the real learning takes place outside the
classroom and the learners are given freedom to try new methods to complete the
tasks. The latter article gives an insight into the autonomous learning,
its definitions, and characteristics of autonomous learners, the predominant
theories such as constructivism, critical theory and positivism. Further,
it deliberated on the issues of the learners and their strategies like
cognitive and meta-cognitive strategies, learner attitudes, self-esteem and the
use of diaries to make a note of the reflections of the learners.
Secondly, I learnt
the basics of making of use of a single computer in a classroom. I have understood
the strategies and applications for using a single computer for learning
purposes. It gave me ennumber of ideas
though I did familiarize with the tools which the basic learner knew about the
use of computer. But, the identity of
the learner is that how effectively he can use the computer as a resource and
the computer as a tool and effective methods for assessing the learners. Further, the seven steps/ categories of using
a single computer in a classroom have made me think the effective methods of
using the computer. The seven categories
which are highlighted are the administrative tools, communication station,
presentation tools, information station, publishing tool, learning center and
simulation center. It makes me understand
the different issues to be handled while using a computer in a classroom and
outside.
Thirdly, the additional resources are very
handy to work on the various topics related to learner autonomy and the teacher
autonomy, 25 ways of integrating the computer into the classroom, self-access
materials are assimilated and practiced throughout. The designing of activities using ABCD model with
the assistance of a single-computer which made me think innovatively and
implement the creative skills of the learners.
The majority of the times the teacher has not had the autocratic approach
to decide upon the kind of input to be given because of the constraints created
by the system in an educational environment.
But the learner-trainer has the complete and controlled freedom to use
the computer in a classroom and to make the classroom more interactive and
appealing. This systemic-approach of the
teacher is many a times quiet handy to him.
Fourthly, the use of ‘Wallwisher’ is an effective
tool to create a web page posting and up loading of websites and videos and
notice board, incorporating audio, .doc and .pdf files for effective use with
fellow colleagues. My experience with
the wallwisher tool is really interesting.
I have added certain web links and video files with relevant activities
to be tried out with the learners are worthy doing. I have added an article and a book for the
colleagues of this course concentrating learner autonomy in mind. My perception of learner-autonomy has
enriched by the inputs given.
Finally, I was nominated by a colleague
for the final project review to give the constructive and critical
feedback. The willingness to work in a
collaborative environment makes each one of us more responsible. I look forward to comment on others work as
well to be commented upon my work.
When the root of the tree has not been split
and sprawled, there is no branching out of establishing the vast spectrum of
knowledge. Thanks to Courtney and her
team.
S.Sankarakumar
Sunday, 11 November 2012
My reflections on the Web Skills:Week 6
Hi Courtney, Donna and my colleagues,
Greetings.
I am indeed very happy to reflect on the skills learnt during
Week 6 of Web Skills Course. First of all, I wish to thank Prof. Donna
Shaw for being the guest moderator for this week and enlightened with her
suggestions to improve the skills of teaching.
Firstly, I have been exposed to the different technology
tools through our university web site's Teaching Effectiveness Programme and
assisted me to look into several things. First and foremost, it provided
an opportunity for me to view the different tools to assess the performance of
students from framing questions for assessment to evaluation except essay type
questions through Black board as an assessment tool. Secondly, it is
eye-opener for many teaching fraternity that how technology can assist them to
make their classroom effective and help to create a place for implementing
interactive approaches. Thirdly, it helps us to look into a course
website (that is the blue-print) before offering any course in an academic side
and the method to implement the course in a graded manned and the various
things to be incorporated in a syllabi. Finally, it throws light on the
areas of improving in-class discussions with the help of the help of technology
such as priming, integrating, reinforcing, generating and facilitating engaging
online discussions and online assessment technology tools.
Secondly, I read an article related to 'engaging large
classrooms' which helped me to know the various things required to make
the classroom effective through several techniques such as Interactive
lectures, JiTT, Beating the numbers game, Tomorrow's Professor mailing list,
Making the first year classroom conducive to learning, Classroom
communication systems, Teaching with technology, Brave new world, Mobile learning,
Lecture capture, Collaborative and co-operative learning, innovation in Large
lectures and tips for effective teamwork etc.
These topics really help me to learn the technique of teaching
effectively in a large classroom. Further, it gave immense confidence to deal
with any type of classroom with at most effectiveness.
Thirdly, I learnt the technique of making an effective and
interactive presentation through several guidelines from Teaching effectiveness
programme –how to make use of power point as an important resource for engaging
the classroom. Then, the article written
by Drs.Terry & Cathy provided an insight into the method of making the
presentation. It helped me to know the
use of different action buttons to make the presentation more effective. The sample power point and word document
endorsed the power of PPT as an important tool to engage in a large classroom.
The additional resources provided in this week which
highlighted the importance of interactive lessons and 36 types of activities
are really awesome.
With all the assistance
of interactive power point presentation articles and guidelines, I created an
interactive power-point presentation to check the ability of the students’
listening skills and reading the transcript
of the video and write the summary of the reading simultaneously. It was a
wonderful experience and found myself. I
showcased my own concern for too much dependency on computers which made the
teachers to think beyond the cleverness of the classroom in order to make it
more interactive.
I am planning to make technology change as suggested during
the week 4 and have informed the students about the rubrics based on technology
need and the possible exchanges. As far as I am concerned, I am happy with the
progress of Web skills.
S.Sankarakumar
t
Saturday, 3 November 2012
My reflections on Web Skills - Week 5
Hi Courtney and other colleagues,
Greetings.
I am really happy to reflect on the practices for the Week 5 related to Rubrics, Project-based Learning and Technology - related change and Web Quest, etc.
Firstly, I learnt several things about the requirements of teacher through the article 'Alternative assessment' from NCLRC. The article highlighted the following issues:
1. The methodology of teaching English
2. Survival tips for the new teacher
3. Teaching Portfolios
4.Reflective practices
5. Communicative competence
6.Learner-centered Instruction
8.Guidelines for instruction
9. Setting Lesson goals
10. Identifying resources
11. Learner Motivation
12. Alternative Assessment
13. Teaching different skills of the language such as Grammar, Listening, Speaking, Reading and Writing.
I learnt the techniques and rubrics for making an effective teaching through the article. Further, it makes us more conscious and cautious about the different requirements from the teachers of English in order to excel in the profession. I accessed the web tool 'Rubistar' and created an account and the rubrics for my class dealing with Reading for clarification - Summarizing the given reading passage. The rubrics made the ideas on a particular task more clear and the ways of assessing the individual learner more transparent.
Secondly, I read the articles related to Project Based Learning which gave more insights on the topics to be dealt in the classroom and the ways of making the final project using PBL. I watched several videos of the PBL based projects done by the students and amazed by the quality of work involved. Further, the questions from the instructor had aroused my interest on the topic PBL about the implementation. Her questions such as how to motivate the learners using PBL?, Technology driven classroom using PBL and the limitations for implementing in the classroom? , What is the role of rubrics / Alternative Assessment using PBL? and How to promote independent learning using PBL? had made me think beyond and to find out possible solutions in the task.
Thirdly, I read the methods of making Web Quest through several articles and video clippings. I created an account in webquest but it needs more internalization before adding more values to the concept of creating web quest. I followed the information from zunal.com and found interesting. The webquests are really a handy tool for making the classroom more interactive and technology -driven. I visited the web quest of my colleague and very much impressed with her work. I discussed this information with the students and stated how technology can be made use of teaching - learning purposes. I had shown some videos of the project based learning of the kinder garten school children piloted the PBL and the web quest related to 'finding an apartment' and listened the experiences of the teaching fraternity through 'thirteen.org' . All the video clippings are really impressive and made me to create a wonderful webquest for my class.
Finally, I discussed the project step 4 on how the technology create a change in the potential project of mine in the future, though I have not discussed completely about the solutions. But the week 5 of Web skills course had really grilled the inner thoughts to achieve perfection in the profession. I whole heartedly thank Prof.Courtney and her team for bringing such a "CHANGE" in all of us... which led us to the best.
S.Sankarakumar
Greetings.
I am really happy to reflect on the practices for the Week 5 related to Rubrics, Project-based Learning and Technology - related change and Web Quest, etc.
