F2 f and online work
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This document discusses blended learning, which combines face-to-face and online instruction. It notes that technology alone does not determine instruction quality, but rather the overall lesson design, objectives, presentation, practice, and evaluation. Well-planned lessons can be successful regardless of technology used, which serves to enhance pedagogy rather than replace teachers. Learning management systems and SCORM activities help structure online lessons and resources to provide students input and language practice at their own pace, freeing up class time for other activities.
F2 f and online work
- 1. BLENDED LEARNING F2F and Online Work By Professor Maynor Segura C.
- 2. TECHNOLOGY ï‚› Hugh Dellar (trainer) states that technology is neutral; it neither guarantees nor diminishes the quality of instruction. ï‚› Quality is primarily determined by the overall design of the lesson: ï‚› the relevance of learning objectives ï‚› the clarity of presentation ï‚› the amount of practice and review given to students ï‚› the way lessons are evaluated
- 3. Let´s touch base  Technology will not compensate for a poorly planned lesson A well-planned lesson will be generally successful regardless of the technologies used.  Technology is not substituting teachers, it is assigning a new role.
- 4. LMS ï‚› E-Learning software enables you to enhance pedagogical approach and makes learning easy with the Cambridge Learning Management System and tools
- 5. SCORM activities ï‚› Sharable Content Object Reference Model is a collection of standards and specifications for web-based e-learning ï‚› units of online training material that can be shared across systems and a set of rules that specifies the order in which a learner may experience content object
- 6. Advantages of LMS and SCORM activities They constrain a learner to: 1. a fixed set of paths through the training material 2. permit the learner to "bookmark" their progress when taking breaks 3. assure the acceptability of test scores achieved by the learner 4. example
- 7. Online resources and planning ï‚› Online resources, such as Touchstone BLENDED can provide quality input within the context of a well-planned language unit ï‚› Learning and Language acquisition: language is learned through exposure to comprehensible input (Krashen) ï‚› The more input a student receives, the more is there for us to activate in the classroom
- 8. exposure to authentic language ï‚› Using the LMS for the input component of a language lesson provides a lot of the same benefits ï‚› It lets the student control the input, and acquire language at his/her own pace
- 9. Time and Efficiency ï‚› 25 percent of school time is dedicated to non-instructional activities ï‚› engage in all the meta-language reflections we want to engage in ï‚› activate the language they have learned
- 10. Student center action To attain genuine engagement, a teacher needs to infuse student-centered elements in the classroom by: � Setting an atmosphere where students accept learning as a personal responsibility. � Providing a culturally responsive curriculum using a student's prior knowledge. � Having students engaged in self-assessment. � Helping students set a "can-do" attitude for academic development and social growth.
- 11. Important ï‚› The fewer disruptions, the more focused the student, the more engaged time for instruction and the greater the learning opportunities (both in and outside the classroom).
- 12. TIPS 1. Visual timers 2. Keep students on task during activities 3. Get students to class on time 4. Get through your lesson plan with minimal distraction 5. Give students clear directions 6. Allow students to contribute to managing THEIR class: