The Interactive lessons

Interactive lessons

Interactive classes lead the teachers to ask about the best ways to make interactive lessons or lectures. After viewing http://serc.carleton.edu/introgeo/interactive/howto.html , I found an answer to the question : How to give Interactive Lectures. There are many Steps for creating an interactive lecture.
Interactive activities begin with planning the objectives, content and classroom atmosphere. Then the instructor should care about capturing the students' attention. He start some engagement triggers thought-provoking question or things that have visual appeal or are of common interest to students. Instructors might try cartoons, photographs, evocative textual passages, news clips and clips from movies or television shows. To create an interactive lecture segment that meets the desired learning goals, instructors must select an appropriate activity from the many possible techniques available. Several possibilities are shown here and categorized as basic, intermediate and advanced based on preparation and class time required. The basic are as follows: think-pair-share, one-minute write and the question of the day? The intermediate ones are demonstrations, concepTest , role playing and skeleton notes. Simulation and experiments are the advanced.


The fourth step to providing an interactive lecture is to determine how to structure and manage the interactive class period. There are as many ways to structure an interactive class session as there are interactive techniques. The instructor create a classroom atmosphere conducive to interactive learning. He should be be an effective classroom manager. Finally, instructors must determine how to end an interactive activity, gather student responses and provide, when appropriate, a synthesizing discussion or follow-up assignment. The student responses also provide useful feedback about what students have learned.

Courses can pose a unique set of challenges and the instructor will want to consider additional managerial strategies to meet these challenges. With careful planning, even classes with hundreds of students can have interactive lecture segments with significant student engagement. Additional energy must be devoted to strategies to encourage student participation as well. Fortunately, for large enrollment teachers, advances in pedagogical technologies have offered the potential for more engaging large enrollment class periods.

The teacher in the video involved here http://www.youtube.com/watch?v=qQra4baNwP8 , tries to introduce solution to problems and to develop some thinking skills. The teacher stated the lecture by asking a question. Then she decided that everyone has to ash the person beside him. The teacher poses the question to the class and asks everybody to have some type of discussion with the person beside him. Some of the students decided that one of the answers (from a,b,c, or d) is the right answer. The lecturer decided that the students should be highly engaged in the learning process. She decides that in physics students should be asked continually, so that the teacher could consider what they have understood. The students learn much when they talk to each other. It is significant to know what the students know and try to enrich their knowledge.

Teaching Large Classes

Teaching Large Classes

        Large classes are wide apread because of the lack of money, teachers, materials, classes in many countries. They are taught in the lecture mode where there are fewer discussions, lack of interaction, lack of structure, lack of testing or graded assignments, and there is a distance between the professors and students where professors do not know their students and the students feel little sense of responsibility. Moreover, lecture mode classes are ineffective in higher-level thinking, attitude change, and motivation for further learning.

        I liked the Chinese proverb; "Tell me and I forget. Show me and I remember. Involve me and I understand". To engage students in learning, a teacher requires not only knowledge of subject matter but also knowledge of how students learn. The aim of teaching is not only to transmit information but also to transform students from passive recipients into active constructors of their own and other's knowledge.

         Enhancing lecture classes can be achieved many aspects. Professors enhance Lecture-style classes to promote student engagement. Professors can show pictures, photos, slides or other visual aids, changing topics to attain variety. Professors can also include stories, examples, and current events from the news to make the lecture more interesting. To increase the students' motivation, Professors can make their classes feel more personal by coming to class early enough to talk personally to students, and staying after class to answer questions. Setting up routines, speaking style, eye contact with one's audience and variation of voice and tone can be used to promote student engagement. Adding cooperative and collaborative learning experiences is essential to students' ability to learn new concepts, skills, and understandings. Collaboration helps with student motivation, and student engagement.

