I can hardly believe this is the end of the Building
Teaching Skills Through the Interactive Web course, but as stated in the quote
I chose for this week, it is a new beginning. I believe this course has been marvelous
and very enlightening. I have learned something new in every week and I feel
that the end of the course does not mean the end of learning new web tools that
are available out there on the world wide web.
I have gained so much during these ten weeks,
but I’ll try to briefly state what were the most useful for me:
Blogger: I have used blogs with my students,
but I have learned how to create a community where each member reflects and
comments on another person’s work.
Noodletools: this is a great list of search
engines that I will be using.
Delicious: I have never used it prior to the
course, but I have been using it ever since I learned about it.
WebQuest: This was my favorite in the whole
process as it opened a whole new world of teaching to me. I will be using this
with my students.
Rubistar:
This was a marvelous tool to learn as it made rubrics much easier to create.
Interactive Power Point Presentations: This
was also one of my favorites as I gained a whole new understanding of what a
student centered presentation means.
These are only a few of the big number of
tools that we had access to such as ANVILL, Hot Poatatoes, Padlet, and
listening, speaking, reading and writing online tools. I cannot wait for the
next academic year to begin in order to start experimenting with the different
tools.
As all this journey comes to an end, I would
like to express my deep gratitude to our instructor, Donna Shaw, who was there
every step of the way. Although we did not meet face to face, I could tell she
cares so much about the participants through her constant support and positive
feedback throughout all this process. Donna, you have always told us how great
we are doing, today, I would like to simply say thank you for all that you have
done and for being a wonderful instructor. You really did a GREAT job!
I would like to thank my colleagues in the
course. I do believe that because we had a chance to collaborate and work
together, we became closer . I think the course wouldn’t be the same
without that type of interaction. I wish everyone best of luck in their future
and do hope we will get a chance to meet again.
Based on the multiple intelligences learning
styles quiz on the Edutopiawebsite, I am an Intrapersonal
learner which is explained as:
“Intrapersonal
intelligence has been said to be the road to achievement, learning, and personal
satisfaction. It is about being connected to who you are and how you feel, and
knowing your own limits and abilities.Intrapersonal
intelligence is involved in making decisions and setting goals for yourself,
self-management, and self-reflection.”
I must say that
this is indeed an accurate description of my own learning style as I constantly
set goals for myself, I often reflect on what I have done and I am quite
comfortable leaning in a quiet environment which allows me to think deeply
about different issues.
This has been a
very informative week for me as I have learned about the different learning
styles, including mine. A teacher always has an idea about how different
students learn, but the specific information from this week put everything into
perspective. Indeed, I enjoyed the Nicenet discussion as I decided to connect
the different learning styles to the web tools that we experienced during the
course. It is quite rewarding to be able to read through the learning styles
and automatically think of a web tool to go with it.
While searching
through the internet for more information, I came across a Youtube Video that
shows three learning styles with movie examples. I decided to share this as I honestly think is quite amusing and puts
stress on the learner styles.
For this week, I
had to complete my final project plan draft. I must say that this was hard work and
it requires great attention to details. Nonetheless, I enjoyed finishing the
project and find it to be a relief since the school academic year is
approaching quickly with only one week left.
All in all, I felt
that most of the hard work is over, but I honestly do not want the course to
end. Will there be a Web Skills Part Two? I can only wait and hope.
This quote summarizes the main idea behind
learning how to integrate online tools in education. This week’s topic, I felt,
was somewhat familiar to me as I have always integrated online web tools in my
teaching and being a big Google fan, I was very happy to have Google Drive on
that list of online tools. I have used Google Documents, Google Presentations,
Google Forms, Google Spreadsheets in my line of instruction as they are always
accessible by phone, laptop, desktop or simple any internet connection would
make them available.
I have used Google Sites and will continue to
use as I feel it is a must for every teacher. I include extra credit activities
using Google Forms, map creation activities using Google Maps, Voki, and
Kidblog activities among many others.
However, I haven’t used a Wiki with my
students, which I intend to do along with a Nicenet account for discussions. I
believe it would be very interesting to see the students’ reaction to these
tools. In addition, I would like to make use of the online exercise makers such
as theWeb Poster Wizard,SmileandHotPotatoeswhen
I download the program to my computer. I
feel that we have learned about so many resources, that it will take forever to
try to use and apply all of them. That’s why, I’ll be making a really long list
of everything and choosing what to use for the next school year.
For this week, we
were required to create an exercise, but since I have used most of the
mentioned tools, I decided to share a form that I created for my final project.
What I have done is create a questionnaire where I would be able to evaluate
each participant’s technology skills and then be able to place them into groups
based on their skills. The idea is to have an expert in every group who can
support each member while working on the WebQuest which requires the use and
integration of web tools.
This is a very
busy week for us all as we are all working on our final project drafts which
are to be handed in to our peer for assessment. It takes so much time and
effort to complete the whole form and I’m sure it will need more work after the
process of peer assessment is over as I will be getting a different perspective
on my work.
I would like to
wish myself and all of my fellow classmates the best of luck with the first
step towards the final project.
Picture a classroom. There are 35 students. One computer in the
corner of the class. The class is noisy while the teacher is trying her best to
calm the students down. They all want to use the computer.
This is what I imagined when I started reading Phyllis
Stallworth’s words in “How to Thrive -- Not Just Survive -- in a
One-ComputerClassroom”, I felt like this is one situation I would hate to put myself
in and felt lucky enough to have a computer room at my school. There were times
when I needed to bring my laptop with me, but it was done for a specific
purpose and I had a full lesson planned without having the students use the
laptop. As I continued reading this week’s articles, I felt a bit at ease
knowing that there are numerous solutions for teachers who have one computer at
hand and would like students to be able to use it, but I realized that I could
also benefit from these strategies as many of them provide tips on what to do
when having a projector as well. Some of these ideas include showing a movie,
graphic organizers, maps, short videos, student presentations and even having
the class connect with another from around the world. I realized that if
planned out well, a lesson with one computer can be not only very entertaining,
but informative as well.
I was very eager and excited to read about the use of mobile
devices in class as it is something I would love to explore further, that is,
once mobile phones are allowed in class. Until then, I’ll have to settle for
writing and saving ideas to be used with my students. What I would love to get
a chance to do with my students is a QR Code hunt. The idea would be to create
a treasure hunt where students use their phones to scan QR Codes, receive a
question or task which would lead them to the next QR Code. Today, a simple
search in an app store would yield tens of results that include apps made
especially for educational purposes.
When
searching through the internet for a list of apps, I came across a post byMartin Callwho
categorizes famous apps based on Bloom’s Taxonomy such as Ted Talks for
Analyzing, Prezi for Applying and Popplet for Remembering. Many of these
can be put into different categories and changed around, but the fact is, even
when using mobile devices or Ipads, the learning process is not void of higher
order thinking and enhancing cognitive processes.
Upon reading the article by George M. Chinnery about Mobile
Assisted Language Learning, I was very impressed by the findings of the
Thornton and Houser project in which better learning results occurred when
using SMS to send vocabulary practice and card in comparison to students who
received the same vocabulary via paper or the web. I've never
given my students vocabulary practice activities on their phones, but from
what I understand from the article “Emerging Technologies, Mobile Apps for Language
Learning”, Quizlet is one of the tools that can be used on mobile devices. I
will be using that with my students during the next school year.
This week, we got to experience Padlet. I had already used it
the WebQuest that I created for the final project, but never got a chance to
use it with my own students because I only recently found out about it when
searching for an alternative to Linoit. I have always used Linoit for
reflection and pre-reading and Padlet would serve the same functions.
After thinking about what activities can be used with Padlet, I believe I
came up with some interesting ones such as writing an original story by having
each student post a paragraph. It is amazing what a post on Nicenet can do to
your imagination.
This week we were asked to work in pairs in order to review one
another’s draft for the project plan. I can certainly see how this is
beneficial, as it gives me a new perspective and evaluation on my work. I am
glad that peer assessment is part of the steps towards our final project as it
will give me a chance to rethink certain issues through and make changes to
what I might think is a final idea. Now that I am given this chance and knowing
that it is quite assuring for me, I will be trying this method with my students
as it would boost their confidence and having their work evaluated by another
student before the teacher, I believe, would be quite a relief for them.
I am still working on my Wiki and tutorials for my final
project. It does take a lot of work. After going through the Padlet activity, I
feel that adding another reflection to the Wiki site was a great idea. I was
afraid to overload the teachers with a Wiki reflection and a WebQuest
reflection, but now I’m convinced that it will only be of benefit to them to
reflect on the whole learning process. I have added another assessment rubric
which will be counted as part of the final grade to the Wiki as I wanted it to
have meaning and I wanted the teachers to be motivated to complete the tasks.
