K-W-K Chart
Instructions
1. Complete the following chart with the information requested (see instruction 4). The objectives of this activity are:
- Learn about your previous knowledge about teaching vocabulary and grammar online
- Learn about your expectations about this course
- Find out, at the end of the four weeks, what you have learned during the course
2. Use the Discusion Topics section of the platform to submit this chart, under the corresponding forum
3. You will complete the first two columns in week one, and then you will be asked to complete the third column in week 4. However, you might want to complete it during the course.
4. Possible topics to comment on: teaching methods (different from f2f? synchronous, asynchronous?), error correction, individual work vs. group work, teaching strategies, learning styles, assessment
Participants:
Cary, Gwen Louise
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | -that learning a word is not just what the word means but also its register, usual accompanying words, pronunciation etc.
-that vocabulary instruction needs to cover all these aspects of the word.
-how to create online content
| -to learn how to incorporate as many aspects of vocabulary learning as possible in online activities without confusing or overburdening students or, worse yet, wasting their time | I had very little idea about online vocabulary except for comprehension type work and crossword puzzles. Through the readings I can feel more secure of my approach to vocabulary learning – critical thinking, in context, considering surrounding language. I now also have an array of sites to look vocabulary work up through and have gained an appreciation of concordancing and frequency lists. |
| Grammar | -the principle structure difficulties of my students
-how to tailor lessons to address students’ weaknesses
-how to put together web pages and create exercises
| -to learn more resources online for activity creation and methodology
-to be more proficient creating, selecting and applying grammar exercises to make my students online time interesting AND lead to actual learning
| I believe I have been exposed to a large enough array of grammar exercises that I will be able to select appropriate support material. That material has also given me ideas to create my own custom exercises. The exercise makers we worked with gave me extra resources for both grammar and vocabulary activity creation. The texts reinforced my feelings about the importance of grammar teaching with a communicative focus. |
Cornwell, Steve
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | I know quite a bit content knowledge about vocab (word frequencies, ways to teach low frequency vocab i.e. key word method, flash cards, vocab notebooks, etc., extensive reading and vocab. Oh, and reading Mira's and John's reminds me that I do know how to use Hot Potatoes and Audacity from prior courses | For both V and G, how do we make classes come alive and not just be working on worksheets. I would love to know more about doing group work online. Learn what online activities can offer that pen and paper ones cannot. | This is hard to do; I don't think I learned so much more about the content matter, but I did learn a lot about how to use the internet/technology in my teaching...and to see possibilities. I sort of feel that it will take some time to actually see all the ways i can apply what we have done including the chats, the software programs (which many of us poor Mac users cannot use:-( ), etc. |
| Grammar | Again I know a lot on content, using a PPU/PPP framework (presentation, practice, use/production) to plan lessons and how to analyze structures according to form, meaning, and use. I am familiar with a lot of grammar references and various scope and sequences from learner textbook series. | I will just add here that though I have done some online teaching (and learned a lot through these TESOL classes, I still want/need to learn how to merge my content knowledge and my pedagogical knowledge (some which is currently forming in regards to online teaching.) | (hmmm...wikis is great, I mean "are great?!") My comments here are basically the same as above. If I think of more to add, I will. Thanks for a great course, dafne and teresa!!!! |
Fawzi, Hala
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | I know how to teach vocabulary to a class from one student to 150 ,with or without a mic !
I know how to use many online tools for teaching English vocabulary , also seen and comprehended how many colleagues have used them in their teaching, but I have never used them really with my university Ss, not in a formal course.
What I DON’T know is how to create an online, or a blended course for my Ss for teaching vocabulary using the over 100 good sites I know for teaching the four skills, or five; if e are to count communication as a fifth one!
| 1-(a)To learn to use the plethora of great web based activities found up there for teaching vocabulary in context, (b)how to be able to select the good ones is also need here, and(c) how to be able to modify an activity according to my learners' needs, if needed.
2-How to design a lesson plan for a web based activity for teaching vocabulary.
3-How to help/teach teachers to teach vocabulary using online tools.
| Vocabulary and Grammar
1-So many free websites rich with exercise, ready-made and graded exercises for both vocabulary and grammar.
2-Online exercise creators and how to use them to create online vocabulary and grammar activities, but only used two of them. I need to explore the rest later.
3-I learned, cried, suffered in doing my final project!
4-I learned about concordance, ARVAK for learning styles, learning in word list……(check discussion forum yah ala)
5-To see other’s lesson plans ,reading about Tere’s and Daf’s work, projects, lessons and what they do with their students in their blended courses has helped in thinking about new innovative ideas with my students.
6-I have learned about many websites that I will explore later because it was a short time with two online courses .
|
| Grammar | Just replace the word"vocabulary" with grammar and it will tell you eveything! |
Copied/pasted/added/deleted:
1-To be able to use different online e tools for making the learning of grammar more enjoyable and "digested" to/for learners.
2-(a)To learn to use the plethora of great web based activities found up there for teaching grammar to all levels, (b)how to be able to select the good ones is also need here, and(c) how to be able to modify an activity according to my learners' needs, if needed.
3-How to design a lesson plan for a web based activity for teaching grammar.
4-How to help/teach teachers to teach grammar using online tools.
| Write here |
Fernandez, Gail
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | What I know: I have used Hot Potatoes, on-line dictionaries and thesaurus, and some websites for vocab. development. I know how to make simple worksheets and use simple editing features. | How to identify useful sites, to learn how to incorporate on-line learning more into a class that meets f2f, and to know how to use the sites so that it is more than just the student filling in exercises on her own, without interaction. | Write here |
| Grammar | I have used accompanying materials to some grammar textbooks. I know of many grammar sights. | How can I use the grammar websites more effectively? How can I have my students use them in an interactive way with one another? I don’t want on-line activities to simply replace paper handouts that I can give my students. | Write here |
Hunter, Moira
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | - that designing an asynchronous activity takes time and that time invested is important, because if it ‘stays’ on a site for learner access in autonomous learning, it has to be a good and solid activity in two months time or more. Neither must it look ‘dated’.
- that activities with f2f learners should not be put online just for the sake of it.
- that live online learning requires a lot of planning too but above all, that the nature of the environment leads to on the fly changes being made in real time and that a bank of good activities of your own (again time permitting) and lists of good sites is essential to cope with the dynamic just in time learning environment of a virtual classroom. Activities can then be given to the learner after the synchronous event to reinforce the learning which took place.
| I would like to find more resources and tools to help me produce activities quickly and effectively for a diverse learning population both on and offline. | I have definitely seen different tools in the course and Tere has done a wonderful job on the links page, collecting all the shared resources. Some are too time-consuming for my particular needs but Quandary is one I will definitely look at in detail when I can find the time. EclipseCrossword is now a favourite. One tool which I myself discovered whilst deperately looking for something easy, fast, and non-tech savvy for my colleagues was QuizWriter. Available in three versions (free to expensive!), it is a very interesting tool, fast, easy and visually attractive. You just copy paste your existing text, or write afresh, choose your question type and that's it! You publish it to the web or to the LMS. Video and audio can also be incorporated and I will be playing with this further in the near future. |
| Grammar | I would make the same comments as above. | I’d like to find out about tools which can bring grammar alive for learners, especially for self study. | As above |
Lee, Chonglim
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | Write here | Write here | Write here |
| Grammar | Write here | Write here | Write here |
Malupa-Kim, Miralynn
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | Quia activities--I'm a subscriber; hot potatoes. I'm also a fan of the lexical approach. | More sites to develop and/or create interactive vocabulary exercises with audio | I learned a lot of about applying technology to make vocabulary lessons more interactive. |
| Grammar | There are many ESL Grammar sites--I like the Grammar Aquarium | Create my own grammar exercises with my students' names and events on it; make grammar exercises more interactive | There are so many good websites around about grammar--I find this more useful than vocabulary websites since grammar rules do not change or vary even. It was also nice to learn all these other sites that have templates or can help us teachers to create exercises on our own. Thanks so much Dafne and Teresa! |
Mamoun, Anita
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | Not having taught for six years, I’m not sure what I know, but with all this wonderful collaborative learning, it’s starting to come back; best learned through reading and in context; flash cards a useful tool; glossaries created with others and shared; exercises found on various sites | Everything and anything others are doing in their online teaching; more practice with exercise creation; introduction to more useful sites; curious about synchronous | Write here |
| Grammar | For years, Betty Azar (red, black and blue books) was my favorite friend; now familiar with various websites with lots of explanations and exercises for practice; error correction of writing through email/copy and paste; a little bit of Hot Potatoes | See vocabulary | EVERYTHING and more! Web sites, synchronous learning, chats, voice over Internet, Webheads, Electronic Village, wiki, LessonPro, dictionaries, Chingo, and more and more and more. Now I just need to experiment! Thank you Teresa and Dafne! |
Mattingly, Theresa
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | Write here | Write here | Write here |
| Grammar | Write here | Write here | Write here |
Newgarden, Kristi
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | 1)Different ways ESL teachers work on vocabulary in the classroom 2)Strategies for vocabulary learning 3)Some good online sites for vocabulary learning 4)How to create activities with Hot Potatoes and Audacity | 1)More about recent research on vocabulary development and learning 2)Other tools for creating online vocabulary exercises | I certainly learned about exercise creators and tried several of them. I now can't imagine not using a Quia activity to review or quiz vocabulary. I really love Quia out of all the new creators I've learned about. I hadn't considered concordancers before, but I think it's a valuable tool for advanced learners. I also reaffirmed that I would like to think more about vocabulary learning, read Ken Folse's book, and figure out my approach to teaching it again. |
| Grammar | 1)Approaches for working on grammar and error correction 2) How to create online grammar activities with Hot Potatoes 3)Some good online sites for grammar practice | 1) Other tools for creating online grammar practice activities 2)Other ways to incorporate grammar practice in online materials | Again, learning about and practicing with the exercise creators was a key learning area for me. I've also realized some things about how to make my sites more user friendly and searchable when creating websites with ESL links for others. For one thing, including the specific grammar topic or focus in the link is extremely helpful. I have thought about how it is quite easy to create a presentation, practice, use type grammar lesson plan online. I think my approach to teaching grammar can easily translate to my online teaching. |
Peterson, Gordon
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | Write here | Write here | Write here |
| Grammar | Write here | Write here | Write here |
Proctor, Windy
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | I have used software such as Hot Potatoes and Quia to create supplementary activities for my students and I have had them access varies websites and online dictionaries. | I would like to move away from creating vocabulary quizzes and games to reading material that help students practice vocabulary in a more authentic manner.
In f2f interaction, I can accommodate varies learning styles through different types of tasks. How can I do that in an online setting? | Vocabulary/Grammar
1. Exposure to numerous 'exercise creator software'. I didn’t realize that there was life beyond HotPot. The evaluation /analysis of these sites is a handy reference for those times when I need to make an activity up quickly and don’t have time to peruse through all the software programs to find the one that will meet my needs.
2. Seeing how our classmates incorporated online activities into their lesson plans, e.g., The Study Place.
3. Reading and discussions; I’ve learned a lot through the discussions on vocabulary and computers and how some of our classmates teach vocabulary in their classes.
4. Most importantly, seeing how Dafne and Teresa have used these programs/software in their own teaching. |
| Grammar | In terms of grammar, I have used Hot Potatoes to make online grammar games. But I mainly relied on commercial sites. | I would like to learn how to make my activities more group oriented like what happens in f2f classroom (group or pair work).
I use online material to accompany my lessons or as additional practice, but I would like to do more with it. | . |
Richards, Lori
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | Using software like Hot Potatoes, Quia, and Movie Maker to present new vocabulary, and recycle already learned vocabulary. | More software;
Assessment sounds interesting. I’d like to examine that area more. | Write here |
| Grammar | Using software like Hot Potatoes and Quia. | More software; assessment; teaching strategies especially when the students are diverse and may have different learning styles. What degree of context is necessary to successfully learn grammar? | Write here |
Rink, Lori
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | I know there are a variety of factors involved in “knowing” a word: amount of encounters, spelling, grammatical functions, connotation, and colloquial usages. There are some guidelines to keep in mind when teaching vocabulary, such as not introducing two words that appear similar (except/expect) to avoid confusion, students need to use the word in a variety of tasks, learning words of higher frequency can be helpful, a word’s frequency may differ depending on whether the word is spoken or written. Students need to be made aware that words can have multiple meanings to help them learn the figurative uses of the words. L1 vocabulary influences learning L2 vocabulary. I've used hot potatoes and discoveryschool.com to create vocabulary puzzles | 1. What are some beneficial ways to use a concordance program with lower-level students? 2. What are some introductory activities for using wikis to develop vocabulary?3. What are some websites that focus on teaching collocation or connotation? | Write here |
| Grammar | (I think) There are traditionally two schools of thought towards teaching grammar: prescriptive and descriptive. I know that some grammatically incorrect utterances’ can convey meaning. It is important to know the form and the function of words to use them grammatically. I prefer to teach grammar in the context of another skill, such as writing or speaking, rather than a grammar class. | 1. What are some “fun” interactive sites for teaching grammar? | Write here |
Rosa, Joseph
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | Word frequencies; multiple meanings and that instruction needs to (slowly) incorporate most common aspects of word meanings; that English has been/is very eclectic incorporating borrowings from many languages (I especially enjoy going over word histories when possible); some good sources of online sites/help for vocabulary practices. | Better skills/methods in teaching vocabulary in/during the writing process; Being able to create more efficient online exercises for vocabulary development. | For vocabulary (as well as for grammar) it's nice to know that one is not alone in finding ways to make the learning of grammar and vocabulary more 'effective'. So, the frustration level among teachers, in generaly, seems to indicate that most of us are not very satisfied with our attempts, though there are certainly times of triumph, so to speak. An interesting 'hallmark' was the article by Steven . . that, indeed, teaching lists of vocabulary words (in a very thought-out way) is still very effective and desired. I need to go back to that particular abstract. |
| Grammar | Word derivationals and their function in syntax; grammar references online; I also like Grammar Aquarium. | Generally, same as above except substitute grammar for vocabulary. I also would like to become a better instructor of grammar. I've taught quite a few grammar classes at the tertiary level but only 'towards the end' did I get good tips from others on how to make it more interesting; effective. | Grammar has also been a headache and it may be that we need to take another look at abstracts that began to be published in the late 70s/80s that L2 learners do learn a language in a very predictable pattern. Not as predictable as L1 learners learning their langauge, but very rule-governed. This applies not only to the grammatical elements but, of course, to phonological and syntactic elements. I feel I need to see what's been published in the last 20 years in this area. |
Skiniotou, Caterina
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | I know how to use such software as Hot Potatoes to create a variety of activities for students to access on the Web.
I also know that I can create online activities on such sites as Quia.com.
I am quite familiar with incorporating sound, images as well as video files in interactive grammar and vocabulary activities. | New methodologies that would be more applicable to online learning facilitation. | I have learned about more exercise creators; even the fact that I was not particularly impressed with some of them has been helpful since this has helped me appreciate the exercise creators and sites I have known for some time even more. I definitely recommend the Eclipse Crossword Maker for those of us who would like to also provide our students with a pencil-to-paper version of some online exercises. I also like the fact that we used a variety of environments for our chats. This has been a hands-on experience of using media/a variety of sites and tools for synchronous communication that should be more thoroughly developed in other courses of this program (e.g. Making/Using Multi-media for online instruction). |
| Grammar | Same as above | Same as above | I still believe (although I may sound too boring and repetitive) that Hot Potatoes is a very useful exercise creator because it allows us to present/practice Grammar in context. Thanks to Dafne and Teresa, I have had the chance to understand the value of making the aims of each activity clear and explicit to students even if the students are children and the activities used to supplement f2f instruction: I tried the activities I created for the project with different classes (more or less of the same level) and I realised that most of the students did dramatically better when they had the aims made clear to them. Last but not least, this course has helped me understand the value of a wiki. Now, I only need to find the time to build a wiki for my students!!! |
Spiri, John
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | - created hot potatoes quizzes
- can make pdf worksheets
- have utilized moodle glossary
|
- I would like to improve online exercises
- I have many hot potatoes quizzes online, but would like to offer a follow-up activity involving listening. Ideally, this would be something creative. That's what I was aiming for with "Silly Stories," which were stories written which utilized a set of vocab
|
Write here |
| Grammar | Haven't done that much with grammar, mostly because I feel Japanese students have been pounded with grammar exercises for years. | However, if I could offer something interesting and engaging, that would assist students in their writing (help them use conjunctions properly, for example, or write in complete sentences) that would be great. | Write here |
Tyler, Jo
| Aspects | What I know | What I would like to know | What I have learned |
| Vocabulary | (1) There are a lot of web-based activities to work with vocabulary. Many are decontextualized; those that are contextualized are typically in a short audio or written text. They are pretty easy to make with software like Hot Potatoes. (2) There are a lot of web-based resources like dictionaries, translators and thesauri that learners and teachers can use to help with vocabulary. Learners need to be taught what the pitfalls of using these tools are and critical thinking skills for using them in a way that improves their language learning. (3) For K-12 ESL, content area vocabulary is crucial. The problem is that learners need a lot of exposure to content area vocabulary in many different contexts. Students can memorize individual words with intensive practice, but their ability to use the words and to comprehend them in new contexts takes time to develop. The most important thing we can teach students is not the meaning of words but effective strategies for acquiring difficult vocabulary on their own in ways that advance their reading comprehension and their oral and written language production. | (1) How to design (or where to find online pre-designed) web-based activities to teach vocabulary learning strategies, especially for comprehending content area vocabulary in new contexts and for using new vocabulary in communicative and academic writing contexts. (2) How to develop activities for language teachers that help them understand the processes and strategies for vocabulary development. | Write here |
| Grammar | (1) There are a lot of web-based activities to work with grammar. Many are decontextualized; those that are contextualized are typically in a short audio or written text. Most focus only on word or sentence level grammar. They are pretty easy to make with software like Hot Potatoes. (2) Students and teachers can use some word processing tools to aid grammar learning. (3) Language learners need to be able to transfer declarative knowledge of grammatical patterns to the processes of grammatically appropriate speaking and writing in communicative and academic contexts. They also need to know strategies for using grammatical cues in reading comprehension. Finally, they need to understand how grammatical features affect and are affected by discourse beyond the sentence level. (4) Collaborative dialogues are one of the best ways in face-to-face environments for students to develop the grammatical competencies above. | (1) How to design (or where to find online pre-designed) web-based and word processing activities to teach students how to apply grammatical knowledge in communicative and academic contexts. (2) How to design web-based collaborative dialogue activities for development of grammatical competencies. | Write here |
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