There are some small-group informal learning activities:

- Think-Pair-Share: Teacher lectures, poses a question or issue for students to consider. The student shares their responses with another person.
- Think-Pair-Square: Pairs of students share information within teams of 4 rather than withthe class.
- Concept Test : Teacher poses a multiple-choice question that requires conceptual understanding. Students write their answers on a sheet. Then they work in pairs, attempting to convince others of their answers.
Quick-thinks Re-order the steps : Students must correctly order a set of randomly sequenced steps.
Minute paper : students answer two questions in one to three minutes.

Teaching Large Classes is not a challenge as there are many alternatives to solve it. While reading many technological solutions came to my mind. Not all of them can be available in all classes, but some can be found. They are as follows:1-   Facebook , Google + and twitter can be used to sent commands, comments , questions and discussion topics
2-   Conferences inside labs using network can also help.
3-   Webinars through the web helps to deal with online conferences.
4-   Software like paltalk in which students can speak and give opinions.
The large classes force the teacher to use different activities, and methodologies that to engage everyone in the learning process. He has to be active all the time. Sitting class rules is a must. The classification of the group according to the hobbies, skills and the intelligences is a great enhancement to promote student engagement.

With best wishes

Mustafa

Rubrics and alternative assessment

Rubrics and alternative assessment

          An effective assessment program uses multiple strategies to demonstrate growth and performance, and should be closely correlated to your stated goals. Projects in which students create multimedia presentations, Web pages, artwork or songs may be evaluated differently than traditional written, typed, or even word-processed papers. Assessment strategies can include performance tasks, teacher observations, personal communications, standardized testing, and student and teacher developed evaluation rubrics, and others.

          Before beginning a project, it is always necessary to ask:
- How will you know if your project was successful?
- How will you measure what students learn?
What is the function of assessment in PBL?
- Assessment helps teachers develop more complex relationships with their students...
- Assessment helps students answer the questions "Am I getting it?" and "How am I doing?"...
- Assessment can help make content connections clear...
- Assessment engages students directly in the evaluation of their own work...
- Assessment helps teachers plan their next steps...
- Assessment helps students plan their projects...

          The most common assessment and evaluation tools used for collaborative learning are web-based rubrics. Most generate printable versions of the rubric. Some have a rubric calculator, allowing the teacher to select appropriate performance indicators and have a grade generated. Developing meaningful rubrics can be a challenge. Involving students in the development of rubrics helps them with their thinking and clarifies expectations all around.

         A rubric simply lists a set of criteria which define and describe the important components of the work being planned or evaluated. A given criterion is then stated in several different levels of completion or competence, with a weighted score assigned to each level (0 being the lowest level) .

         A rubric should give clear guidelines to a reviewer on how to evaluate or "grade" a project presentation. This means that different reviewers can arrive at similar conclusions when comparing a given project to each of the graduated criteria on a rubric.

        As a guide for planning, a rubric gives students clear targets of proficiency to aim for. With a rubric in hand, they know what constitutes a "good" project presentation.

         While the the students are making their project, a rubric can be a handy tool to help keep students on target: they can compare their progress with where they want to be on the rubric's proficiency scale, and refer to it in order to remind themselves of their goal. Finally, as an assessment tool, teachers can use it to assess projects, student groups, or individual students; students can use the same rubric for self-assessment as individuals, in groups, and for peer assessment; and parents can answer for themselves their questions about their child's performance.

        While some ready-made rubrics may help to accomplish these different purposes, they become even more powerful when students help develop the rubric they will be using. Students must actively focus on and discuss the characteristics of effective and interesting media projects, giving them depths of understanding and insight not likely achieved from using a ready-made rubric.

         There are many websites which help us make our rubrics. I liked the rubistar very much. I can recommend another site http://www.teachnology.com/web_tools/rubrics/general/ . This website helps the teacher to generate a rubric for his students project.

Mustafa Ahmed Ali

My experience of PBL , rubrics and technology

My experience of PBL , rubrics and technology

          I would like to tell the teachers all over the world about an experience that gathered the majority of our week's topics of discussion; the PBL, the rubrics or the alternative assessment and the use of technology. I have experienced some types of PBL in my classroom.