Firstly, I learnt several things about the requirements of teacher through the article 'Alternative assessment' from NCLRC. The article highlighted the following issues:
1. The methodology of teaching English
2. Survival tips for the new teacher
3. Teaching Portfolios
4.Reflective practices
5. Communicative competence
6.Learner-centered Instruction
8.Guidelines for instruction
9. Setting Lesson goals
10. Identifying resources
11. Learner Motivation
12. Alternative Assessment
13. Teaching different skills of the language such as Grammar, Listening, Speaking, Reading and Writing.
I learnt the techniques and rubrics for making an effective teaching through the article. Further, it makes us more conscious and cautious about the different requirements from the teachers of English in order to excel in the profession. I accessed the web tool 'Rubistar' and created an account and the rubrics for my class dealing with Reading for clarification - Summarizing the given reading passage. The rubrics made the ideas on a particular task more clear and the ways of assessing the individual learner more transparent.
Secondly, I read the articles related to Project Based Learning which gave more insights on the topics to be dealt in the classroom and the ways of making the final project using PBL. I watched several videos of the PBL based projects done by the students and amazed by the quality of work involved. Further, the questions from the instructor had aroused my interest on the topic PBL about the implementation. Her questions such as how to motivate the learners using PBL?, Technology driven classroom using PBL and the limitations for implementing in the classroom? , What is the role of rubrics / Alternative Assessment using PBL? and How to promote independent learning using PBL? had made me think beyond and to find out possible solutions in the task.
Thirdly, I read the methods of making Web Quest through several articles and video clippings. I created an account in webquest but it needs more internalization before adding more values to the concept of creating web quest. I followed the information from zunal.com and found interesting. The webquests are really a handy tool for making the classroom more interactive and technology -driven. I visited the web quest of my colleague and very much impressed with her work. I discussed this information with the students and stated how technology can be made use of teaching - learning purposes. I had shown some videos of the project based learning of the kinder garten school children piloted the PBL and the web quest related to 'finding an apartment' and listened the experiences of the teaching fraternity through 'thirteen.org' . All the video clippings are really impressive and made me to create a wonderful webquest for my class.
Finally, I discussed the project step 4 on how the technology create a change in the potential project of mine in the future, though I have not discussed completely about the solutions. But the week 5 of Web skills course had really grilled the inner thoughts to achieve perfection in the profession. I whole heartedly thank Prof.Courtney and her team for bringing such a "CHANGE" in all of us... which led us to the best.
S.Sankarakumar
Sunday, 28 October 2012
My Reflections on Week 4 - Web Skills
Hi Courtney and other colleagues,
Greetings.
I am really elated to reflect on the practices I had during the week 4 of Web Skills course. In this week, I had understood the effective methods to develop reading, writing and vocabulary skills through several articles and websites.
Firstly, I read the article of Liang's extensive reading activities for EFL/ESL students using e-books which highlighted the three major activities such as Choosing the books, Reading and sharing the books and Evaluating the books. The prime focus of this activity is, it enhances the skills of the learners that how they can select the right book for reading using study guides and their preferences through ranking. After that, they have to share their preferred books with others, write summaries about those books and share with their fellow colleagues. In order to make it more effective, they can use the story mapping chart and describe the different attributes and personnel involved. Finally they have to evaluate the books using higher order thinking skills like synthesizing and evaluating (using Bloom's taxonomy and Gardener's multiple intelligence theory' using the criteria on its originality of insight, application of criteria, clarity of summary and strength of argument and the use of language.This typical activity which makes the learners understand the process of identifying appropriate books for enhancing their reading and writing skills outside the classroom.
Secondly, I read the article of Krajka's 'Using the Internet in ESL Writing Instruction'. She has implemented web pages, e-mail connection and creating class websites as an important web tools for disseminating the knowledge of the teacher to the students. Further, she highlighted the basic issues for implementing the online curriculum into the classroom, such as, 1.The benefits of on-line instruction 2. How this on-line component could be incorporated into the curriculum 3.The role of the teacher in a wired classroom 4.The resources needed for conducting on-line lessons 5.The syllabus of a course including the on-line elements. This has brought me a great awareness when I am planning to use any of the web tools stated above in the classroom.