This has been a very interesting week and every week is
unique in its own way. I’m looking forward to next week and I cannot
believe that we will be approaching week eight in a matter of days.
Nahla
Sources:
·Burkhart, Linda J. "Strategies
for teachers - One Computer Classroom." Simplified Technology.
N.p., Jan. 1999. Web. 4 Aug. 2014.
<http://www.lburkhart.com/elem/strat.htm>.
·Chaika, Glori. "Education World:
One Computer in Your Classroom?" Education World: Connecting
educators to what works. N.p., n.d. Web. 4 Aug. 2014.
<http://www.educationworld.com/a_tech/tech/tech092.shtml>.
·Chinnery, George M. "EMERGING
TECHNOLOGIES Going to the MALL: Mobile Assisted Language Learning." Language
Learning & Technology 10.1 (2006): 9-16. Web.
<http://llt.msu.edu/vol10num1/emerging/default.html>.
·"Using One Computer in the
Classroom, 7 Categories of Classroom Computer Use."SouthEast
Initiatives Regional Technology in Education. N.p., n.d. Web.
4 Aug. 2014. <http://www.seirtec.org/present/onecomptr.html>.
“Do not confine your children to your own
learning, for they were born in another time” Chinese Proverb
I chose to add the Chinese Proverb and the You
Tube video right at the beginning of my reflection for this week because they
clearly show how engaged students are in technology nowadays. The most
memorable moments from school were those where my teachers involved me in the
learning process using games, activities, songs and so on. After reading
through the material for this week’s session, I realized that the purpose is to
engage students, but in contrast to the past, today student centered classes
are infused with technology tools such as interactive PowerPoint presentations.
I can honestly say that I have always used presentations, but when reading
through the reading assignments for this week, I felt a small hole in my
technology enhanced lessons especially with extremely important advice given by
The University of Oregon on “Presenting With PowerPoint” such as using a blank
slide, allowing mind processing time and minimizing the number of slides among
many other useful advice .
Following the instructions for this week’s session
and the articles “How To Create An Interactive Quiz Using PowerPoint
Masters." By Simon Slangen, “How
to Create and Use an Interactive PowerPoint Quiz Game” by Barbara O’neill,
and “Creating Interactive PowerPoint Presentations for
Teachers and Students” by Drs. Terry & Cathy Cavanaugh, I began
to create my own PowerPoint presentation which includes an interactive quiz
consisting of multiple choice questions, a poll and a YouTube video followed by
a Think-Pair-Share activity as described by Rick Finnan and Donna Shaw in in “Teaching
Large Classes II- Enhancing Learning by Engaging Students”. I have never
created an interactive quiz one before, so this was an opportunity to learn and
make mistakes. It took some time at the start, but once I got used to it, the
slides were finished faster. I am very happy with the end product and will certainly
be using it as it brings a whole new dimension into the lesson, one where
students are mostly involved in the learning process.
Upon reading Rick Finnan and Donna Shaw’s advice
on enhancing lecture classes in “Teaching Large Classes II- Enhancing Learning
by Engaging Students”, I realized that they can be used to enhance any class.
Some of the examples I intend to use include giving examples from current
events, distributing voting cards, pair work, group work and keeping eye contact.
I once attended an interesting workshop
at Google which works on enhancing lecturing skills and one of the most
memorable experiences in this workshop was explained the form of an activity
which goes as follows: the lecturer (volunteer in this case) throws a ball to a
person in the audience who asks any question. The lecturer/speaker is supposed
to answer the question while focusing and having direct eye contact with that
person for 15 seconds. He/she cannot look at another person. The person with
the ball then throws it to another in the crows and the speaker is supposed to
speak to him/her for an additional 15 seconds and so on. The idea behind this
activity is to practice looking the audience in the eyes and making a
connection with them. This way, they will have to automatically listen and
focus on what you are saying as a speaker.
I was particularly interested in the idea of Classroom Communication Systems where students
purchase remotes with their texts books and can be used for live true/false and
multiple choice questions. It does have a few negatives about it, such as
having to purchase the remote and the data being saved on the computer class
rather on the teachers’ personal laptop, but it is something that is certainly
worth thinking about as it is very useful for large classes.