         Last month we had an English day. My role was to introduce a play in English. I discussed the topic in my class. I gave them worksheet of the story of the play. The students discussed it with each other. I assigned some rubrics for those who will be chosen such as self confidence, accurate and fluent speaking. This helped me choose my play team. We worked for a week. I gave instructions, listen to their suggestions, let them evaluate each others. Two days before the play, they changed their roles according to their own opinions. They suggested using music at the beginning and the end.

        For the rubrics and the alternative assessment, I would like to refer to two experiences. The first was that I was asked to be an evaluator in an English competition. It was concerned with the 4 language skills. I sit with the other colleagues to decide the criteria through which we will assess the students. We made some thing similar but not the same as what we learned in this course about rubrics. We decided that each one got a sheet for assessment, and assess the skill individually, and then we collect the marks and take the average. The second alternative assessment experience is the continuing assessment. I use it in my class. The students are assessed continually all around the year according to their action, behavior, projects or reports. They got a monthly feedback of the achieved objectives in a report of the objectives and their grades; good, very good and excellent.

Project Based Learning , altenative assessment and technology

Project Based Learning , altenative assessment and technology

"One of the major advantages of project work is that it makes school more like real life. It's an in-depth investigation of a real-world topic worthy of children's attention and effort."-Education researcher Sylvia Chard

Project Based Learning is a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.

Important considerations found in the definition:

1- Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.

2- Project Based Learning is synonymous with learning in depth. A well-designed project provokes students to encounter (and struggle with) the central concepts and principles of a discipline.

3- Project Based Learning teaches students 21 st century skills as well as content. These skills include communication and presentation skills, organization and time management skills, research and inquiry skills, self-assessment and reflection skills, and group participation and leadership skills.

4- Project Based Learning is generally done by groups of students working together toward a common goal. Performance is assessed on an individual basis, and takes into account the quality of the product produced, the depth of content understanding demonstrated, and the contributions made to the ongoing process of project realization.

5- Finally, Project Based Learning allows students to reflect upon their own ideas and opinions, exercise voice and choice, and make decisions that affect project outcomes and the learning process in general.

Teacher role in project-based learning:
Teachers support students by giving sufficient guidance and feedback. The teacher must thoroughly explain all tasks that are to be completed, provide detailed directions for how to develop the project, and circulate within the classroom in order to answer questions and encourage student motivation. completion. The inclusion of a reflective writing component provides for self-evaluation of student learning.

Student role in project-based learning
Students generally work in small, collaborative groups in the project-based learning model. They find sources, conduct research, and hold each other responsible for learning and the completion of tasks. Essentially, students must be "self-managers" in this approach to instruction.6

The benefits of PBL are as follows:

1- PBL and Technology Use Bring a New Relevance to the Learning at Hand
By bringing real-life context and technology to the curriculum through a PBL approach, students are encouraged to become independent workers, critical thinkers, and lifelong learners. Teachers can communicate with administrators, exchange ideas with other teachers and subject-area experts, and communicate with parents, all the while breaking down invisible barriers such as isolation of the classroom, fear of embarking on an unfamiliar process, and lack of assurances of success.
PBL is not just a way of learning; it's a way of working together. If students learn to take responsibility for their own learning, they will form the basis for the way they will work with others in their adult lives.


2- PBL Lends Itself to Authentic Assessment
Authentic assessment and evaluation allow us to document a child's progress and development. PBL encourages this by doing the following:
•   It lets the teacher have multiple assessment opportunities.
•   It allows a child to demonstrate his or her capabilities while working independently.
•   It shows the child's ability to apply desired skills such as doing research.
•   It develops the child's ability to work with his or her peers, building teamwork and group skills.
•   It allows the teacher to learn more about the child as a person.
•   It helps the teacher communicate in progressive and meaningful ways with the child or a group of children on a range of issues.