Thirdly, I had explored several web sites such as 'breakingnewsenglish.com, halfbackedsoftware.com, 50states.com, manythings.org, a4esl.org, and fog.ccsf.edu' which brought many insights on the different use of vocabulary development, reading and writing skills. These websites which bring more than five thousand activities to the teachers to implement it using the grades of each classroom environment. If we are able to frame each activity using ABCD model, we can bring in considerable output (not in a day's time) in the long run.
Fourthly, the technology enhanced lesson plan which had grilled me to undergo the real process of designing the effective lesson plan keeping the curriculum in mind and how practically the learners would benefit at the end of the session. Though I had worked out similar session plans for Cambridge certification, this technology enhanced lesson plan had made me internalize and reflect it from the learners' point of view. I always believe in the adage 'The teacher is the first learner' and this becomes true because this lesson plan diagnosed the higher -order thinking skills through appropriate evaluation techniques. The lesson plan has given me greater insight and at most satisfaction.
Finally, I discussed the step 4 for project work dealing with the the specific needs, issues or problems. This could be developed into the typical project work at the later stage of the project. I discussed the background of my learners considering their medium of instruction during their schooling, the level of input received by them in early days, the pattern of getting into the common system of engineering process, and the different course works undertaken during their first year engineering degree programme. I emphasized the specific needs and issues such as identifying topic sentences, exposure to on-line reading activities and summarizing the reading text. When I discussed this with my colleagues and students, they became excited and would like to see the outcome in a fruitful manner.
I found the comments from the instructor and the colleagues are like the seeds from the banyan trees and germinate through proper practices and will grow like a huge tree in the years to come...
S.Sankarakumar
Greetings.
I am really elated to reflect on the practices I had during the week 4 of Web Skills course. In this week, I had understood the effective methods to develop reading, writing and vocabulary skills through several articles and websites.
Firstly, I read the article of Liang's extensive reading activities for EFL/ESL students using e-books which highlighted the three major activities such as Choosing the books, Reading and sharing the books and Evaluating the books. The prime focus of this activity is, it enhances the skills of the learners that how they can select the right book for reading using study guides and their preferences through ranking. After that, they have to share their preferred books with others, write summaries about those books and share with their fellow colleagues. In order to make it more effective, they can use the story mapping chart and describe the different attributes and personnel involved. Finally they have to evaluate the books using higher order thinking skills like synthesizing and evaluating (using Bloom's taxonomy and Gardener's multiple intelligence theory' using the criteria on its originality of insight, application of criteria, clarity of summary and strength of argument and the use of language.This typical activity which makes the learners understand the process of identifying appropriate books for enhancing their reading and writing skills outside the classroom.
Secondly, I read the article of Krajka's 'Using the Internet in ESL Writing Instruction'. She has implemented web pages, e-mail connection and creating class websites as an important web tools for disseminating the knowledge of the teacher to the students. Further, she highlighted the basic issues for implementing the online curriculum into the classroom, such as, 1.The benefits of on-line instruction 2. How this on-line component could be incorporated into the curriculum 3.The role of the teacher in a wired classroom 4.The resources needed for conducting on-line lessons 5.The syllabus of a course including the on-line elements. This has brought me a great awareness when I am planning to use any of the web tools stated above in the classroom.
Thirdly, I had explored several web sites such as 'breakingnewsenglish.com, halfbackedsoftware.com, 50states.com, manythings.org, a4esl.org, and fog.ccsf.edu' which brought many insights on the different use of vocabulary development, reading and writing skills. These websites which bring more than five thousand activities to the teachers to implement it using the grades of each classroom environment. If we are able to frame each activity using ABCD model, we can bring in considerable output (not in a day's time) in the long run.
Fourthly, the technology enhanced lesson plan which had grilled me to undergo the real process of designing the effective lesson plan keeping the curriculum in mind and how practically the learners would benefit at the end of the session. Though I had worked out similar session plans for Cambridge certification, this technology enhanced lesson plan had made me internalize and reflect it from the learners' point of view. I always believe in the adage 'The teacher is the first learner' and this becomes true because this lesson plan diagnosed the higher -order thinking skills through appropriate evaluation techniques. The lesson plan has given me greater insight and at most satisfaction.
