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)
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