3- PBL Promotes Lifelong Learning
PBL promotes lifelong learning because
•   PBL and the use of technology enable students, teachers, and administrators to reach out beyond the school building.
•   Students become engaged builders of a new knowledge base and become active, lifelong learners.
•   PBL teaches children to take control of their learning, the first step as lifelong learners.

4- PBL Accommodates Students with Varying Learning Styles and Differences
It is known that children have various learning styles. They build their knowledge on varying backgrounds and experiences. It is also recognized that children have a broader range of capabilities than they have been permitted to show in regular classrooms with the traditional text-based focus. PBL addresses these differences, because students must use all modalities in the process of researching and solving a problem, then communicating the solutions. When children are interested in what they.

Using the Internet in ESL Writing Instruction

Using the Internet in ESL Writing Instruction


        There are three activities that are designed to help students choose books that meet their interests and reading levels.

          Firstly, Choosing Books; in which the students got the opportunity of selecting books. The teacher emails the class a list of 10 e-books, then the students skim and scan some pages of each book, and answer questions about the title, type and the main character. The class votes for the books.

         Secondly, Reading and Sharing Books, in which the students read the three e-books that get the most votes. Each group discusses these three books dealing with the title, setting, and characters. Each member takes turns telling the story. Each group types a summary report of the three books. They have to answer questions about the characters, the place, and the time. To share their stories they have to answer questions about what the main characters like, what affects them, the problem in the story and the lesson in it.

         Thirdly, Evaluating Books, in which the students evaluate information from the online texts and resources. Each group evaluates the three books and ranks these three books in first, second and third. Each group types a final report. The students have to answer questions based on traditional criteria to evaluate story elements. To write the final report, the students have to use the following format: introduction, argument and conclusion.

          I applied two reading programs that are similar to the previously mentioned reading activities. The first is Rigby Star for grade 1,2 and three http://www.rigbystories.co.uk/grade-selection.asp?regionId=1 . The Rigby star site publishes the stories of each grade in a flash form. Students listen, read, discuss, and do the involved activities. The students are still too young to evaluate and write reports. This will be achieved in the second applied program; GRP which stands for Guide Reading Program http://teacher.scholastic.com/products/guidedreading/ . The program is intended for students from KG to grade 6. It consists of reading books classified according the students levels. The students reads, argue in groups, answer simple questions, give reports, evaluate the stories and evaluate each other. You can read about GRP, in this article http://www.readingprograms.info/guidedreading.html .

My ABCD for one of the stories which is "The Sky Bird by Laura O'Reilly, from New Zealand http://www.cyberkids.com/cw/sto/fo/oreilly/oreilly1.html in the Adventure of Sydney http://www.cyberkids.com/cw/mul/sydney/" is as follow:

Cognitive (comprehension level) -"C: Given one of the stories taken from the sites mentioned, A: the student B: will be able to accurately summarize the story giving the title, the characters, the colours mentioned, the hero's problem and how it was solved. D: in a paragraph of 15 lines using the present simple tense."

          I have tried some of the websites mentioned in the article. I found some out of work. The best of them is the adventure of Sydney. The second is Walks the Red Dog ; http://www.backyardnature.net/r/reddog00.htm in which there are many stories for reading which are suitable for students in grade 3 to 6. I also accessed the Lauri's ESL website; http://fog.ccsf.edu/~lfried/ which can be considered a huge store of links for all ESL skills and activities such as grammar, quizzes , reading activities, listening activities and websites suitable for ESL students. There is also another site (children's story book); http://www.magickeys.com/books/ . The site is full of stories suitable for all levels. There is also audio included so as to help listeners and readers to listen while reading and watching the pictures.