Finally, I discussed the step 4 for project work dealing with the the specific needs, issues or problems. This could be developed into the typical project work at the later stage of the project. I discussed the background of my learners considering their medium of instruction during their schooling, the level of input received by them in early days, the pattern of getting into the common system of engineering process, and the different course works undertaken during their first year engineering degree programme. I emphasized the specific needs and issues such as identifying topic sentences, exposure to on-line reading activities and summarizing the reading text. When I discussed this with my colleagues and students, they became excited and would like to see the outcome in a fruitful manner.
I found the comments from the instructor and the colleagues are like the seeds from the banyan trees and germinate through proper practices and will grow like a huge tree in the years to come...
S.Sankarakumar
Friday, 26 October 2012
Session details for the Introduction to Communication
Prof. Courtney and other colleagues,
As commented by Prof. Jayshree, I hereby enclose the entire session how I handled the topic ' Introduction to Communication'. One more faculty was asked to observe the session and give the feedback professionally. The students were asked to give the feedback constructively and critically. I found the feedback is the best way to reflect on the practises in the classroom.
I hope Prof. Jayshree and others may get clarified by this input.
S.Sankarakumar
Further, we can introduce the different universals involved in the
Define Communication
Differentiate effective communication from an ordinary communication
Write the different universals of communication
Identify the importance of communication context
Differentiate the communication context
Distinguish the encoding and decoding process
Explain the competence and performance
Write the importance of medium in communication
Differentiate the competence and performance in
communication
Explain the different types of Noise in
communication
Compare the Positive and Negative Feedback
Write the importance of Field of experience
Write the different types of barriers
Rizvi, Ashraf M. “Effective Technical Communication”. New
Delhi: Tata McGraw-Hill Publishing Company Ltd., 2007.
As commented by Prof. Jayshree, I hereby enclose the entire session how I handled the topic ' Introduction to Communication'. One more faculty was asked to observe the session and give the feedback professionally. The students were asked to give the feedback constructively and critically. I found the feedback is the best way to reflect on the practises in the classroom.
I hope Prof. Jayshree and others may get clarified by this input.
S.Sankarakumar
Session Inputs
Communication: Introduction
 |
We can start with the session with a role play
and the learners are asked to observe the situation and identify the topic.
|
Suggested Activity: Role Play
|
|
The learners are asked to discuss their favourite
movie with their neighbours. They have
identified five movies (at least) and out of which
Let us call 2 volunteers to talk about their
favourite movie:
Learner A: Hai, How are you?
Learner B: Yeah, I am fine.
What is your past time and have you gone to
the movie “Troy”?
Learner A: Yes. It was an excellent movie and all about
great warrior –
Ulysses, The Trojan horse, etc.
Learner B: Trojan Horse. It is an amazing stuff.
Learner A: I could not get you. Can you repeat?
Learner B: Trojan Horse, a horse made up of wood, where the
warriors hide
themselves and enter the fort and destroy Troy.
Learner A: Oh. I see.
Let the learners who are observing identify the
topic by the depicted communication scenario.
|
|
|
With the help of the above activity, let us
arrive at the definition of Communication
|
 |
An exchange of ideas, thoughts, feelings or
emotions by using a common system of
symbols called Communication.
|
Different Universals of Communication
|
With the basic idea of the above
scenario, we can introduce the different universals
involved in the communication process.
We can do this with the help of an activity
|
Suggested Activity: Chart making
|
|
The learners are asked to prepare a chart which
involves all the universals of communication.
Let us call 2 volunteers to prepare the chart:
Let
the learners who are observing identify the different universals of
communication in the chart
|
|
Further, we can introduce the different universals involved in the
communication process with the help of the following figure:
|
With the help of the above
chart, we can introduce the different universals
involved in the communication process.
|
|||
|
Different Universals of communication are Sender,
Encode, Decode, Channel / Medium, Message / Communication Context, Noise and
Feedback
|
Sender and Receiver
|
With the basic idea of the above
scenario, we can introduce the universals such as sender
and receiver involved in the communication
process. We can do this with the help
of an activity
|
Suggested Activity: Role Play
|
|
The learners are asked to prepare a message to his
friend and transfer to him. Let us call 3 volunteers to play the role:
Let
the learners who are observing identify the different universals of
communication in the chart
|
|
|
With the basic idea of the above scenario, we can
introduce the universals such as sender and receiver involved in the communication
process.
|
|
Sender is one who sends the information or from
whom the idea is originated.
