Day 1
Breakfast: Yogurt & sth else ...
Lunch: forgot
Dinner:forgot
Sigh ... I have to do it day by day ...
Day 2
Breakfast: Ketchup spaghetti
Lunch: Japanese noodles + 拉麵 + 炸八爪魚鬍 (x 3 條)
Dinner: 炒上海年糕 (incl. 牛柳, 好油的齋), 豆角
Day 3
Breakfast: crab bread w/ cheese
Lunch: 炸八爪魚鬍
Dinner: a bowl of instant noodles + 2 bowls of salad (incl.煙火腿, 生果, 蝦, 豆)
Sigh ... since the dinner was prepared by my future monther-in-law, I got no choice but to accept it. The instant noodles are really greasy. I feel the fat has grown on my face today!
Needa work harder later ...
Sunday, July 27, 2008
Sunday, April 6, 2008
Week 12: Computer-assisted language testing
Week 12: Computer-assisted language testing
This paper reviews the advantages and disadvantages of computer-based language tests. To check their learning progress, students are required to take a diagnostic test before and after the course at my school. The test provided by Oxford is completely about general English grammar, which is not related to what they learn in lessons (not vocational English). Since we cannot locate a better CBT in the market, we use the Oxford one.
One of the disadvantages mentioned in the article, which is about degree of computer literacy, is not a problem for our students because teachers do spend some time on demonstrating and familiar students with the necessary test techniques. What I would like to share is the limited language skills that can be tested on a computer. No speaking and writing skills are assessed in our diagnostic test while these two skills are regarded as the most important components in students' assessments. Take the module I'm teaching as an example - the module is problem solving and persuading. For the assessments, besides the independent language learning portfolio (10%), students are required to take a speaking assessment on their problem solving skills (45%) and write a piece of promotional leaflet (45%). The diagnostic test that students do cannot genuinely assess their learning progress!
Despite the disadvantages of CBT, we still use that in our school because it saves up teachers' time in marking the paper. Still, I think we should use a better way in assessing our students, if the school takes it as a crucial reflection tool.
This paper reviews the advantages and disadvantages of computer-based language tests. To check their learning progress, students are required to take a diagnostic test before and after the course at my school. The test provided by Oxford is completely about general English grammar, which is not related to what they learn in lessons (not vocational English). Since we cannot locate a better CBT in the market, we use the Oxford one.
One of the disadvantages mentioned in the article, which is about degree of computer literacy, is not a problem for our students because teachers do spend some time on demonstrating and familiar students with the necessary test techniques. What I would like to share is the limited language skills that can be tested on a computer. No speaking and writing skills are assessed in our diagnostic test while these two skills are regarded as the most important components in students' assessments. Take the module I'm teaching as an example - the module is problem solving and persuading. For the assessments, besides the independent language learning portfolio (10%), students are required to take a speaking assessment on their problem solving skills (45%) and write a piece of promotional leaflet (45%). The diagnostic test that students do cannot genuinely assess their learning progress!
Despite the disadvantages of CBT, we still use that in our school because it saves up teachers' time in marking the paper. Still, I think we should use a better way in assessing our students, if the school takes it as a crucial reflection tool.
Week 11: Introduction to LMS
Week 11: Introduction to LMS
WebCT, Blackboard and Desire2Learn are some examples of learning management system. LMS does give learners more flexibility and ways to take control in their learning process but there is no way it can take over the formal classroom teaching (some of students do suggest we should upload the handouts to webCT for their self learning and hence cut down the classroom contact hours. What a stupid and wrong say!)
In terms of suitability, my students seldom use webCT unless the tasks there are counted as part of the module mark. One of the courses I'm teaching requires students to do 100 MC questions in webCT which is counted as 5% of their module mark. Surprisingly, the feedback received is students prefer having hardcopy of the MC questions rather than doing online. They think logging into webCT is not very user-friendly (even though it's just one-click!). I can't figure out why as I always think kids always prefer technology. I wonder if it's related to learners' obstacle, or the school hasn't done enough in promoting the use of webCT?
WebCT, Blackboard and Desire2Learn are some examples of learning management system. LMS does give learners more flexibility and ways to take control in their learning process but there is no way it can take over the formal classroom teaching (some of students do suggest we should upload the handouts to webCT for their self learning and hence cut down the classroom contact hours. What a stupid and wrong say!)
In terms of suitability, my students seldom use webCT unless the tasks there are counted as part of the module mark. One of the courses I'm teaching requires students to do 100 MC questions in webCT which is counted as 5% of their module mark. Surprisingly, the feedback received is students prefer having hardcopy of the MC questions rather than doing online. They think logging into webCT is not very user-friendly (even though it's just one-click!). I can't figure out why as I always think kids always prefer technology. I wonder if it's related to learners' obstacle, or the school hasn't done enough in promoting the use of webCT?
Week 10: Autonomy
Week 10: Autonomy
I remember one of the learners' needs I propose in my action research is learner autonomy. It is no doubt that Internet is an effective form of autonomous learning technique for vocational curriculum. However, the reality is not what has been expected. In my school, students are required to do an independent language learning portfolio (ILLP) which is worth 10% of their total grade. They need to do 7 pieces of learner diary to reflect what they have learnt through participating different activities. Before doing that, they fill out their own study plans which need to be submitted to teachers for comments. Supposedly, teachers are needed to give advice on the study plan according to their needs. After years of implementation, it is found that no matter whatever comments are given on their study plans, students will only turn in tonnes of newspaper cuttings only. Even though they are encouraged to use internet or technology in their ILLP, such as submit their recording on reading aloud newspaper, students prefer the 'old secondary school way'. At the end, teachers just give up and stop giving comments as they know it is useless. Students regard the ILLP as a torture and totally not helpful at all.
I remember one of the learners' needs I propose in my action research is learner autonomy. It is no doubt that Internet is an effective form of autonomous learning technique for vocational curriculum. However, the reality is not what has been expected. In my school, students are required to do an independent language learning portfolio (ILLP) which is worth 10% of their total grade. They need to do 7 pieces of learner diary to reflect what they have learnt through participating different activities. Before doing that, they fill out their own study plans which need to be submitted to teachers for comments. Supposedly, teachers are needed to give advice on the study plan according to their needs. After years of implementation, it is found that no matter whatever comments are given on their study plans, students will only turn in tonnes of newspaper cuttings only. Even though they are encouraged to use internet or technology in their ILLP, such as submit their recording on reading aloud newspaper, students prefer the 'old secondary school way'. At the end, teachers just give up and stop giving comments as they know it is useless. Students regard the ILLP as a torture and totally not helpful at all.
Week 9: Multimedia
I'm sorry I'm a bit late again!
Week 9: Multimedia
The implementation of IVD involves much manpower and resources and teacher training is needed beforehand. Sometimes teachers use other ways to delivering the lessons rather then spending time on the preparation, though it is true that students are more motivated in watching video.
Even though teachers have the skills to use the software needed, some may not know how to incorporate the video clips in lessons. I remember one of my colleagues used the excerpts from the movie 'Catch Me If You Can' iin explaining if-conditionals. She took out different parts of the movie and used them as listening exercise. Students could just 'listen' to the movie (rather than watch it) and write down the missing conditional phrases. It was indeed less 'entertaining' and motivating. The use of movie can arouse much interest, however, if it is not used properly, everything is just in vain.
Week 9: Multimedia
The implementation of IVD involves much manpower and resources and teacher training is needed beforehand. Sometimes teachers use other ways to delivering the lessons rather then spending time on the preparation, though it is true that students are more motivated in watching video.
Even though teachers have the skills to use the software needed, some may not know how to incorporate the video clips in lessons. I remember one of my colleagues used the excerpts from the movie 'Catch Me If You Can' iin explaining if-conditionals. She took out different parts of the movie and used them as listening exercise. Students could just 'listen' to the movie (rather than watch it) and write down the missing conditional phrases. It was indeed less 'entertaining' and motivating. The use of movie can arouse much interest, however, if it is not used properly, everything is just in vain.
Wednesday, March 12, 2008
Week 8: Copyright
Teachers may not understand copyright law. Some may just 'close the door' and do whatever they want within the classroom. The results can be less-effective teaching tools. Because teachers aren't confident in the rules and have no training in fair use, many just rely on their own interpretations of the law.
I remember I have attended several talks about copy right before. One speaker used a very good analogy which we can use to deliver the concept to your students.
I remember I have attended several talks about copy right before. One speaker used a very good analogy which we can use to deliver the concept to your students.
'It's okay to give directions to an art museum, but it's not okay to steal the artwork. Some museums loan out their artwork or let you take a copy home. However, you'd need permission to do this. Although there may be many entrances into the building, the museum may request that you only enter through the front door. Some museums charge an entry fee while others are free.'
Wednesday, March 5, 2008
Group project proposal
We are group 6. Members: Amy, Rosanna, Stephanie & Angel
What is the background and context for this project?
~Target Ss: P4 – P6 (upper primary, i.e. Key Stage 2)
~About the school: CMI, co-education
~Ss’ language proficiency: diversified
What are the needs of the students and how would they benefit from a class web page?
~Ss are not very motivated in reading and the video acts as a medium of communication to provoke their
motivation in language learning, particularly in reading
~Through doing different tasks online, Ss can build up their creativity and writing skill.
What particular skill or content area that you would like to deliver online?
~Although we’ll particularly focus on reading, other skills, such as vocabulary learning, listening and writing skill will
also be covered.
How will the web page be integrated into curriculum or syllabus (provide a detailed syllabus plan)?
~EDB syllabus: Using IT in language learning
~School syllabus: Ss are required to read 'Cinderella dressed in yellow'. The website designed is used to
supplement their learning in class
What technologies will you use to deliver content and facilitate interactions?
~Video shooting (a camcorder) and editing (Ulead); movie maker (Microsoft);
~Hot potatoes (for creating exercises and tasks)
What is the background and context for this project?
~Target Ss: P4 – P6 (upper primary, i.e. Key Stage 2)
~About the school: CMI, co-education
~Ss’ language proficiency: diversified
What are the needs of the students and how would they benefit from a class web page?
~Ss are not very motivated in reading and the video acts as a medium of communication to provoke their
motivation in language learning, particularly in reading
~Through doing different tasks online, Ss can build up their creativity and writing skill.
What particular skill or content area that you would like to deliver online?
~Although we’ll particularly focus on reading, other skills, such as vocabulary learning, listening and writing skill will
also be covered.
How will the web page be integrated into curriculum or syllabus (provide a detailed syllabus plan)?
~EDB syllabus: Using IT in language learning
~School syllabus: Ss are required to read 'Cinderella dressed in yellow'. The website designed is used to
supplement their learning in class
What technologies will you use to deliver content and facilitate interactions?
~Video shooting (a camcorder) and editing (Ulead); movie maker (Microsoft);
~Hot potatoes (for creating exercises and tasks)
Sunday, February 3, 2008
Review of readings (week 1-3)
Weekend is the best time to pick up the readings =) (though I'm way behind the schedule)
Week 3 - the internet
Some sample web projects are illustrated in the article which helps students in language learning in different areas. However, it is difficult for me to do it since I have only 2 contact hours with my students every week. During the lessons, what I have to do is to drill them to prepare their assessments. Once you promote them something unrelated to their assessment, they will consider you saying something 'out of syllabus' and they would urge to back on track. They just want to learn something enough to get them through the assessment, and that's it. No more.
Besides the speaking and writing assessments they have in each semester, they need to do an independent language learning portfolio which counts 10% of their module marks. Students need to finish 10 pieces of learning diary and their typical work is newspaper cutting. To diversity their types of work done, what I intend to you is 'sell' them the use of multi-media in their portfolio, for example, watching videos or doing listening exercise online. Hope it works!
Some sample web projects are illustrated in the article which helps students in language learning in different areas. However, it is difficult for me to do it since I have only 2 contact hours with my students every week. During the lessons, what I have to do is to drill them to prepare their assessments. Once you promote them something unrelated to their assessment, they will consider you saying something 'out of syllabus' and they would urge to back on track. They just want to learn something enough to get them through the assessment, and that's it. No more.
Besides the speaking and writing assessments they have in each semester, they need to do an independent language learning portfolio which counts 10% of their module marks. Students need to finish 10 pieces of learning diary and their typical work is newspaper cutting. To diversity their types of work done, what I intend to you is 'sell' them the use of multi-media in their portfolio, for example, watching videos or doing listening exercise online. Hope it works!
Week 2 - evaluation
As a 'magician' in the classroom, we always have to show some new tricks to students. We sometimes fall into a trap - to use it because we want to, not because it is needed or helpful in language teaching and learning. That's why we need to do an evaluation before we actually use it.
I agree on Hubbard's framework for CALL courseware evaluation. We need to more flexible approach which teachers can develop their own evaluation procedures. What works on speaking may not work on writing. Even with the same age group of students, what works on them may not work on my students at all.
Sometimes teachers often think of their own rather than putting ourselves into students' shoes. We tend to pick what we like or we believe our students like. The fact is the 'likeness' doesn't mean it is useful in their learning or our teaching at all. A more integrated approach should be adopted to evaluate the courseware as it is a waste of time and effort if it turns out the courseware is totally not suitable.
As a 'magician' in the classroom, we always have to show some new tricks to students. We sometimes fall into a trap - to use it because we want to, not because it is needed or helpful in language teaching and learning. That's why we need to do an evaluation before we actually use it.
I agree on Hubbard's framework for CALL courseware evaluation. We need to more flexible approach which teachers can develop their own evaluation procedures. What works on speaking may not work on writing. Even with the same age group of students, what works on them may not work on my students at all.
Sometimes teachers often think of their own rather than putting ourselves into students' shoes. We tend to pick what we like or we believe our students like. The fact is the 'likeness' doesn't mean it is useful in their learning or our teaching at all. A more integrated approach should be adopted to evaluate the courseware as it is a waste of time and effort if it turns out the courseware is totally not suitable.
week 1 - computers in language teaching and learning: overview
CALL – overuse & underuse?
CALL is nothing new to language teachers. We are taught to use multimedia computing to motivate our students in language learning. There are different views on CALL of novice and experienced teachers.
I guess most teachers are willing to use multimedia computer and internet in their lessons, and novice teachers especially. They want to show as much as they know to students. Powerpoint is one common kind of 'overexposed' multimedia computing. Teachers use powerpoint in checking answers with students ONLY (rather than a lead-in or any other parts of teaching) .With all those sounds and motions, teachers believe it helps in their teaching. Despite its pedagogical values, students are 'amazed' by what teachers know and by demonstrating these 'IT skills', teachers earn the respect which also narrows the 'gap' (generation gap?) between teachers and students. I know it maybe a bit pathetic to think like this, yet everyone knows it's true.
Unlike novice teachers, for those with years of experience, they tend to believe their talking is the core part in teaching and this is how students are beneficial from it. Any kinds of multi-media or internet are just fancy stuff with no actual value inside. They are reluctant to use any in their teaching.
CALL – overuse & underuse?
CALL is nothing new to language teachers. We are taught to use multimedia computing to motivate our students in language learning. There are different views on CALL of novice and experienced teachers.
I guess most teachers are willing to use multimedia computer and internet in their lessons, and novice teachers especially. They want to show as much as they know to students. Powerpoint is one common kind of 'overexposed' multimedia computing. Teachers use powerpoint in checking answers with students ONLY (rather than a lead-in or any other parts of teaching) .With all those sounds and motions, teachers believe it helps in their teaching. Despite its pedagogical values, students are 'amazed' by what teachers know and by demonstrating these 'IT skills', teachers earn the respect which also narrows the 'gap' (generation gap?) between teachers and students. I know it maybe a bit pathetic to think like this, yet everyone knows it's true.
Unlike novice teachers, for those with years of experience, they tend to believe their talking is the core part in teaching and this is how students are beneficial from it. Any kinds of multi-media or internet are just fancy stuff with no actual value inside. They are reluctant to use any in their teaching.
Sadly, I'm the former
Thursday, January 24, 2008
Here I'm ...
Here I'm ... at the CSC ... waitin to go home ... it has nothing to do with the teacher, or content, or materials, or whatever it can be, I'm just a bit burned out ...
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