Another task for this week was to begin
implementing a technology in our classes, but since I’m not teaching now, I
will start working on my plan. In the previous week, I created a WebQuest where
teachers work in groups to create a unit of literature while incorporating web
tools into that process so I do feel like I have covered the domain of Appreciation
of Literature, Culture and Language from the English Curriculum. For this week,
I am working on a Wiki which includes
tutorials for all the different tools that the teachers will be using in the
WebQuest. I will be adding a tutorial for each tool and then adding an editable
page where teachers will be able to post their links.
In addition and after the feedback that I received
from my colleagues where they expressed the idea that many web tools might
scare some teachers off. I decided to add a discussion board to allow teachers
having difficulties to ask questions.
I enjoyed this week very much as it was very
informative and practical. I can’t wait for the next.
Nahla
Sources: ·Cavanaugh,
Terry , and Kathy Cavanaugh. "Creating Interactive PowerPoint
Presentations for Teachers and Students." Creating Interactive PowerPoint
Presentations for Teachers and Students. Florida Center for Instructional
Technology, USF, n.d. Web. <http://www.unf.edu/~tcavanau/publications/necc/Interactive_PowerPoint.htm>. ·Finnan
Rick & Shaw Donna "Teaching Large Classes II – Enhancing Learning by
Engaging Students." University of Oregon, <http://umbc.uoregon.edu/eteacher/webskills/material/engaging_students_handout.pdf>. ·O’neill, Barbara.
"“How to Create and Use an Interactive PowerPoint Quiz Game.". <http://www.joe.org/joe/2003april/tt2.php>. ·"Presenting
With PowerPoint." Teaching with Technology -. University of Oregon, <http://tep.uoregon.edu/technology/powerpoint/docs/presenting.pdf>. ·Slangen,
Simon. "How To Create An Interactive Quiz Using PowerPoint Masters.",
30 Nov. 2010.. <http://www.makeuseof.com/tag/create-interactive-quiz-powerpoint-masters/>.
“Any growth requires a temporary loss of security.”
– Madeline Hunter
This quote certainly reflects my feelings at the
beginning of this week as I started reading through the reading resources for
this week. I had never used, or to be exact, never seen a WebQuest prior to
this session. I have always had extreme confidence with every single session
until this one. Therefore, I prepared myself for a long day with my laptop and
began reading all the articles, searching the internet and looking at sample
WebQuests until I had a clear idea of what it is. I compared Zunal and
Questgarden and decided to go for Zunal especially after reading through the
rather detailed explanation about WebQuests on their
website.
The next step for me was to start building my own,
which is when I needed to take a break to think about what I should be including
in my WebQuest, in addition to making sure it would fit my newly decided upon
group of learners who are English Teachers. It was indeed tiring as I would
write a plan sketch and think it would be final, but change it a few minutes
later. Finally, after going through five different ideas, I decided on creating
a
Jigsaw group activitywhere teachers would work together to create a
unit of literature. The ultimate aim behind this webQuest is not only to create
the unit, but to have teachers experience integrating web tools into their
teaching by providing them with a sample
WebQuest and help them experience project based learning. Creating the WebQuest
took hours upon hours to complete (and I will continue to work on it),
especially when describing the process and creating an explanatory Prezi. Although
it is very time consuming, I feel that it is worth every effort as teachers can
use WebQuests to create a cooperative and supportive learning experience for
his/her students.
One of the reasons I decided to use the Jigsaw method
was because I gave extra attention to the articles about Project Based Learning
which describe a positive experience for the students (the examples by Susan
Gaer). Indeed, I wanted to create a memorable and meaningful experience for
teachers while encouraging them to work together towards an ultimate goal. The
teacher in this case, would serve only as a guide and observer while students
work independently and are responsible for their own learning process. This is,
in fact, one of the main ideas in the New English Curriculum in Israel which
strongly emphasizes the idea that meaningful learning is based on learning by
doing:
An additional task for this week included creating a
grading rubric on Rubistar. I felt this was fairly easy to do
when using this website as it offers free templates which can be modified and
adapted according to the teachers’ needs. When discussing the issue on Nicenet,
it was apparent that all participants find rubrics useful and I am sure we will
continue to revisit and use the site as it makes our job slightly easier. I
have always used rubrics for exams, assessing the four skills and even for peer
assessment and I will continue to use them in the future. However, I intend to
give self-assessment a try as well in hope of it becoming an integral part of
my assessment plans.