Receiver is one who receives the information
|
Communication Context
|
With the basic idea of the above
scenario, we can introduce the universal message or
Communication Context and different types of context involved in the
communication process. We can do this
with the help of an activity
|
Suggested Activity: Quiz
|
|
The learners are asked to prepare themselves for a
quiz based on this. Let us learners
identify the different contexts involved in the communication process:
Let
the learners who are observing identify the different contexts involved in
the process of communication.
|
|
|
With the basic idea of the above quiz, we can
introduce the different contexts involved in the communication process.
|
|
There are four types of contexts involved in the
communication process. They are physical, social, psychological and temporal.
|
Encoding and Decoding
|
With the basic idea of the above
scenario, we can introduce the universals encoding and
decoding involved in the communication process. We can do this with the help of an activity
|
Suggested Activity: Short speech
|
|
The learners are asked to prepare a short speech
based on this. Let the learners
identify how the encoding and decoding process occurs in the communication: For example,
Let
the learners who identify how encoding and decoding takes place in the
process of communication.
|
|
|
With the basic idea of the above short speech, we
can introduce the different processes such as encoding and decoding involved
in the communication process.
|
|
Encoding involves the what, why and how of the
words to be used in the context
Decoding involves the interpretation of the
contexts and their meanings received by the receiver
|
Competence and Performance
|
With the basic idea of the above
scenario, we can introduce the next universal named
competence and performance in the communication process. We can do this with the help of an
activity.
|
Suggested Activity: Discussion
|
|
The learners are asked to discuss based on
this. Let the learners identify how competence
and performance are interrelated in the communication process: For example,
Let
the learners discuss how competence and performance are interrelated in terms
of communication.
|
|
|
Further, we can introduce competence and
performance through a case study:
|
Suggested Activity: Case Study and Discussion
|
|
The learners are asked to identify the importance
of Competence and Performance based on this and identify how competence and
performance are interrelated in the communication process: For example,
Mr. Jones, the Head of Motilal Agro Products Ltd.,
has instructed Mr. Singh, the Production Manager about the new ISO Audit
which is scheduled during the mid of September. He wants to make sure that all the documents
to be ready before the audit committee on time. So he called him and stated that you can’t
let your hair down on that day of inspection.
On the next day, he found Mr. Singh who is very dull and dejected so
much. He does not talk to anybody in
the office. At the afternoon, he
writes his resignation letter and puts his paper on the Head’s table and
leaves the room immediately. Jones was
really shocked and called the General Manager, Joshi. He asked him to clarify his decision and
asked Singh to reconsider his decision.
Joshi takes Singh to the recreation hall and asks about the things
happened between him and the Head.
Singh simply stated that I can’t let my hair down because it is
traditional and never interested to do that on that day. Mr.
Joshi, who identified the real mistake and explained him about the
requirements of the boss, this makes Singh a shameful event and finally
apologized for his mistake.
Let
the learners discuss how competence and performance are interrelated in terms
of communication.
|
|
|
With this basic idea, we can introduce competence
and performance.
|
|
Competence indicated how good a person is able to
understand the skill involved.
Performance involves how good or competently a
person performs it.
|
Noise
|
Based on the above scenario, we
can introduce the next universal named noise or disturbance and its different
types in the communication process. We
can do this with the help of an activity.
|
Suggested Activity: Role play
|
|
The learners are asked to play the roles based on
this. Let us call 5 volunteers to this
activity and let the learners identify how different types of noise hamper
the communication process:
Situation I
Learner A: Hello, Is this
Sankar?
Learner B: Yes. May I know who is calling?
Learner A: This is Gowtham,
Assistant Manager of Canara bank. You
applied for a home loan and I need some clarification
regarding your salary, profession, etc.
Child: Papa, today my
friend Siddharth has beaten me in the school. He
has
thrown a stone and I complaint to the teacher.
Learner B: Yeah., tell me sir,
I have been working in the institution for more
than 9 years and as a senior lecturer, department of english.
Child: Papppppa, my friend
has beaten me papa. Mmm… my teacher
also
scolded me papa… (crying). Papa, tie this to my hand.. er..
