Going blended:If I can do it, so can you!Isabela Villas Boasisabela.villasboas@thomas.org.br
Coursecontextandrationalefor goingblendedProcess oftransformingthe existing f2fcourse into ablendedcourse:samplelessonFeed...
PedagogicalGrammarCompositionIntroduction tophonetics andphonologyPrinciples oflanguagelearning andteachingMethodology1Met...
Desire to attractstudents fromneighboringcitiesDecliningnumber ofregistrationsDesire to experiment with online teacherdeve...
Two-month, 32-hour courseImprove student-teachers’ writing and provide anauthentic experience with the process approach –f...
+The Blend: 50/50
TutorialsThe learning curve
ReferencesThe learning curve
ExperiencesThe learning curve
CollaborationThe learning curve
Sample blend: Lesson on Narrative Essays
Deciding what to do online
Book exercise – online quiz
Examples of topics
http://www.schoolbook.org/2011/11/17/how-i-became-a-teacherAnalyzing authentic text
Post a comment about the text youve just read entitled  How Ibecame a teacher".In your comment you should:- State whether ...
Your comment should contain no fewer than ten lines (inthe editing box - I know that when you publish they becomefewer); n...
Example of student response
Quiz: Checkunderstandingof conceptsForum:BrainstormingForum:ReflectingAuthenticsampleAdditionalresource
Analysed the topicsfor narrative essaysWrapped up discussion on theauthentic narrative essay(thesis statement)Analyzed the...
Wiki for peer revision
Sample student revision
Brainstorm onlineDiscuss F2FRead and reflect onlineClarify and expand F2FWrite onlineThe connection of activities
Revised Bloom’sTaxonomyActivitiesCreating E-Portfolio: choice, reflection, growthover timeEvaluating Peer revisions: Wiki;...
Students’ voices: Why go blendedBenefits shy studentsFosters learner responsibility and autonomyRoom for a wider variety o...
Time managementWorkload can end up beingbiggerA lot of distractionsPreference for f2sinteractionsStudents’ voices: disadva...
In sum, the ongoing changes and the usefulresources of technology are here. We can borrow thepositive aspects of online an...
E-portfolio cover letter
Tips for newbies
Tips for newbies
Tips for newbies
isabela.villasboas@thomas.org.brAll images courtesy ofFreedigitalphotos.netAlert icon slide 31 - http://www.graphicsfuel.c...
Upcoming SlideShare
Loading in …5
×

Going blended iatefl 2013

415 views
356 views

Published on

This is the thirty-minute talk I gave at the IATEFL conference. I describe the process of tranforming a 100% f2f writing course for teachers into a 50/50 f2f/blended version.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
415
On SlideShare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
7
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Going blended iatefl 2013

  1. 1. Going blended:If I can do it, so can you!Isabela Villas Boasisabela.villasboas@thomas.org.br
  2. 2. Coursecontextandrationalefor goingblendedProcess oftransformingthe existing f2fcourse into ablendedcourse:samplelessonFeedbackfromstudentsTipsStructure of the talk
  3. 3. PedagogicalGrammarCompositionIntroduction tophonetics andphonologyPrinciples oflanguagelearning andteachingMethodology1Methodology 2The Teacher Development Course
  4. 4. Desire to attractstudents fromneighboringcitiesDecliningnumber ofregistrationsDesire to experiment with online teacherdevelopmentWhy go blended
  5. 5. Two-month, 32-hour courseImprove student-teachers’ writing and provide anauthentic experience with the process approach –focus on multiple drafts and peer revisionAssessment by way of participation and e-portfolioStudents read and write essays on learning andteaching EnglishThe Composition Course
  6. 6. +The Blend: 50/50
  7. 7. TutorialsThe learning curve
  8. 8. ReferencesThe learning curve
  9. 9. ExperiencesThe learning curve
  10. 10. CollaborationThe learning curve
  11. 11. Sample blend: Lesson on Narrative Essays
  12. 12. Deciding what to do online
  13. 13. Book exercise – online quiz
  14. 14. Examples of topics
  15. 15. http://www.schoolbook.org/2011/11/17/how-i-became-a-teacherAnalyzing authentic text
  16. 16. Post a comment about the text youve just read entitled How Ibecame a teacher".In your comment you should:- State whether you think the writers thesis is clear.- State whether you think that, directly or indirectly, the writermentioned the setting, main characters, plot, climax, and ending ofher narrative.- State what you think are the strengths of the text you read.- State if there are any weaknesses and, if there are, what they are.- Conclude explaining how you identify (or not) with the text.Instructions for reflective post
  17. 17. Your comment should contain no fewer than ten lines (inthe editing box - I know that when you publish they becomefewer); no more than fifteen lines.For your comment, you should base yourself on theinformation about narrative essays provided in yourbook and on the online resource provided rightbelow this forum.Click on "reply" below to post your comment. Its best that you writeyour post on a word processor first, edit it, and then paste it as areply.Instructions for reflective post
  18. 18. Example of student response
  19. 19. Quiz: Checkunderstandingof conceptsForum:BrainstormingForum:ReflectingAuthenticsampleAdditionalresource
  20. 20. Analysed the topicsfor narrative essaysWrapped up discussion on theauthentic narrative essay(thesis statement)Analyzed the vocabulary anddiscourse markers used in itTextbook: Brainstormedideas for narrative essayand shared with peer –spoken variety offreewritingTextbook: Wrote anoutline of narrative essayand gave feedback toeach other on the outlineF2FWeaving into the following class
  21. 21. Wiki for peer revision
  22. 22. Sample student revision
  23. 23. Brainstorm onlineDiscuss F2FRead and reflect onlineClarify and expand F2FWrite onlineThe connection of activities
  24. 24. Revised Bloom’sTaxonomyActivitiesCreating E-Portfolio: choice, reflection, growthover timeEvaluating Peer revisions: Wiki; workshopAnalyzing Sample texts: links + forum; open-endedquestionnaire; wiki for jig-saw readingApplying Forum; open-ended questionnaireUnderstanding QuizRemembering QuizLevels of thinking skills
  25. 25. Students’ voices: Why go blendedBenefits shy studentsFosters learner responsibility and autonomyRoom for a wider variety of tasksImproves teachers’ digital literacyMeets a variety of learner needsFlexibility
  26. 26. Time managementWorkload can end up beingbiggerA lot of distractionsPreference for f2sinteractionsStudents’ voices: disadvantages
  27. 27. In sum, the ongoing changes and the usefulresources of technology are here. We can borrow thepositive aspects of online and traditional learning toimprove knowledge. Since learning is a lifelongprocess, a blended approach respects individualdifferences and helps students become moreindependent as they make these adjustmentsgradually. Because of the reasons mentioned above,I believe the TDC blended format is the mostappropriate for a teacher’s classroom reality.Students’ voices
  28. 28. E-portfolio cover letter
  29. 29. Tips for newbies
  30. 30. Tips for newbies
  31. 31. Tips for newbies
  32. 32. isabela.villasboas@thomas.org.brAll images courtesy ofFreedigitalphotos.netAlert icon slide 31 - http://www.graphicsfuel.com/

×