When combining alternative assessment, project based
learning and rubrics, it is apparent that the goal is create autonomous
learners who effectively interact with others, independently analyze
information, take responsibility for their own learning and use their skills to
create and be creative. All the session tasks and provided readings were of
immense importance to me and as I have mentioned before, I am indeed growing as
a teacher and becoming more aware of the needs of my students. Every week
presents a new concept and the practical applications, I believe, are of great
importance because that is how we learn, by experiencing.
I cannot wait for next week’s session as it states
that we will be creating an interactive presentation. Nahla
Gaer, Susan. "Less Teaching and More
Learning". FOB, Vol. 2, Issue D, Dec. 1998
I had an feeling
that week four would include more postings and homework and I was right.
I felt overwhelmed at first, but once I began to work and read through the
materials, all became clear. I read through the articles and chose a
favorite as I do each week. This week I preferred Jarek Krajka’s “Using the
Internet in ESL Writing Instruction”. The article caught my eye when I realized
it would include suggestions in order to enhance writing skills using practical
applications such as web pages, e-mail connection and creating class websites.
Karjka gives detailed instructions on how to teach writing and I find this
useful as writing is an integral part of my students’ matriculation exams at
the end of the twelfth grade where they would have to write an essay expressing
an opinion, write a letter or write a descriptive essay. Although Krajka might
seem in favor of using technology to enhance instruction, the conclusion
clearly states that it is preferable to use the technology to enrich the lesson
rather than including it just for the sake of using technology, a point that is
often stressed in our course. When teaching writing, I cannot agree more with
this point. I feel that there should be an introductory lesson to every type of
essay as sometimes the internet and technology cannot offer that one on one
support for every student. Using technology after the face to face instruction
as a means of practice is what I believe Krajka would consider as a good use of
technology.
Another required
task that was completed this week included writing a technology enhanced lesson
plan which I enjoyed as I integrated one of the online quiz tools into my
lesson. I've read through the other lesson plans as well and find
that the diversity of students in our course just provides us with a range
of great activities to think of and possibly adapt with our own classes. I must
honestly say that I would have preferred to interact with my classmates and
receive feedback from them and from our instructor. I have come to learn what a
great asset collaboration is and on this occasion, I have missed having
it available. We have also had to describe a problem which we would solve with
our students, and for this task I set my heart to work on a project in which
teachers are instructed on integrating ICT into the four domains of the English
Curriculum. I’m still going through the planning stage, but hopefully, the
picture will become clearer as the course progresses.
This week I felt
like we managed to complete the circle with the rich list of websites that
offer reading and writing activities after reading about listening and speaking
activities last week (This, of course, was my favorite of them all) . I was,
like many others of my peers, impressed bywww.breakingnewsenglish.comas I felt
it includes everything a teacher could wish for when searching for complete
class activities. I will certainly be using it with my students. I have noticed
that most of the reading comprehension websites include vocabulary practice.
Indeed, vocabulary was always an important part of the English Curriculum in
Israel, but when the New English Curriculum was published, it clearly stated
the number of lexical items that each student is required to learn which totals
up to 5,400 for the foundation, intermediate and proficiency levels combined. I
have always stressed vocabulary with my students and find that practicing
vocabulary is very beneficial I tend to useQuizletandSpelling Cityfor that
purpose. Please allow me to expand on these two amazing web tools:
1) Quizlet
mainly includes flashcard and games, but what is amazing about it is that you
can create your own list, add your own definition and an explanatory image.
Sharing your vocabulary list will entitle your students to review each word
with its definition and then go on to play games such as scattered words, race,
speller and so on. The following image is an activity that I created for the
poem The Road Not Taken. You can easily access games by clicking on
"Choose a Study Mode" (note that you can embed any activity onto your
website):
2) Spelling
City is a website where you can create vocabulary lists. Once completed, you
share the link with your students and they can choose from a list of free games
(word unscramble, missing letter, quizzes and my favorite- ready to use criss
cross puzzles) to practice. Alternatively, you can print out worksheets if you
do not wish to spend the lesson explaining how to work around the website and
thus save time for reading. (Sample vocabulary list and activities)
http://bit.ly/1n28yCD
At the end of my post for this week, I would like to say thank you to all those who take the time to comment and give feedback to myself and other participants. It is by supporting each other that we grow as a productive group of teachers. I cannot wait to see what next week will have in store for us, so good luck to everyone.