Learner B: Shall I get back to
you in two minutes?
Learner A: No. sorry.
Situation II (in the MD’s office)
Learner A: Good morning
sir. (with greater hesitation)I
completed the work
assigned by you. Could you please sanction me two days
leave?
Learner B: What? Two days
leave. I am sorry, we have the review
meeting
next week and unless or until, the project comes at hand, I
can’t sanction leave to anybody.
Learner A: Sir… next week, my
brother – in – law is coming home after two
years and I need to be there at the native.
Learner B: So, your work is
not as important as your brother-in-law. Can you
go back to your seat and get ready for the presentation.
Learner A: Sir…
Situation III (over the telephone)
Learner A: Hello, I am at the
railway station. Can you give me your
address?
Learner B: No. 13, Thandu
Mariamman Koil Street, Uppilipalayam,
Coimbatore – 641 001.
Learner A: What? Can you
repeat?
Learner B: It is No. 13,
Thandu Mariamman Koil Street, T – H –A-N-D-U – M-A-R-I-A-M-M-A-N –K-O-I-L-
S-T-R-E-E-T, Uppilipalayam, U-P-P-I-L-I-P-A-L-A-Y-A-M –
Learner A: Ssh!...
Let
the learners identify how noise hampers the process of communication.
|
|
|
From the above role play, we can introduce noise
in communication and the different types to the learners.
|
|
Noise in communication is any kind of disturbance
that limits the communication between two or more.
There are three types of noise in communication
process. They are Physical,
Psychological, and Physiological
|
Feedback
|
Based on the above role play, we
can introduce the next universal named feedback in the communication
process. We can do this with the help
of an activity.
|
Suggested Activity: Quiz
|
|
The learners are asked to quiz based on this. Let us ask all the learners to do this
activity and let the learners identify different types of feedback one can
receive during the communication process:
Situation I
Learner A: Have you known the
organisational commuication guru?
Learner B: Yes. It is Peter Drekker.
Learner A: Can you say the
universal involved in the following sentence: “ I studied the first standard,
then I studied the second standard, then I studied the third standard …”
Learner B: Yes. It is communication context
Learner C: No. It is a message.
Let
the learners identify how different types of feedback involved in the process
of communication.
|
|
|
From the above quiz, we can introduce feedback in
communication and the different types of responses to the learners.
|
|
Feedback is any kind of response that is given
back to the sender in a communication process.
There are two types of feedback in the communication
process. They are Positive and Negative.
|
Field of Experience
|
Based on the above scenario, we
can introduce the next universal named field of experience in the
communication process. We can do this
with the help of an activity.
|
Suggested Activity: Presentation and Speech
|
|
The learners are asked to prepare a short
presentation and speech based on this.
Let us ask all the learners to do this activity and let the learners
identify the field of experience one can make
differenfce during the communication:
For example,
Presentation
Speech (minimum one minute)
1.
Being obese is good or bad
2.
Women in politics
3.
Nothing succeeds like success
Let
the learners identify how field of experience makes a great deal of
difference in the process of communication.
|
|
|
From the above quiz, we can introduce field of
experience in communication and how it makes greater impact in the process of
communication.
|
|
Field of experience is an expertise in any field
which helps to explain the content very clearly and effectively. For example, a scientist’s lecture on
missile technology and an amateur’s speech on language processing.
|
Barriers to Communication
|
Based on the above universals of
communication, we can introduce the barriers to communication
process. We can do this with the help
of a case study.
|
Suggested Activity: Case Study
|
|
The learners are asked to go through the case
study. Let us ask all the learners to
do this activity and let the learners identify the various types of barriers
involved in a communication process:
Gordon Foundry Company
When I graduated from PSG College of Technology, I
accepted a position with the Gordon Foundry, a medium – sized firm located in
a small town in one of the eastern parts of the city. It was a fine position for I was the
assistant to Mr. Angelo Methews, who was the general manager and president of
the family owned company. I was
anxious to learn the foundry business and since I was living it alone it was
not long before I literally lived in the foundry. We had many technical problems, the work
was intensely intersting, and my boss was a fine man.
The foundry workers were a closely knit group, and
in the main, they were older men.
