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ERIC ED446334: "Oliver Twist": A Teacher's Guide

https://archive.org/stream/ERIC_ED446334

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DAILY EDUCATIONAL QUOTATIONS

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The OER MOOC Reflection

* On the whole the OER program was really a positive learning experience for me. 

* The most engaging part of this course is using Twitter, the micro blogging tool to connect and interact with educators and researchers around the world.  

 * My favorite parts of this course are the learning tools and the instructional design models.

 

 * I would really like to find out more about OERs challenges.

 

* The POERUP webinar discussion is the one I appreciated most.

 

* The task that was most meaningful for me was resolving license issues.

 

* From developing a sample OER related to my field of expertise, I learnt to license my work under the Creative Commons.

* Developing lesson plans was the most beneficial.

 

* I can use the Metadata to easily access resources I need and save my time.

* I'm particularly delighted with peer review and user’s satisfaction to monitor and measure OER success and its relevance.

* I would like to try out mobile learning because it enhances student’s learning anywhere and anytime.

* I'm not sure if all the educational games I learnt about would work in my teaching context because of time restrictions in the curriculum.

* I am doubtful about having the time to read all the tutorials provided at the end of the OER program.

* One aspect of the course I want to follow up on is using digital games for assessment.


* I like the variety and engaging formula of the OER :

animations, audio books, lectures, videos, e-books, free templates, courses, free and interactive technology tools, podcasts, multimedia software, images, games, songs, online quizzes, self-assessment tools, etc.

* The flexibility, personalization and constructive feedback provided are what I liked the most about the OER MOOC. 


* In an ideal world, I would like my students to use tablets.

* One thing I’d recommend to improve this course is sharing the blog links of the participants. Blogs are powerful tools in fostering culture understanding.

Thanks for the golden OER opportunity!




 

OER_Mobile Learning Lesson Plan

Tr’s name: Safaa Prince Ali Mohamed

Grade Level: intermediate or 2^nd year secondary

 # of students per class: 35-40

 Duration: a forty-minute minute class

Content area: English language learning

Title: drama/novel through audio and e-books on a mobile phone

 Context: this lesson relates to the broad goals of teaching literature: drama, novel, and poetry for the advanced level students in an EFL context. The lesson improves students’ listening, speaking, reading and writing skills. “Using technology” also relates to one of the domains in the learner’s profile. By the end of the secondary stage students will be able to:

 1. Reflect on listening texts from a variety of media sources.

 2. Discuss a speaker’s purpose, main ideas and supporting details in a variety of media.

 3. Access age-appropriate information from various electronic sources.

 4. Use graphs, charts, and other visual presentations to communicate data accurately and appropriately.

 5. Develop power point presentations of appropriate length and complexity.

 6. Demonstrate awareness of the ethical use of ICT, including citing sources and respecting copyrights.

Materials:

http://www.e-booksdirectory.com/

http://www.planetebook.com/

http://www.readwritethink.org/classroom-resources/mobile-apps/

http://www.readwritethink.org/classroom-resources/student-interactives/

https://itunes.apple.com/us/app/popplet-lite/id364738549?mt=8

http://m.binu.com/ae/

http://padlet.com/

 Other materials:

    * http://freeology.com/  graphic organizers

    * https://bubbl.us/ maps

    * Microsoft Office: Word, PowerPoint or Publisher

    * Vocaroo/Audacity software to create audio journals for reflection

    * A set of external speakers

    * Notebooks                                        * posters

 Objectives:

 By the end of the lesson students will be able to

    1. listen to a section of the audio book and complete reaction activities.

    2. listen/read a section of the book and summarize and sequence the main ideas, events and actions.

    3. listen/read a section of the book and map in a graphic organizer “who, where, when, what, how & why of the section’s plot.

    4. create a Venn diagram to compare characters.
 

Procedure:
 

1. Triggering prior knowledge: quiz/survey/puzzle/brainstorming for ideas about the author & his works/discussion questions/scavenger hunt game/anticipation guide (agree/disagree statements).

 2. Activities:

          * After listening to an audio section, students work in pairs or small groups to complete “reaction sheets”:

 1. Which character would you like the most/the least and why?

 2. What advice would you give to character X who is facing a problem?

 3. What would you do if you were ….?

 4. Mapping the scene visually “who, what, when, where, how and why” for the section’s plot.

              * Teacher brainstorms for character(s) comparison after students listen to or read a section with a lot of details about two or more characters: similarities & differences.

               * After listening to an audio section with a lot of actions, students summarize and reorder chronologically the main events, actions, etc.

              * Students role-play key incidents.

 3. Learning styles addressed: VAK

4. Technology alternative:  text messaging

5. Assessment & Homework: varied to meet students’ needs & levels

      * Online quiz                   * Project poster                           

      * Reading log/journal      * A written test                  

      * https://bubbl.us/ or http://popplet.com/ printed out maps

      * Self assessment questionnaire

      * Audio journals for reflections

      * Scrapbook about characters                   

      * A story timeline                

      * A book discussion guide/presentation

      * A http://padlet.com/ bulletin board      


The technology tool is used to facilitate learning and move students away from one size doesn't fit all.