Nahla
Sources:
(1) Krajka,
Jarek. "Using the Internet in ESL writing instruction." The
Internet TESL Journal 6.11 (2000).
(2) Ministry
of Education. RevisedEnglish curriculum: Principles and
standards for learning English as an International language for all grades.
Jerusalem. 2014
I can honestly confess that I tend to log into Nicenet dozens of times each and every day in anticipation of new asks from our instructor and new posts from my classmates in the course. So the minute the third week opened, I was already excitedly scrolling through all tasks to see what we are going to learn this week. What caught me eye this week was Delicious, a free social bookmarking tool which enables you to save your favorite links online and even browsing through other users' accounts. I only came to learn about it when I saw the link posted on our web skills course site, so I began looking into it before it was posted as an assignment. I absolutely love this tool since it also allows me to add tags and even sorts the website according to date added or tags. Indeed, this is a much fresher experience than having to use the regular adding to favorites on browsers. I must confess, however, that I also use Symbaloo, another wonderful bookmarking site which allows you to create a block of websites based on category and discover other people's bookmarks when searching for a specific subject. This is one of my sample Symbaloo Tabs:
The second task for this week included looking through speaking, listening and pronunciation websites and reading the articles. Miller's article "Developing Listening Skills with Authentic Materials" had the largest impact on me since she provides numerous examples about teaching listening using authentic materials and dividing the lesson into pre-, while- and post- listening activities. I have always taught listening comprehension, but since I was so focused on having my students practice for their matriculation exams, I almost forgot that there can be an element of fun while teaching listening. I particularly look forward to teaching the example Miller gives on using the news while incorporating internet search and group work for this task. I can certainly see how the students can benefit from a three step process when learning and practicing the skill of listening comprehension and having fun with their peers as they work together toward a common goal. As for Maria Busa's article on "New Perspectives on Teaching Pronunciation", I feel that I need to revisit the article to explore the wide range of pronunciation software mentioned as many of them need to be downloaded to the computer.
I have added many website links to my favorites. I feel I am getting richer by the day with every website that I add to my list. I am not sure people would want to read a whole list of my favorites, but I have made a Prezi (I love embedding presentations as you have noticed) showing five websites and how I would apply them with my students (although the list of tasks has to be expanded as I will be strictly following the three step method from now on):
As for reading the project task, I felt that the project I chose, written by Zlatka Dyankova is similar to what I have in mind as she teaches the same grade level. I certainly have a better perspective on what is expected of us by the end of the course and I can clearly see that we are working towards this goal while acquiring a vast amount of knowledge and web tools which will enable us to create the project.
I cannot wait for week four to open as I am already excited because I know we will have to create a technology enhanced lesson. I think this will be our chance to incorporate what we have learned so far in the course and maybe even more.
This week, when our instructor, Donna, opened the session, the first task that I was automatically drawn to was the web searching discussion. I can honestly admit that I enthusiastically looked through all the search engines provided on the noodletoolswebsite, but a smile always appeared on my face when I saw Google mentioned. I am the biggest fan of Google and am very loyal to that search engine, therefore I sharedmy presentation regarding Google Search with my fellow participants in the course. I immediately began to get such positive and encouraging feedback from everyone which made my day. This only stresses the idea that “our goal is to help each other” from guidelines and ground rules for discussion from week one.I eagerly went through the search links provided by participants and read their feedback and can say that I have added some of these to my favorite links.
In the second assignment for this week, I described the classes that I teach with great detail. I love teaching and especially the classes that I mentioned as I admire their motivation and their high level of competitiveness. It does require a lot of preparation and I always have to be prepared for changes in my lesson plan, but it is most definitely worth it.
As for the last part of the assignment, I read through the articles and slideshare presentations which provide detailed instructions on how to write the ABCD Objective. What I found particularly useful is the"How to Write Clear Objectives" from Pennsylvania State University's Teaching and Learning office. This website provided clear examples of the ABCD model which made writing the objective much easier.
Since I feel that we are becoming a cooperative and encouraging community, a family, I opened a facebook group for our class (with the permission of our instructor of course). Please feel free to join in.
This would be my first post for the Building Teaching Skills Through the Interactive Web by The University of Oregon. I am quite used to using blogs not only for personal use, but with my students as well. Therefore, creating this blog was done rather quickly. I cannot wait to go through all the course materials and learn new ideas from others as well.