Several had spent a lifetime in the foundry. Many of them were related. They felt that they knew the foundry
business from A to Z and they were inclined to ‘pooh – pooh’ the value of a
technical education. The president had
mentioned to me when we discussed the duties and responsibilities of the
position that no graduate of a technical institute had ever been employed in
the Gordon Foundry. He added, “you
will find that the men stick pretty well together. Most of them have been working together for
more than ten years, which is rather unusual in a foundry, so it may take you
some time to get accepted. But, on the
whole, you will find them a fine group of men”.
At first the men eyed me coldly as I went around
and got acquainted. Also, I noticed
that they would claim up as I approached.
A bit later, I became aware of cat – calls when I walked down the main
aisle of the foundry. I chose to
ignore these evidences of hostility because I considered them silly and
childish. I believed that if I
continued to ignore these antics the men would eventually stop, come to their
senses and see the ridiculousness of their behaviour.
One Saturday, about a month after I had started, I
was down in the enamel shop. As I
entered it, I observed a worker who was busy cleaning the floor with a hose
from which flowed water at prettily good pressure. It was customary to hose down the shop
every so often. I was busy near one of
the dipping tanks when, all of a sudden, I was nearly knocked down by the
force of a steam of water. The worker
had deliberately turned the hose on me.
I knew that he had intended to hit me the casual way in which he swung
around – as though he had never seen what he had done.
Let
the learners identify how different types of barriers involved in the process
of communication.
|
|
|
From the above case study, we can introduce the
different types of barriers in communication and how to overcome it in the
process of communication.
|
|
Barriers to communication are anything which
obstructs the flow of thought from end to another. There are five important types of barriers
involved in a communication context.
They are linguistic, social, psychological, socio- psychological and
organisational barriers
|
Conclusion
|
Having understood all the universals
of communication process and the barriers of communication, we can now
conduct a discussion which involves all the universals in the communication
process. Let us devide the learners
into several group and make sure that each group contains six members. We can now facilitate and guide the
discussion.
|
Suggested Activity: Group Activity
|
|
The learners are asked to devide into several
group and each group contains at least six members:
|
|
Summary
In
this session, we learnt to:
Define Communication
o
Exchange of thoughts, ideas, feelings and
emotions using common system of symbols
Differentiate effective communication from an ordinary communication
o
Exchange of thoughts, ideas, feelings and
emotions using common system of symbols but instills a belief in others
Write the different universals of communication
o
Sender, Receiver, Encode, Decode, Context,
Competence and performance, Field of Experience, Feedback
Identify the importance of communication context
o
Context is based on physical, social,
psychological and temporal
Differentiate the communication context
o
Physical context
§
Setting up of the room
o
Social context
§
Importance of the social respect
o
Psychological context
§
Speaking to the higher authorities
o
Temporal context
§
Based on the space
Distinguish the encoding and decoding process
o
Encoding
§
What, where, and how to use of the words by the
source
o
Decoding
§
Interpretation of the words and different
meanings by the receiver
Explain the competence and performance
o
Competence – good at a particular subject /
skill
o
Performance – How he explains the subject /
skill
Write the importance of medium in communication
o
Using the appropriate medium / Channel – Oral,
Written and or conversational
Differentiate the competence and performance in
communication
o
A person who is competent makes an impact in the
performance
For example, a scientist explains the space
exploration programmes
Explain the different types of Noise in
communication
o
Physical Noise – Interior decoration /
environment
o
Psychological Noise – Talking to a stranger /
higher authorities
o
Physiological Noise – Physically challenged /
Poor listening skills
Compare the Positive and Negative Feedback
o
Positive feedback – Recognition and
acceptability
o
Negative feedback – Non acceptability
Write the importance of Field of experience
o
A person who is good at explaining / subject
experts
Write the different types of barriers
o
Linguistic, Social, Psychological,
Organisational
Assignment
1.
Develop an organisational communication model
2.
Write the various universals of communication process
3.
Justify the different types of barriers and the various
ways to overcome it.
References
Rizvi, Ashraf M. “Effective Technical Communication”. New
Delhi: Tata McGraw-Hill Publishing Company Ltd., 2007.
Shalini Sharma. “Concepts of Professional Communication”.
New Delhi: Acme Learning Pvt. Ltd., 2009.
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