Sites mentioned in the article:

Rigby star :        http://www.rigbystories.co.uk/grade-selection.asp?regionId=1
Guided Reading :    http://teacher.scholastic.com/products/guidedreading/
Guided reading :    http://www.readingprograms.info/guidedreading.html
The Sky Bird :      http://www.cyberkids.com/cw/sto/fo/oreilly/oreilly1.html
The Adventure of Sydney : http://www.cyberkids.com/cw/mul/sydney/
Walks the Red Dog:    http://www.backyardnature.net/r/reddog00.htm
Lauri's ESL website :    http://fog.ccsf.edu/~lfried/
Children's story book: http://www.magickeys.com/books/

Reading skill and how to be enhanced by technology.

 Reading skill and how to be enhanced by technology.

  There are three activities that are designed to help students choose books that meet their interests and reading levels.

Firstly, Choosing Books; in which the students got the opportunity of selecting books. The teacher emails the class a list of 10 e-books, then the students skim and scan some pages of each book, and answer questions about the title, type and the main character. The class votes for the books.

Secondly, Reading and Sharing Books, in which the students read the three e-books that get the most votes. Each group discusses these three books dealing with the title, setting, and characters. Each member takes turns telling the story. Each group types a summary report of the three books. They have to answer questions about the characters, the place, and the time. To share their stories they have to answer questions about what the main characters like, what affects them, the problem in the story and the lesson in it.

Thirdly, Evaluating Books, in which the students evaluate information from the online texts and resources. Each group evaluates the three books and ranks these three books in first, second and third. Each group types a final report. The students have to answer questions based on traditional criteria to evaluate story elements. To write the final report, the students have to use the following format: introduction, argument and conclusion.

I applied two reading programs that are similar to the previously mentioned reading activities. The first is Rigby Star for grade 1,2 and three http://www.rigbystories.co.uk/grade-selection.asp?regionId=1 . The Rigby star site publishes the stories of each grade in a flash form. Students listen, read, discuss, and do the involved activities. The students are still too young to evaluate and write reports. This will be achieved in the second applied program; GRP which stands for Guide Reading Program http://teacher.scholastic.com/products/guidedreading/ . The program is intended for students from KG to grade 6. It consists of reading books classified according the students levels. The students reads, argue in groups, answer simple questions, give reports, evaluate the stories and evaluate each other. You can read about GRP, in this article http://www.readingprograms.info/guidedreading.html .

My ABCD for one of the stories which is "The Sky Bird by Laura O'Reilly, from New Zealand http://www.cyberkids.com/cw/sto/fo/oreilly/oreilly1.html in the Adventure of Sydney http://www.cyberkids.com/cw/mul/sydney/" is as follow:

Cognitive (comprehension level) -"C: Given one of the stories taken from the sites mentioned, A: the student B: will be able to accurately summarize the story giving the title, the characters, the colours mentioned, the hero's problem and how it was solved. D: in a paragraph of 15 lines using the present simple tense."

I have tried some of the websites mentioned in the article. I found some out of work. The best of them is the adventure of Sydney. The second is Walks the Red Dog ; http://www.backyardnature.net/r/reddog00.htm in which there are many stories for reading which are suitable for students in grade 3 to 6. I also accessed the Lauri's ESL website; http://fog.ccsf.edu/~lfried/ which can be considered a huge store of links for all ESL skills and activities such as grammar, quizzes , reading activities, listening activities and websites suitable for ESL students. There is also another site (children's story book); http://www.magickeys.com/books/ . The site is full of stories suitable for all levels. There is also audio included so as to help listeners and readers to listen while reading and watching the pictures.

Sites mentioned in the article:

Rigby star :        http://www.rigbystories.co.uk/grade-selection.asp?regionId=1
Guided Reading :    http://teacher.scholastic.com/products/guidedreading/
Guided reading :    http://www.readingprograms.info/guidedreading.html
The Sky Bird :      http://www.cyberkids.com/cw/sto/fo/oreilly/oreilly1.html
The Adventure of Sydney : http://www.cyberkids.com/cw/mul/sydney/
Walks the Red Dog:    http://www.backyardnature.net/r/reddog00.htm
Lauri's ESL website :    http://fog.ccsf.edu/~lfried/
Children's story book: http://www.magickeys.com/books/